1. Reading & Writing assignments in Chemistry

2. Implementation Plan

4. Requirements :
06-07
Implement chemistry-specific reading tasks with emphasis
on the acquisition of basic reading skills
07-08
Reinforce reading skills
Post-reading Writing Tasks – MUST include “WRITING” elements
At least 60% of students get a PASS score in the “Post-reading Writing Task”.
At least TWO language features are required.
08-09
Reading tasks could help students develop high order reading skills.
Post-reading Writing Tasks – MUST include “WRITING” elements at least in paragraph level.
At least 60% of students get a PASS score in the Language Domain of the “Post-reading Writing Task”.

5. Text-types of reading articles:
writing tasks:
06-07
Procedural account Descriptive report
---
07-08
Procedural account Descriptive report
Descriptive report Explanation
Argument
Discussion
08-09
Descriptive report
Explanation

6. Focused Reading Skills
Reading Strategies
Predicting
Brainstorming & Reading the title, sub-headings, pictures
Activating prior knowledge
Recognizing main ideas
Identifying topic sentences
Using guiding questions
Using graphic organizer
Highlighting key words & topic sentences in a paragraph
Drawing conclusion
Evaluating
Making inferences
Using open-ended question
Modeling from reading article

7. Resources for Reading & Writing :
Newspaper
Science magazines
Webs
Science Articles

8. Language Support
&
Assessment rubrics

9. To let students know the language and writing
skills needed
To evaluate and analyze students’ strengths
and weaknesses

11. Use of Language Text-Type : Procedural Account Marking scale Excellent
(5 marks)
Good
( 3-4 marks)
Average
(2 marks)
Need to improve
(0-1 mark)
Content knowledge
- ideas / points concerned
Language features
of Procedural Account
□ Imperative form of the verb
□ Connectives / adverbs expressing
sequence
□ Connectives / adverbs expressing
causes & effect
□ Others : ________________
Score of Post-reading
Writing Task : C
/ 5 L /5

12. More supports
to students

13. Writing framework :
A form of language support.
The basic structure of the genre can be
provided.
The flow of ideas can be guided by
listing related connectives in sequence
and special language patterns..
Part of the text can be already written.

14. Procedures Procedure frame How to Procedure You will need
Diagram or drawing
First
Then
Next
After that
Finally
Procedures

15. Comparison Comparison frame
________________ and ____________________ are alike in some ways as follows.
For example they both
They are also similar in
The _________________ resembles
Finally they both
________________ and ____________________ are different in many ways.
The __________________ has _________________ whilst / whereas ____________________ has ___________________.
They are also different in that
Another way in which they differ is
Finally
Comparison

16. Explanation

17. Modelling

18. Modelling
A form of language support.

19. Model Sentences Provide students with model sentences and
explore with the special features.
help students understand how to structure
different types of sentences better.

20. Write sentences to describe the chemical reactions occurred
Write sentences to describe the chemical reactions occurred. Use the sentence patterns given in the example. (F3 Chem)
Example: burn
magnesium + oxygen  magnesium oxide
( white solid )
When magnesium is burnt in oxygen, a white solid is formed.
The product is called magnesium oxide.
burn
1. lead + oxygen  lead(II) oxide
( yellow solid )
When _lead_ is burnt in oxygen , a yellow solid is formed.
The product is called _lead(II) oxide.

21. burn
2. Carbon + oxygen  carbon dioxide
(colourless gas )
When carbon is burnt in oxygen, a colourless gas is formed. The product is called carbon dioxide.

22. Model Texts
Provide students with model reading texts with the same type of genre.
Help students understand how to structure
different types of text better.
Students can learn to express the concepts more explicitly and accurately.

23. A writing assignment with a reading article of the same genre.
Descriptive Report

24. Writing - Descriptive Report
Modeling with framework

25. Evaluation of
student performance

26. Success Criteria had been fulfilled.
Success Criteria : About 60% of the class can get a pass
06-07
07-08
08-09 F3 95
100
(* 97 ) 85
( * 72 ) F4 97
(* 98 ) 98
( * 96 ) F6
(* 95 )
( * 88 )
% of pass in the total score
( * ) % of pass in writing task
( * ) % of pass in language domain
Success Criteria had been fulfilled.

27. Student exemplar - High achiever with high language mark

28. Student exemplar - High achiever with low language mark