(Refreshed) Enhancing the Interface: Developing Reading Skills of Secondary Students with Reference to the Learning Progression Framework

(1)

English Language Education Section Curriculum Development Institute

Enhancing the Interface:

Developing Reading Skills of Secondary Students

with Reference to the Learning Progression Framework

(Refreshed)

(2)

Time Run-down

2:00 – 2:30 pm Understanding the LPF 2:30 – 3:15 pm Use of the LPF

3:15 – 3:30 pm Break

3:30 – 4:30 pm Enhancing the Interface across Key Stages

4:30 – 4:45 pm The LPF (e-Version)

4: 45 – 5: 00 pm Q and A

(3)

• To introduce the concept of progressive development of reading skills and strategies with reference to the Learning Progression Framework (LPF) for English Language to enhance a smooth interface in the school English Language curriculum;

• To demonstrate the use of the LPF to identify students’

strengths and areas for improvement in understanding, inferring and interpreting a wide range of reading texts; and

• To provide suggestions for planning a school reading curriculum for junior secondary students with a specific focus on promoting Reading across the Curriculum

Course Objectives

(4)

(5)

The Learning Progression Framework (LPF) for English Language

Reading

(6)

The LPF for English Language (Reading)

(7)

The LPF for English Language (Reading)

(8)

Curriculum Framework,

Learning, Teaching and Assessment, and the LPF

Curriculum Framework

(What students are expected to learn)

Goals

(What students can do as a result)

Learning Progression Framework

Attainment Process

Teaching

Assessment Learning

(9)

Basic Competency

Relationship between the Curriculum Framework, the LPF and Basic Competency (BC)

Curriculum Framework and Learning Progression Framework

(LPF)

(What students can do as a result of learning and teaching)

Skills

Knowledge Values and

attitudes

(10)

What is LPF for English Language?

helps teachers plan strategically how to enhance English Language learning and teaching.

is made up of Learning Outcomes organised under the four language skills and divided into eight levels of attainment;

helps teachers better understand and articulate learners’

performance; and

represents the growth of learners on a developmental continuum as they work towards the Learning Targets and Learning Objectives of the English Language curriculum;

………

8 7 6 5 4 3 2 1

Learning Outcomes

Level

(11)

What are the purposes of developing LPF?

• For identifying students’ strengths and areas for improvement

• For enhancing learning and teaching

* providing quality feedback to students

* reviewing expectations of student learning

* revising learning content

* improving teaching strategies

• For reflecting on whether opportunities have been provided for students to demonstrate their

performance

• Not for summative assessment

• Not for benchmarking students

(12)

Structure of the LPF

Levels Skills

8 7 6 5 4 3 2 1

Pointers

Students at this level can for example.

• ………..

• ……….…….

• ………..

Outcome Statements Underlying

Principles

Speaking

Writing

Reading

Listening

Learning Outcomes (LOs) organised & presented under the four language skills

Pointers

provide specific examples of what learners are able to do in demonstrating the LOs.

LOs for each language skill expressed in the form of Outcome Statements (a

general description of learner performance)

Underlying Principles elucidate some of the learning objectives which do not lend themselves to the description in terms of 8 attainment milestones but are essential to

(13)

LPF for English Language (Reading)

Reading is a receptive skill.

The outcome statements show the progression in terms of:

Depth of processing information, ideas, feelings and opinions

Text complexity

Range and application of strategies

Underlying principles

Outcome

Statements

(14)

Pointers tell what students are able to do at each level.

Outcome Statements

Pointers

Students at this level can for

example.

• ………..

• ……….…….

• ………..

Outcome Statements provide a general

description of learner

performance

Relationship between

Outcome Statements and Pointers

(15)

Underlying Principles

• language development strategies, generic skills, and positive values and attitudes (all 4 skills)

• the provision of support and the need to encourage learner independence (all 4 skills)

• meaningfulness and appropriateness of the texts to the context, purpose and audience (Speaking and Writing)

• interplay between tasks and texts (Reading and Listening)

To elucidate some of the learning objectives which do not readily lend themselves to the description in terms of 8 levels of

attainment but are essential to English language learning, e.g.

(16)

Understanding the Learning Progression

In groups,

• study the Outcome Statements for three levels of the LPF for Reading; and

• identify the three aspects in the progression of the Outcome Statements for Reading.

