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(1)Effective Use of the Learning Progression Framework to Enhance English Language Learning, Teaching and Assessment in Reading and Writing at Primary Level. June – July 2022 English Language Education Section Curriculum Development Institute Education Bureau.

(2) Rundown of the Programme Part 1 Introduction to the Learning Progression Framework (LPF) Part 2 Using the LPF to Enhance the Learning, Teaching and Assessment of Reading Skills. Part 3 Using the LPF to Enhance the Learning, Teaching and Assessment of Writing Skills Part 4 Introduction to the hands-on activities. 2.

(3) Objectives  To introduce the Learning Progression Framework (LPF) for English Language as a reference tool to identify students’ strengths and weaknesses, and give constructive feedback to them  To provide suggestions for teachers on using the LPF to develop students’ reading and writing skills progressively by improving the school-based curriculum planning at primary level  To inspire teachers with hands-on activities on designing/revising assessment items/tasks to improve students’ reading and writing skills. 3.

(4) Part 1 Introduction to the Learning Progression Framework (LPF). 4.

(5) The Learning Progression Framework (LPF) for English Language. Reading Skills. Listening Skills Writing Skills. http://www.edb.gov.hk/lpfenglish. Speaking Skills 5.

(6) What is the Learning Progression Framework (LPF)?. Learning Outcomes. 8. ……… ………. 7. ……… ………. 6. ……… ………. 5. ……… ………. 4. ……… ………. • helps teachers better understand and articulate learners’ performance; and. 3. ……… ………. • helps teachers plan strategically how to enhance English Language learning, teaching and assessment.. 2. ……… ………. 1. ……… ………. The LPF: • represents the growth of learners on a developmental continuum as they work towards the Learning Targets and Objectives of the English Language curriculum;. ATM. • is made up of Attainment Milestones organised under the four language skills and divided into eight levels of attainment;. 6.

(7) What are the purposes of developing the LPF?. To provide reference for understanding students’ learning progress. To help schools plan and review the school English Language curriculum and L&T strategies. To help students progress along the learning continuum.  Not for summative assessment / benchmarking students 7.

(8) The Structure of the LPF for English Language ATMs for each Attainment Milestones (ATMs) language skill expressed in the form organised and presented under of outcome the four language skills statements (a general description of learner performance). 8. Speaking. 7 6. Listening. Writing. 3 2. Reading. Exemplars illustrate. provide specific examples of what learners are able to do in demonstrating the ATMs.. the expected student performance.. Pointers. Outcome Statements. 5 4. Pointers. Underlying Principles. Learners can, for example,. •. ______. •. ______. •. ______. •. ______. Exemplars. 1 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 English language learning.. 8.

(9) Relationship between the Curriculum Framework, LPF and BC Knowledge. Curriculum Framework (What students are expected to learn) Values and attitudes. Skills. 9.

(10) Relationship between the Curriculum Framework, LPF and BC Knowledge. Learning Progression Framework (What students can do as a result of learning and teaching). Basic Competency Values and attitudes. Skills. 10.

(11) Curriculum Framework, Learning, Teaching and Assessment, and Learning Progression Framework (LPF) Goals. Curriculum Framework (What students are expected to learn). Process. Attainment Learning Progression Framework (What students can do as a result of learning and teaching). 11.

(12) Curriculum and Assessment Curriculum Framework and Learning Progression Framework Curriculum Framework and Learning Progression Framework. Assessment for/as Learning. Assessment in Schools Assessments for Assessments for Basic Competency Basic Competency. Basic Competency TSA TSA. (HKEAA) (HKEAA). 12.

(13) Part 2 Using the LPF to Enhance the Learning, Teaching and Assessment of Reading Skills a. Understanding the progression of learning outcomes for reading skills b. Using the LPF to ensure a progressive development of students’ reading skills c. Using the LPF to enhance the school-based curriculum planning 13.

