ASSESSMENT IN THE PLP-R (KS1)
Section 11: About Achieving the Independence Stage
3. Syntactic Reading Strategies Overview
Key Stage 1 Reading Strategies Overviews Graphophonic Reading Strategies Overview - Graphological
Students will recognise: Level
I
Level II
Level III
• book conventions, e.g. layout
• concepts of print, e.g. directionality
• that sentences are made up of words
• words are made up of letters
• upper and lower case letters
• letter style, size and shapes Ö
• sight words, e.g. high frequency, key words Ö
• letter clusters, e.g. syllables, affixes, onsets, rimes Ö
• that two words can combine to make one word Ö
• that new words can be made by adding a letter/s Ö
• that new words can be made by substituting a letter/s Ö
• small words in larger words Ö
Key Stage Text Types To be exposed to and/or explicitly taught during Key Stage 1:
Text Types
Examples and Structural and Language Features Level I Level II Level III Narrative Texts - literary
Examples: cartoons, comics, fables, fairy tales, poems, rhymes, songs, stories
Structural Features
• Orientation - introducing the characters
• Complication - a problem that changes the way things were
• Sequence of events
• Resolution - problem is resolved Language Features
• Past tense
• Nouns for characters and for setting
• Adjectives describing character, setting
• Time connectives to sequence events
• Saying and thinking verbs
• Action verbs
Narrative Texts - non-literary Examples: diaries, personal recounts
Note: There is no complication, personal comments are made, and there is a sequence of events.
• Teachers read aloud a variety of narratives and point out the detail about characters, setting and events mainly through the illustrations. They point out some basic language features, e.g. adjectives describing a character’s appearance.
• Students can retell and act out events from stories they have heard.
• Students can jointly construct simple narratives with the teacher.
Information Texts
Examples: charts, coupons, expository, forms, labels, leaflets, lists, menus, notices, descriptions, picture dictionaries, product information, riddles, signs, tables, timetables
Structural Features
• Introduction
• Description Language Features
• Nouns
• Relating verbs, e.g. are, is
• Action verbs
• Timeless present tense
• Pronouns
• Teachers read aloud information texts and point out details, such as labels pictures and diagrams. They point out some basic language features, e.g.
action verbs - Lions run fast; They eat meat.
• Students can give simple spoken descriptions of familiar things.
• Students can jointly construct
information texts with the teacher about a specific topic, e.g. ducks.
Explanatory Texts
Examples: captions, illustrations Structural Features
• Introduction
• Sequence of events Language Features
• Action verbs
• Simple present tense
• Nouns
• Connective words, e.g. and, then
• Teachers read aloud explanations and point out details, such as photographs, pictures, diagrams, flow charts and steps. They point out some basic language features, e.g. topic words - butterfly, cocoon, eggs, caterpillars.
• Students can jointly construct brief explanations with the teachers about familiar topics in the form of labelled flow charts.
Key Stage Text Types To be exposed to and/or explicitly taught during Key Stage 1:
Text Types
Examples and Structural and Language
Features Level I Level II Level III Exchanges
Examples: cards, conversations, notes, messages, personal letters, postcards Structural Features
• Simple statement/s
• Personal comments Language Features
• Present or past tense
• Saying or thinking verbs
• Action verbs
• Imperative verbs
• Nouns, noun groups
• Adjectives
• Teachers read aloud exchanges and point out details, such as layout and purpose of illustration.
They point out some basic language features, e.g. Thinking verbs - I hope you have a happy holiday.
• Teachers can model the layout and text of exchanges, such as a card or postcard
• Students can read simple exchanges such as a card or note.
• Students can jointly construct exchanges with the teacher.
• Students can independently construct and read simple exchanges about familiar events, such as cultural events or holidays.
Procedural Texts
Examples: directions, illustrations Structural Features
• A goal or purpose
• Materials needed
• Steps
Language Features
• Imperative (command) verbs, e.g. mix, put
• Action verbs
• Time connectives
• Adverbials to express time, place and manner, e.g. carefully, for 5 minutes
• Teachers read aloud procedures and point out details, such as materials, steps and labels. They point out some basic language features, e.g. use of imperatives - Open the door; Sit down.
• Students can draw and sequence basic steps for basic procedures.
• Students can jointly construct spoken and written procedures with the teachers about very familiar classroom and home activities, e.g. recipes, rules.
Persuasive Texts
Examples: advertisements, posters Structural Features
• Statement/s of position Language Features
• Relating words, e.g. is, are
• Action verbs
• Modal verbs, e.g. must, can, may
• Connectives, e.g. first, second
• Thinking verbs, e.g. think, hope, believe
• Present tense
• Teachers read aloud persuasive texts and point out details, such as pictures. They point out some basic language features, e.g. modal verbs - We must save the forest!
• Students listen to and express points of view about familiar issues.
• Students can jointly construct brief persuasive texts with the teachers about very familiar topics.