Activity 1 (Matching activity)

(17)

Understanding information and ideas

in some short simple texts, using some reading

strategies as appropriate

Understanding and inferring information, ideas, feelings and opinions in a range of texts with some degree of complexity, using &

integrating a small range of reading

Understanding, inferring and interpreting information, ideas, feelings and opinions in complex texts using and integrating a range of reading strategies as appropriate

Level 1 Level 5 Level 8

Progression of the Learning Outcomes

Activity 1 (Matching activity)

(18)

Level 1 Level 5 Level 8

Progression of the Learning Outcomes

Understanding information and ideas

in some short, simple texts

using some

reading strategies as appropriate

Understanding and inferring

information, ideas, feelings and

opinions

Understanding, inferring and interpreting

information, ideas, feelings and

opinions in a range of texts

with some degree of complexity

using &

integrating

a small range of reading

strategies

as appropriate

using and

integrating a range of reading

strategies as appropriate

in complex texts Depth of

processing

Text complexity

Range &

application of reading

strategies

Activity 1 (Matching activity)

(19)

Outcome Statements in the LPF

Range and application of reading strategies Abstractness

Organisation

Density of information

Text complexity

Depth of processing

(20)

(21)

Curriculum Planning

The learning, teaching & assessment cycle

Providing a common

“language” and “tool” to

facilitate professional

discussions among

teachers

(22)

Senior Secondary

An example

Curriculum Planning

Primary

Developing students’ reading skills and strategies across levels

(23)

Learning, Teaching and Assessment

Promoting Assessment for Learning

(4) Designing reading activities

(1) Identifying students’ strengths

& areas for improvement

(3) Setting learning objectives

(2) Selecting suitable reading

texts

(24)

Reading – ATM 2 Reading – ATM 3 Reading – ATM 4 Understanding information,

ideas and feelings in a small range of short simple texts, using some reading

strategies as appropriate

Understanding and inferring information, ideas and feelings in a small range of simple texts, using and integrating a small range of reading strategies as appropriate

Understanding and inferring information, ideas and feelings in a range of simple texts, using and integrating a small range of reading strategies as appropriate

Pointers

Learners can, for example,

 work out the meaning of words by using

knowledge of letter- sound relationships

 locate specific information by identifying key words

 follow ideas by

understanding the use of simple cohesive devices (e.g. simple connectives, pronouns)

Pointers

 work out the meaning of words and phrases by using knowledge of word formation (e.g. prefix, suffix) and some semantic clues (e.g. synonyms)

 locate specific information by recognising simple text structures (e.g. list of ingredients followed by cooking procedures in recipes)

 identify main ideas and some supporting details explicitly stated in the text

Pointers

 work out the meaning of words and phrases by using semantic and syntactic clues

 locate details which support the main ideas from different parts of a text

 follow ideas by recognising simple text structures and

understanding the use of cohesive devices

(1) Identifying students’ strengths and areas for improvement

Identifying Students’

Strengths &

Areas for Improvement

?



An example

、 



 

、 

、   、

?





Identifying reading

skills and strategies that

need to be supported

need to be further stretched

need to be given opportunities for development

Learning, Teaching and Assessment

(25)

(2) Selecting suitable reading texts

Reading - ATM 1 Reading – ATM 5 Reading – ATM 8 Understanding

information and ideas in some short simple texts, using some reading strategies as appropriate

Understanding and inferring information,

ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a small range of reading strategies as appropriate

Understanding, inferring and interpreting

information, ideas, feelings and opinions in complex texts, using and integrating a range of reading

strategies as appropriate Depth of processing

Range and application of reading strategies

Learning, Teaching and Assessment

Abstractness

Organisation Text complexity

(26)

(2) Selecting suitable reading texts

Underlying Principles

4) The interplay between tasks and texts is a factor for consideration when teachers design a range of tasks for learners to demonstrate their understanding of the texts. In principle, task demand

increases with text complexity as learners progress in the development of reading skills and strategies. To cater for learner diversity, simple tasks can be included for complex texts to cultivate learners’ confidence, and difficult tasks for simple texts to stretch their abilities.

Interplay between Tasks and Texts

Task Demand Text Complexity

• Task demand should increase with text complexity.