(14) LPF for Reading Depth of processing understanding  inferring  interpreting. Abstractness. Text complexity. Organisation. Range and application of reading strategies. Information load (length, density) 14 14.

(15) Understanding the Learning Progression Activity 1 - Identify the missing attainment milestones (ATM) for reading from the choices given. b.. a.. c.. a.. b.. c.. 15.

(16) Progression of the Learning Outcomes in Reading ATM 1. ATM 5. ATM 8. Understanding information and ideas. Understanding and inferring information, ideas, feelings and opinions. Understanding, inferring and interpreting information, ideas, feelings and opinions. Text complexity. in some short simple texts,. in a range of texts with some degree of complexity,. in complex texts,. Range and application of reading strategies. using some reading strategies as appropriate. using and integrating a small range of reading strategies as appropriate. using and integrating a range of reading strategies as appropriate. Depth of processing. 16.

(17) Progressive Development in Reading Skills: Vocabulary Building ATM 1. recognise some high frequency words decode words by using knowledge of lettersound relationships. ATM 2 work out the meaning of words by using knowledge of lettersound relationships recognise common contracted forms by connecting them to their full forms. ATM 3 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). ATM 4 work out the meaning of words and phrases by using semantic and syntactic clues. ATM 5. work out the meaning of some idiomatic expressions (e.g. phrasal verbs and idioms) by using semantic and syntactic clues. 17.

(18) Progressive Development in Reading Skills: Text Structures ATM 1. ATM 2. ATM 3. locate specific information by recognising simple text structures (e.g. list of ingredients followed by cooking procedures in recipes) follow instructions and signs by recognising key words with visual support. ATM 4. ATM 5. follow ideas by recognising simple text structures and understanding the use of cohesive devices organise information and ideas in texts by using knowledge of text structures and some graphic forms (e.g. mind maps, character webs). identify characters, setting and sequence of events in stories. 18.

(19) The LPF for English Language (Reading) – Underlying Principles 1. language development strategies, generic skills, and positive values and attitudes (all 4 skills) 2. exposure to a variety of text types and reading purposes (e.g. reading for academic development, reading for pleasure) 3. selection of a wide range of texts of appropriate lengths and. different topics, including authentic texts. (Reading & Listening). 4. the interplay between tasks and texts when designing tasks for learners 5. the provision of support is gradually reduced to promote learner independence (all 4 skills) 19 19.


(21) Using the LPF to Enhance Students’ Reading Skills What should I expect my students to be able to do next?. What can my students do currently?. LPF. How should I help my students to progress further?. 21.

(22) More examples on setting a variety of questions by making reference to the LPF Primary Levels. https://www.edb.gov.hk/en/curriculumdevelopment/kla/eng-edu/referencesresources/LPF/exemplars_R4.html. Make reference to the LPF exemplars to learn more about the question intents and gain more ideas about setting a variety of questions to develop students’ reading skills and strategies progressively.. 22.

(23) Use of the LPF – Setting Learning Objectives for Reading LPF for Reading. Identifying students’ strengths & weaknesses (analysing internal assessment papers, TSA data). Setting learning objectives. 23.

(24) Tips for Developing and Assessing Students’ Reading Skills  To identify students’ strengths and weaknesses with reference to the LPF.  To include simple and straightforward questions to cultivate students’. confidence, and open-ended and more challenging questions to stretch their abilities.  To introduce reading skills explicitly to help students construct meaning from texts. To this end, various effective teaching strategies for reading could be integrated into the Reading Workshops. 24.


(26) LPF for Reading. Development of a full range of reading skills through Reading Workshops. Depth of Processing. Cognitive processes involved in reading. Understanding. Inferring. Interpreting. - Locating information - Working out meaning of words and phrases - Connecting ideas - Identifying main ideas and supporting details - Distinguishing facts from opinions - Organising information and ideas. - Inferring feelings - Deducing information and ideas - Comparing information and ideas - Working out main ideas and themes. - Analysing information and ideas - Synthesising - Evaluating - Justifying. Underlying principles Activating prior knowledge and experiences in processing a wide range of texts for different reading purposes Abstractness. Text complexity. Organisation Density of information. Range and application of reading strategies 26.

