Syntactic Reading Strategies Overview

© NET Section, CDI, EDB, HKSAR 152 Section 11: Independence Stage

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

© NET Section, CDI, EDB, HKSAR 153 Section 11: Independence Stage

Developing Generic skills in the English Language

Key Stage 1 learners:

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 diversely 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.

© NET Section, CDI, EDB, HKSAR 154 Section 11: Independence Stage

Dimension Targets for English Language (KS1)

Key Stage 1 learners will:

Interpersonal Strand (IS) 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 Strand (KS)

• provide or find out and present simple information on familiar topics

• interpret and use simple given information through processes or activities such as labelling, 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 Strand (ES)

• 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.

© NET Section, CDI, EDB, HKSAR 155 Section 12: Professional Development