• To cater for learner diversity, simple taskscan be included for complex texts to cultivate learners’ confidence, and difficult tasksfor simple texts to stretch their abilities.

• To promote learner independence, the amount of support provided could be gradually reduced.

Learning, Teaching and Assessment

(27)

Reading – ATM 2 Reading – ATM 3 Reading – ATM 4 Understanding information,

ideas and feelings in a small range of short simple texts, using some reading

strategies as appropriate

Understanding and inferring information, ideas and feelings in a small range of simple texts, using and integrating a small range of reading strategies as appropriate

Understanding and inferring information, ideas and feelings in a range of simple texts, using and integrating a small range of reading strategies as appropriate

Pointers

 work out the meaning of words by using

knowledge of letter- sound relationships

 locate specific information by identifying key words

 follow ideas by

understanding the use of simple cohesive devices (e.g. simple connectives, pronouns)

Pointers

 work out the meaning of words and phrases by using knowledge of word formation (e.g. prefix, suffix) and some semantic clues (e.g. synonyms)

 locate specific information by recognising simple text structures (e.g. list of ingredients followed by cooking procedures in recipes)

 identify main ideas and some supporting details

Pointers

 work out the meaning of words and phrases by using semantic and syntactic clues

 locate details which support the main ideas from different parts of a text

 follow ideas by recognising simple text structures and

understanding the use of cohesive devices

、 



An example

、 

 、 

?

Reading objectives ATM 3.1 &

ATM 4.3

(ATM 3.1)

– work out the meaning of words and phrases by using knowledge of word formation (e.g. suffix)

(ATM 4.3)

– follow ideas by recognising simple text structures

(3) Setting learning objectives to help students improve further



Learning, Teaching and Assessment

(28)

If _____________________________, That’s _________________________.

(And if I say this is a wonderful poem, Is that exaggeration?)

If we meet and I say, "Hi,"

That's a salutation.

If you ask me how I feel, That's consideration.

If we stop and talk a while, That's a conversation.

I don’t have to go to school a vacation

you like this poem appreciation

Ations by Shel Silverstein

(4) Designing reading activities

ATM 3.1

Knowledge of word formation

(e.g. suffix)

Activity 2 (While-reading activity)

Discuss with a partner and complete the poem.

Learning, Teaching and Assessment

………….. …………..……..

(29)

If _____________________________, That’s _________________________.

(And if I say this is a wonderful poem, Is that exaggeration?)

If we meet and I say, "Hi,"

That's a salutation.

If you ask me how I feel, That's consideration.

If we stop and talk a while, That's a conversation.

I don’t have to go to school a vacation

you like this poem appreciation

Ations by Shel Silverstein

(4) Designing reading activities

ATM 4.3

Follow ideas by understanding

simple text structure

Activity 2 (While-reading activity)

Discuss with a partner and complete the poem.

Learning, Teaching and Assessment

………….. …………..……..

(30)

(31)

Further studies, work etc

Lifelong language learning

The Development of Reading

Skills and Strategies across Key Stages

Key Stages 1 and 2 Key Stage 3 Key Stage 4

Developing Basic Skills and Strategies

• 40% of English lesson time on Reading

Workshops

• Using literary &

information texts to facilitate the

development of reading

Expanding the Repertoire of Reading Skills and Strategies

• Extending students’

learning experience through promoting Reading across the Curriculum (RaC)

• Preparing students for

Consolidating the Reading Skills and Strategies Acquired

• Facilitating the

application of reading skills in an integrated and creative manner

• Supporting students to conduct independent

(32)

The Fine-tuned MOI Arrangements

English Extended Learning Activities (ELA) EMI by subject(s)

EMI by class(es) EMI for all subjects

To enrich the language environment

To increase students’

opportunities to use English

Whole-school Language Policy

Promoting Reading across the Curriculum (RaC) at the Junior Secondary Level

Language Content

Promoting RaC in the English Language Curriculum

Reading to Learn:

Towards Reading across the Curriculum

(33)

• Reading across the curriculum (RaC) is a component within Language across the

Curriculum

• RaC

– reading as a fundamental mode of learning

– explicit teaching of reading to be integrated with

teaching the curriculum – students learning to read

• the subject matter of pedagogic texts

• the associated language patterns

Academic content awareness

+

Academic language awareness

Speaking Writing

Language across the Curriculum

Listening Reading

Promoting RaC at the Junior Secondary Level

(34)

Underlying Principles

2) Learners are exposed to a variety of text types and reading purposes (e.g. reading for academic development, reading for pleasure) in preparation for real life applications.