(27) Considerations in Planning School-based Reading Workshops Primary 1 – 6 Students’ Reading Skills Development (60%) (40%). Do you use real books with a variety of text types? Do you choose books of different text types under the same theme? 27.

(28) Teaching Strategies for Reading. Storytelling Independent Reading. Reading Workshops. Supported Reading. Reading Aloud. Shared Reading. 28.

(29) Independent Reading. Supported Reading. Reading Aloud. Shared Reading. KS1. Storytelling. Teaching Strategies for Reading. English Language Curriculum Guide (Primary 1-6), p. A29. KS2. 29.

(30) Benefits of Implementing Reading across the Curriculum (RaC). RaC Links between ELE and Other KLAs. 30.

(31) Progressive Development of Students’ Reading Skills  Task demand should increase with text complexity. 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 students’ abilities.  To promote learner independence, the amount of support provided could be gradually reduced.  Ample opportunities should be provided for students to apply the reading skills and strategies in daily lessons, e.g. setting additional questions for reading texts in the textbook.  Effective curriculum planning to ensure  a balanced coverage of different text types,  the explicit teaching of text features, and  the introduction of language development strategies, e.g. vocabulary building skills.. 31.

(32) From Reading to Writing Enhancing the implementation of READING Workshops. Connecting students’ READING and WRITING experiences.  Ensuring progressive development of reading skills and strategies  Providing opportunities for students to develop their creativity and critical thinking skills  Introducing the features of different text types explicitly.  Making alignment between the GE programme and Reading Workshops to design writing tasks with meaningful contexts  Exposing students to authentic readers to enrich their writing ideas and language used 32.

(33) Part 3 Using the LPF to Enhance the Learning, Teaching and Assessment of Writing Skills a. Understanding the progression of learning outcomes for writing skills b. Using the LPF to provide constructive feedback on students’ writing c. Using the LPF to enhance the school-based curriculum planning 33.

(34) The LPF for English Language (Writing). 34.

(35) The LPF for English Language (Writing) – Underlying Principles 1. language development strategies, generic skills, and positive values and attitudes (all 4 skills) 2. meaningfulness and appropriateness of the texts to the context, purpose and audience (Writing and Speaking) 3. development of writing strategies (e.g. writing legibly, using knowledge of letter-sound relationships to spell words, editing drafts by correcting errors in language, reflecting on own writing based on feedback from teachers or peers, etc.). 4. the provision of support and the need to encourage learner independence (all 4 skills) 35.

(36) Understanding the Learning Progression – Content Activity 4a - Identify the missing learning outcomes for “Content” from the choices given. c.. a.. b.. a.. b.. c.. 36.

(37) Progression of the Learning Outcomes – Content ATM 4 ATM 2 Writing short texts to convey simple but limited information, ideas and personal experiences on familiar topics. Writing short texts to convey simple information, ideas, personal experiences and opinions on familiar topics with some elaboration. ATM 7 Writing texts to convey information, ideas, personal experiences and opinions on familiar and less familiar topics with elaboration 37.

(38) Progression of the Learning Outcomes – Content. Complexity of information and ideas. Length of texts. Familiarity with topics. 38.

(39) Understanding the Learning Progression – Organisation Activity 4b - Identify the missing learning outcomes for “Organisation” from the choices given. b.. a.. c.. b.. a.. c.. 39.

(40) Progression of the Learning Outcomes – Organisation ATM 4 ATM 2 Putting ideas about a topic in sentences. Linking ideas quite coherently in a short text, and showing an awareness of overall organisation of ideas. ATM 7 Linking ideas coherently throughout the text, and showing appropriate overall organisation of ideas. 40.

