1. Strategies in Designing Reading & Writing assignments in Chemistry

2. What decisions do teachers have to make in designing a writing task ?

3. Assume you are the chairperson of the Science Club in the school, write a persuasive article to the school magazine to arouse your classmates’ protection of ozone layer by changing their living habits. Refer to Activity 1 (D)

4. WHY -Purpose for writing WHO -Audience Audience & purpose of the writing task: the chairperson of the Science Club to your classmates to arouse your classmates’ protection of ozone layer by changing their living habits.

5. WHAT -- Subject Content HOW -- Genre : Organization of ideas / Structure of the text Language features Genre of the writing task : Content knowledge - make a conclusion of article - actions to protect the ozone layer Content knowledge - a conclusion of the given reading article - actions to protect the ozone layer Language features of Argument - words to express opinions - connectives expressing addition, cause & effect, contrast ideas - modal / phrases of probability Argument

6. Genres of reading articles Genres of writing tasks 06-07 Procedural account Descriptive report --- 07-08 Procedural account Descriptive report Descriptive report Argument Discussion Explanation 08-09 Descriptive report Explanation Discussion Descriptive report Argument Discussion Explanation TLMSHK - Chemistry Reading & Writing Assignments (F3-6)

7. Explicit instruction : Writing task (Activity 2)Genre Explain why fuel cell is an environmental friendly energy resource in the modern world. To persuade the public to replace petrol cars with fuel cell cars Causal Explanation Argument

8. Language support : Doc G

9. Language support : explicit help for students in understanding & using the language of their subjects Notice on board, oral explanation of terms & concepts, written model language patterns, vocabulary lists …

10. The basic schematic structure of the genre can be provided as guideline. The flow of ideas can be guided by listing related connectives in sequence and special language patterns. ( A form of language support.) Writing framework :

11. Procedure frame Procedure How to You will need Diagram or drawing First Then Next After that Finally Procedural account

12. Explanation frame I want to explain why There are several reasons for this. The chief reason is Another reason is and as a result A further reason is So now you can see why Explanation

13. 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

14. Argument

15. Modelling : A form of language support

16. (a) Model Sentences ( for junior forms) Provide students with model sentences and explore with the special features. help students understand how to structure different types of sentences better.

17. 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 _____ is burnt in oxygen, a _______ solid is formed. The product is called _______________. lead yellow lead(II) oxide

18. 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.

19. (b) Model Texts ( for senior forms) Provide students with a model reading text with a certain type of genre, then ask them to write a text with the same type of genre. Help students understand how to structure different types of genre better. Students can learn to express the concepts more explicitly and accurately.

20. Example : Descriptive Report

21. Provide with framework to guide schematic structure Writing - Descriptive Report ( modelling with same genre)

22. an authentic assessment tool used to evaluate a student's performance a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged. Assessment rubrics :

23. HKEAA CE Questions with Effective Communication Organization structure, Presentation (A),(B),(C) marks

24. AL Paper I Section C Organization structure, Presentation (O),(L) marks

25. Genre : Procedural Account Marking scaleExcellent (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 Emphasize the Use of Language - Select certain language features required in that genre - Marking scale with marks and feedback - Score language mark separately TLMSHK – R & W assignment Rubric Doc H

26. Evaluation of student performance

27. High content mark with high language mark High content mark with low language mark Score of Post-reading Writing Task : C __ L __

28. Focus on : Audience & purpose of the writing task Genre ( knowledge of the topic, structure of the text, language features ) Explicit instruction in the writing tasks (appropriate question words) Language support for students Writing framework Modeling Assessment rubrics Evaluation of students’ performance

29. Resources for Reading & Writing : Newspaper Science magazines Webs Science News for Kids http://www.sciencenewsforkids.org/articles/TeacherZone.asp

30. 科普閱讀 http://www.hkedcity.net/article/special/popsci ence/ScienceGeneral_01.phtml