Reading – ATM 3 Reading – ATM 5 Reading – ATM 7

Understanding and inferring

information, ideas and feelings in a small range of simple texts, using and

integrating a small range of reading strategies as appropriate

Understanding and inferring information, ideas, feelings and opinions in a range of texts with some degree of complexity, using and integrating a small range of reading strategies as appropriate

Understanding, inferring and interpreting information, ideas, feelings and opinions in a range of texts with some degree of

complexity, using and integrating a range of reading strategies as appropriate

Pointers

work out the meaning of words and phrases by using knowledge of word formation (e.g. prefix, suffix) and some semantic clues (e.g. synonyms)

locate specific information by recognising simple text structures (e.g. list of ingredients followed by cooking procedures in recipes)

identify main ideas and some

supporting details explicitly stated in the text

Pointers

work out the meaning of some idiomatic expressions (e.g. phrasal verbs and idioms) by using semantic and syntactic clues

follow the development of main ideas and make connections between ideas and information not explicitly stated by using semantic and syntactic clues

organise information and ideas in texts by using knowledge of text structures and some graphic forms (e.g. mind maps, character webs)

Pointers

work out the meaning of figurative language (e.g. metaphors) by using semantic and syntactic clues

analyse the development of ideas, views or arguments in texts

interpret ideas and opinions presented in different texts and draw conclusions

analyse texts for themes, intended audience and writers’ attitudes by reviewing

Promoting RaC at the Junior Secondary Level

(35)

Promoting RaC at the Junior Secondary Level

ATM 3

Knowledge of word formation (e.g. prefix,

suffix) & some semantic clues (e.g.

synonyms)

[e.g. exhale (away from), overpopulation (too much), non-metal (not)]

[ e.g. test tube, measuring cylinder]

[ e.g. access the file (n  v), google (n  v)]

[ e.g. smog = smoke + fog, bionic = biology + electronic]

Knowledge of Word Formation

• Affixation

• Compounding

• Conversion

• Blending

(36)

Promoting RaC at the Junior Secondary Level

ATM 3, 5 & 7

Knowledge of text structure,

graphic forms

Higher order thinking

Rhetorical functions in different

text

structures

(37)

Promoting RaC at the Junior Secondary Level

ATM 3, 5 & 7

Knowledge of text structure,

graphic forms

Illustrating causes and effects

Making comparison

Examples

(38)

To describe the flow of water

• Use of passive construction

• Verbs indicating direction

(e.g. “is stored in”, “is pumped to”)

Promoting RaC at the Junior Secondary Level

Organising information and ideas using graphic forms

Vocabulary

• Key locations of the flow of water

(e.g. “the reservoir”, “water treatment station”) An example

An information text Title: Water

(39)

Getting Water to

your Home

is pumped to

is stored in

is pumped to is taken to

reservoir

water treatment

station

water tank home

sewage treatment

station

is pumped to

(1)

(3) (2) (4)

(5)

Organising information and ideas using graphic forms

Helping students deconstruct the concepts and language of the text

Promoting RaC at the Junior Secondary Level

(40)

Rhetorical functions Language features (e.g.) ^PSHE ^ME ^SE ^TE ^AE ^PE Comparing “However”, “on the contrary”,

“despite”, “whereas”

* *

Sequencing Imperatives ^* ^* ^* ^*

Retelling Past tense ^* ^* ^*

Explaining “Due to”, “because”, “since”,

“therefore”, “so”, “as a result”

* * *

Describing Adjectives, relative clauses, passive construction

* * *

Drawing conclusions “To summarise”, “To conclude” ^* ^* Making suggestions “Can”, “may”, “suggest” ^* ^*

Giving instructions Imperatives ^* ^*

Presenting facts Present tense ^* ^* ^*

Making assumption Future tense, “if”, “let”, “suppose” ^* ^*

Examples of Rhetorical Functions and the Related Language Items Commonly Found across KLAs