(41) Progression of the Learning Outcomes – Organisation. Linkage between ideas within and across paragraphs. Overall organisation of ideas. 41.

(42) Understanding the Learning Progression – Language and Style Activity 4c - Identify the missing learning outcomes for “Language and Style” from the choices given. a.. a.. b.. c.. b.. c.. 42.

(43) Progression of the Learning Outcomes – Language and Style ATM 7 ATM 4. ATM 2 Using some simple language forms and functions, and simple formats quite appropriately. Using a small range of quite appropriate and accurate language forms and functions, and showing an awareness of tone, style, register and features of some text types. Using a wide range of generally appropriate and accurate language forms and functions, and generally appropriate tone, style, register and features of a range of text types 43.

(44) Progression of the Learning Outcomes – Language and Style. Language forms and functions used at different ATMs of writing. 44.


(46) Using the LPF to provide constructive feedback on students’ writing The LPF provides a common scale and language for teachers to describe students’ performance and progress in English Language learning. In the writing about Sarah’s Secret, some of my students attained ATM 4 in Content, Organisation, Language and Style.. In the writing task about Sarah’s Secret, most students attained ATM 3 in Content, Organisation, Language and Style.. They could establish links using some simple cohesive devices and arrange relevant ideas chronologically to show a generally clear focus.. They could use a small range of vocabulary…. How about their performance in Language and Style?. They could establish links using a small range of cohesive devices and arrange relevant ideas in a short text to show a generally clear focus.. 46.

(47) More examples on students’ writing performance by making reference to the LPF Exemplars are provided to illustrate the expected performance of learners at different levels for teachers’ ease of reference.. Link: https://www.edb.gov.hk/en/curriculum-development/kla/engedu/references-resources/LPF/exemplars_W1.html. Exemplars are categorised into different ATMs. Teachers may refer to ‘ATMs 1-5’ for exemplars at primary level. 47.

(48) Using the LPF to provide constructive feedback on students’ writing Teachers should:  give feedback on content, organisation, language & style  start with positive comments  make suggestions that are achievable to students  give feedback to individual students through conferencing, or select typical writing/group work and share the comments with the whole class. 48.


(50) Using the LPF to enhance the school-based curriculum planning Teachers can make use of the LPF to  conduct a holistic review and planning across year levels to ensure the progressive development of students’ writing skills  understand students’ ability and needs, which can help them develop their school-based writing plan / improve the school-based curriculum. 50.

(51) Reviewing the writing plan by making reference to the LPF. Questions for reflection Progression • What are the strengths and weaknesses of students? • What is the next level of attainment for students? • Is there clear and gradual progression in task requirements from KS1 to KS2 in terms of:. Learning and Teaching How can teachers improve the design of writing activities to stretch students’ potential and address their weaknesses? • • • •. Are students provided with opportunities to recycle learnt language items in the writing activities for consolidation? Are reading and writing experiences connected to provide sufficient input to students? Is there a gradual reduction in teacher support to promote learner independence? (LPF-underlying principle 4) Are different writing strategies (e.g. generating ideas, editing drafts, reflecting on own writing) incorporated in the school-based curriculum? (LPF-underlying principle 3). Assessment • Do the writing activities involve peer/selfassessment? • Are learning objectives and assessment criteria coconstructed or shared with students?.  formality of text types  familiarity of topics  elaboration of ideas. Topics Does the curriculum provide a variety of writing activities to help students develop different aspects of writing skills? •. etc. •. Apart from picture writing, do the writing topics cover different text types? (e.g. stories, reports, recipes, biographies, scripts) Is journal writing included in the writing plan? 51.

(52) Recap of Today’s Message Help students progress to the next level of learning. LPF. Plan strategically for effective learning, teaching & assessment. Identify students’ strengths & weaknesses 52.

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