Developing Generic skills in the English Language Key Stage 1 learners will learn to:
Descriptors of expected achievements across the school curriculum Level I Level II Level III
Collaboration Skills
Understanding working relationships
• Clarify and accept various roles and responsibilities of individual members in a team and will be willing to follow team rules
• Recognise that individuals as well as the team have to take the consequences for their own actions
Developing attitudes which contribute to good working relationships
• Be open and responsive to others’ ideas; appreciate, encourage and support the ideas and efforts of others
• Be active in discussing and posing questions to others, as well as in exchanging, asserting, defending and rethinking ideas
• Recognise and avoid stereotypes; withhold premature judgment until the facts are known
• Be willing to adjust their own behaviour to fit the dynamics of the group Achieving effective working relationships
• Select a strategy and plan cooperatively to complete a task in a team
• Understand the strengths and weaknesses of members and build on the strengths to maximize the potential of the team
• Liaise, negotiate and compromise with others
• Reflect on and evaluate the strategy used by the group and make necessary adjustments Communication Skills
• Comprehend and act appropriately on spoken instructions
• Use clear and appropriate means of communication, both verbal and non-verbal, to express meaning and feelings
• Read and write simple texts Creativity
• Strengthen creative abilities: fluency, flexibility, originality, elaboration, sensitivity to problems, problem defining, visualization, imagination, analogical thinking, analysis, synthesis, evaluation, transformation, intuition, logical thinking etc
• Develop creative attitudes and attributes: imagination, curiosity, self-confidence, independent judgment, persistence and commitment, tolerance, for ambiguity, openness to new and unusual ideas/methods/approaches, deferment of judgement, adaptability, willingness to take sensible risks, etc
• Use and apply the Creative Problem Solving (CPS) Model and creative thinking techniques;
brainstorming, 6W thinking technique, 6 hats method, attribute listing, idea checklists, synectics, mind mapping, etc
Critical Thinking Skills
• Extract, classify and organize information from a source
• Identify and express main ideas, problems or central issues
• Understand straightforward cause-and-effect relationships
• Distinguish between obvious fact and opinion
• Recognize obvious stereotypes, assumptions, inconsistencies and contradictions
• Formulate questions, make predictions/estimations and hypotheses Problem- solving Skills
• Develop ideas about the problem and identify sources of information and help
• Identify, under guidance, different ways of tackling the problem
• Choose and implement a solution plan, using support and advice given
• Follow the given step-by-step methods to check and describe the outcomes Self-management Skills
• Self-assessment y Self-reflection
• Self-confidence y Self-discipline
• Adaptability/ability to work diversity y Self-motivation
• Responsibility y Emotional stability
Study Skills
• Identify the main points and ideas in different types of straightforward reading materials
• Use different forms of writing to present main ideas clearly
• Collect information from given sources, organize them into predetermined categories and analyse them according to preset guidelines
• Understand the need to set up a study plan and follow a given plan to meet short-term targets Reference: English Language Education Key Learning Curriculum Guide (P1-S3). 2002.
Dimension Targets for English Language (KS1)
Key Stage 1 learners will:
Interpersonal Dimension (ID) Level I Level II Level III
• establish and maintain relationships and routines in carrying out classroom activities
• converse about feelings, interests and experiences
• exchange short simple messages such as greeting cards and notes
• express preferences in making simple arrangements with others for carrying out events
• obtain and provide objects and information in simple classroom situations and through activities such as interactive games and role-play
Knowledge Dimension (KD)
• provide or find out and present simple information on familiar topics
• interpret and use simple given information through processes or activities such as labeling, matching, sequencing, describing, classifying; and to follow simple instructions
• state opinions using information and ideas in simple spoken and written texts
• recognise and solve simple problems in given situations
• clarify own written expression with support from the teacher
• recognise some obvious features of the English language in simple spoken and written texts such as the direction of writing in English, the characteristics of an alphabetic script and the sound patterns of English; and apply this awareness to one’s initial learning and use of language
Experience Dimension (ED)
• develop an awareness and an enjoyment of the basic sound patterns of English in imaginative texts through activities such as participating in action rhymes, singing songs and choral speaking
• respond to characters and events in simple imaginative and other narrative texts through oral, written and performative means such as:
• Making predictions
• Making simple evaluative remarks
• Drawing pictures, making simple models or objects
• Creating captions
• Describing one’s related experiences
• Participating in the telling of stories
• give expression to imaginative ideas through oral, written and performative means such as:
• Supplying captions to and/or describing sequences of pictures that tell a story
• Supplying captions to and/or describing sequences of pictures that depict a scene, object or character
• Experimenting with simple sound and word patterns in creating rhymes and poems based on given models
• give expression to one’s experience through activities such as making illustrations of selected events and describing and/or providing captions for them
Reference: English Language Education Key Learning Curriculum Guide (P1-S3). 2002.