Examples

(41)

Promoting RaC at the Junior Secondary Level

Integrating the use of information texts to connect students’

learning experiences

English for general purposes

English for academic purposes Language Content

Theme: Living Things

A dog has a good nose that is many times

…He wanted to breed bees that produced more honey…

…Within all living organisms is a chemical reaction, which produces

substances that have to be gotten rid of…

(42)

Further studies, work etc

Lifelong language learning

The Development of Reading

Skills and Strategies across Key Stages

Key Stages 1 and 2 Key Stage 3 Key Stage 4

Developing Basic Skills and Strategies

• 40% of English lesson time on Reading

Workshops

• Using literary &

information texts to facilitate the

development of reading

Expanding the Repertoire of Reading Skills and Strategies

• Extending students’

learning experience through promoting Reading across the Curriculum (RaC)

• Preparing students for meeting the language

Consolidating the Reading Skills and Strategies Acquired

• Facilitating the

application of reading skills in an integrated and creative manner

• Supporting students to conduct independent reading

(43)

Teaching Strategies for Reading across Key Stages

KS4 KS3

Equipping students with the skills and strategies to

read independently

(44)

Supporting Students to Read Independently

Self-reflection/

monitoring process

Setting / adjusting learning goals

Relating to prior knowledge

Considering a range of

strategies

Evaluating the performance Taking actions

to make Improvement

• Sharing of reading objectives / goals

• Revisiting the reading objectives / goals Role of Teachers

• Explicit teaching of learning strategies

• Guiding students to make connection with their prior knowledge

• Providing constructive feedback to help students to improve

Supporting students to become self-directed learners

(45)

Activity 3 (Lesson demonstration: Pre-reading / while-reading activity)

You will play the role as a student in this activity. Try to answer the teacher’s questions from the perspective of a student.

Supporting Students to Read Independently

(The book cover) Information Text

“Big Bugs, “Bad” Bugs

(46)

You will play the role as a student in this activity. Try to answer the teacher’s questions from the perspective of a student.

Supporting Students to Read Independently

(Pages 12-13) Information Text

(47)

Skill 1: ____________

• It will not be eaten by

other animals.

• It sways (moves) like a flower in the breeze (wind).

Skill 2: _____________

• It will stand up and fight against the bigger

predators.

• Its legs are shaped like

• It behaves like giants (something which is

• It blends into (looks similar to) the environment.

What are the two special skills of the praying mantis?

Use an example to describe this skill

How?

Supporting Students to Read Independently

How? Why?

Camouflage Fighting skill

(48)

Supporting Students to Read Independently

1. What is the title of the book?

Big Bugs, “Bad” Bugs

Bugs

ugly

ATM 1.2

Decode words by using knowledge of letter-sound relationships

3. What is this book about?

Bugs

ATM 2.7

Make predictions about the content from the title and illustrations

2. Read the title aloud. What are the special effects?

Alliteration, repetition ^{ATM 3.7}Identify simple stylistic features

Activity 4 (Debriefing session)

Information Text

(49)

Supporting Students to Read Independently

6. Why is the word “Bad” enclosed in quotation marks?

Meaning:

May not be bad

ATM 6.1

Work out the literal and implied meaning of words and expressions by using semantic and syntactic clues

4. Can you give me an example of bugs?

Spiders ^{ATM 2.7}

Make predictions about the content from the illustrations

5. What the use of the quotation marks?

Meaning:

• To draw readers’ focus

• To put emphasis on the word “Bad”

ATM 6.1

Work out the literal and implied meaning of words and expressions by using semantic and syntactic clues

Information Text

(50)

Skill 1: Camouflage

• It will not be eaten by

other animals.

• It sways (moves) like a flower in the breeze (wind).

Skill 2: Fighting skill

• It will stand up and fight against the bigger

predators.

• Its legs are shaped like

• It behaves like giants (something which is

• It blends into (looks similar to) the environment.

What are the two special skills of the praying mantis?

Use an example to describe this skill

How?

Supporting Students to Read Independently

ATM 5.3

Organise information & ideas using some graphic forms

ATM 5.2

follow the development of main ideas and make connections between ideas and information not explicitly stated by using semantic and syntactic clues

ATM 3.7

identify simple stylistic features

How? Why?

(51)

Supporting Students to Read Independently

• Sharing of reading objectives / goals Role of Teachers

• To find out the two special skills of the praying mantis (Language)

• To make descriptions using “like”

Reading objectives (Content)

(52)

Supporting Students to Read Independently

Role of Teachers

• Guiding students to make connection with their prior knowledge

4. Can you give me an example of bugs?

Spiders / other kinds of bugs

ATM 2.7

Make predictions about the content from the illustrations

1. What is the title of the book?

Big Bugs, “Bad” Bugs

Bugs

ugly

ATM 1.2

Decode words by using knowledge of letter-sound

relationships

(53)

Supporting Students to Read Independently

strategies

• Explicit teaching of learning strategies Activity 4 (Debriefing session)

Making reference to the LPF and modeling to students a range of reading strategies in the reading process

1. What is camouflage?

To hide by blending into the environment

ATM 4.1 Work out the meaning of words by using semantic (e.g.

pictorial) and syntactic clues

2. Is the praying mantis a good fighter?

Yes. It can fight

animals bigger in size.

ATM 4.5 deduce

information and ideas

by using semantic and syntactic clues

(54)

Supporting Students to Read Independently

strategies

Evaluating the performance

• Revisiting the reading objectives / goals

• To find out the two special skills of the praying mantis

(Language)

• To make descriptions using “like”

Reading objectives (Content)

• Camouflage

• Fighting skills

• …(verb) like (noun) Activity 4 (Debriefing session)

(55)

Supporting Students to Read Independently

strategies

Evaluating the performance Taking actions

to make Improvement

• Providing constructive feedback to help students to improve

Guiding students to cope with the reading challenges by identifying clues from the text to achieve the learning

objectives, e.g.:

• clues in close proximity

• semantic & syntactic clues

• pictorial clues Activity 4 (Debriefing session)

(56)

Supporting Students to Read Independently

Activity 5 (Post-reading activity)

Read the chapter “Praying Mantis” and complete the post-reading activity.

(57)

Supporting Students to Read Independently

(58)

Supporting Students to Read Independently

Then, work with a partner and match the pointers to the reading items.

1. What is a predator?

2. Give two more examples of other predators.

3. What is the use of the praying mantis’s front legs? Please tick the correct answer.

a) Fighting

b) Catching animals c) Protection

d) All of the above

Something that catches and eats other things

ATM 4.1

Work out the meaning of the word

“predator” by using semantic (i.e.

“become lunch for a praying mantis”,

“blend into the background”) and pictorial clues

Snakes, birds, frogs (any two or other appropriate examples)

ATM 2.4

Locate specific information, i.e.

examples of predators, by identifying key words, i.e. “predators, such as”



ATMs 2.4 & 2.5

• Locate specific information by identifying key words, i.e. “used for”

• Follow ideas by understanding the use of simple cohesive devices, i.e. the pronoun “They” which refers to “praying mantises”

(59)

Supporting Students to Read Independently

4. Which of the following activity can the praying mantis do with its front legs?

5. Why is camouflage an important skill to the praying mantis?

You may choose more than one answer.

a) Praying b) Swimming

c) Attacking other animals d) Cutting grass

a) To help it catch other insects for food b) To attract other animals

c) To look as beautiful as a flower

d) To protect itself from other predators



ATM 4.5

Deduce information and ideas by using semantic and syntactic clues, e.g.

“…tightly holding their victims”



ATM 5.2

Follow the development of the main idea, i.e. the function of camouflage, and make connections between ideas and information by using semantic and syntactic clues

Then, work with a partner and match the pointers to the reading items.

(60)

Supporting Students to Read Independently

Considerations for setting assessment items

Learning Objectives

Align assessment with the learning objectives

Variety of Reading Skills

Include items which require students to apply a range of reading skills

Distribution

Avoid a lopsided choice of items testing the same reading skills

Catering for Learner Diversity

Include some easy / challenging items to meet students’

needs

Integrating

the Use of the LPF

(61)

(62)

The LPF (e-Version)

(63)

Reading

(64)

Task Text

Pointers

(65)

Listening

(66)

(67)

Speaking

(68)

(69)

Writing

(70)

(71)

(72)