balancing it right in the ks2 english kla curriculum by yuen long government primary a.m. school
TRANSCRIPT
Balancing it right in the Balancing it right in the KS2 English KLA KS2 English KLA
CurriculumCurriculum
by
Yuen Long Government Primary A.M. School
The story began…
What did we do in reading What did we do in reading comprehension?comprehension?
Q1. Is David a taxi-driver?
Q1. Is David a taxi-driver?
Q2. When did David drive on Tolo Highway?
Q2. When did David drive on Tolo Highway?
Q3. How much did David pay for the fixed penalty?
Q3. How much did David pay for the fixed penalty?
Q4. What other penalty did David have?
Q4. What other penalty did David have?
This went ‘well’ until …This went ‘well’ until …
• Changes set in at macro level - the new English KLA Curriculum Guide
• Changes set in at micro level - new textbooks
and
• System assessments requirements
Identifying Inadequacy in Learning Identifying Inadequacy in Learning and Teachingand Teaching
• Teaching was bound by a large number of textbooks and supplementary practice books.
• Lacks of linkage between each unit.
• Input was not sufficient in the four language skills, particularly in reading.
• Teaching of language skills was in isolation.
• Too much emphasis on the teaching of language forms
What to do first? What to do first? Analyzing levels of comprehensionAnalyzing levels of comprehension
Read the following sentence:-
“Marty opened her umbrella just in time and held it tightly”Literal comprehension :-Marty opened her umbrella just in time.She held it tightly.Text-based inferential comprehension :
Marty opened her umbrella. Probably she didn’t get wet. She held it up tightly。
“Marty opened her umbrella just in timeand held it tightly”
Knowledge-based Inferential comprehension:- People: Is Marty a man or a woman? Action: Opened umbrella, held umbrella tightly Setting: Indoor? Outdoor? Weather conditions:
Rained suddenly (just in time) Heavy rain and strong wind (held tightly)
Clothing: ????
Levels of comprehensionLevels of comprehension
Text:Text:
Of the three girls, only Bonnie can reach Of the three girls, only Bonnie can reach the shelf on which their mother keeps the the shelf on which their mother keeps the cookies.cookies.
Literal comprehension
There are three girls.Bonnie can reach the shelf.
Inferential comprehension
Text-based
[their mother]The three girls, one of which is Bonnie, are sisters.[only Bonnie can reach the shelf]Bonnie is the tallest. None of her sisters are tall enough to reach the shelf.[the shelf on which] The cookies are kept on a shelf.
Knowledge-based
The three girls are in a kitchen.The cookies are kept in a container that has been put on a shelf.
External text vs Internal textExternal text vs Internal text
External text(original text)
Of the three girls, only Bonnie can reach the shelf on which their mother kept the cookies.
Internal text (inferential text)
Bonnie and her sisters are in the kitchen. Because their mother keeps cookies in a jar on a high shelf, only Bonnie, the tallest of the girls, can get to the cookies.
Durkin 2004
Correlating levels of comprehension Correlating levels of comprehension to skills framework in CGto skills framework in CG
Yuen Long Government Primary AM School
Reading Skills for Key Stage 2
Reading Aloud (Oral) P.4 P.5 P.6
No. Descriptors 1st 2nd 1st 2nd 1st 2nd
1 Sight read a wide range of common, phonically irregular words e.g. have, said, was
2 Read in meaningful chunks
3 Read with stress, rhythm and intonation
Reading Workshop Assessment/ Comprehension Passages P.4 P.5 P.6
No. Descriptors 1st 2nd 1st 2nd 1st 2nd
1 Use known parts of words or word association to work out meaning of
unknown words, e.g. happy/unhappy (Appendix 1)
2 Work out the meaning of an unknown word or expression by using
contextual or pictorial clues (Appendix 2)
3 Locate information provided on the book cover, on the spine or blurb, index
and glossary (Appendix 3)
4 Understand the functions of basic punctuation (.,!?’ ‘’) (Appendix 4)
5 Understand the connection between ideas by identifying cohesive devices,
e.g. finally/at last, because, first, then, however/but, if, therefore/so, when,
or, also/too, and, but, pronoun references (Appendix 5)
6 Understand the use of a small range of language features like smile,
personification, rhyme, rhythm, alliteration, onomatopoeia (Appendix 6)
7 Predict the likely development of a topic (Appendix 7)
8 Recognize the presentation of ideas through headings, paragraphing,
spacing, italics, bold print and punctuation (Appendix 8)
9 Identify main ideas (Appendix 9)
10 Identify details that support the gist or main ideas (Appendix 10)
11 Identify the sequence of events (Appendix 11)
12 Understand story structure that comprises setting, characters, problems,
events and solutions (Appendix 12)
13 Understand intention, attitudes and feelings conveyed in a text by
recognizing features such as the choice and use of language (Appendix 13)
14 Scan for specific information (Appendix 14)
15 Skim a text to get the gist or main ideas (Appendix 15)
16 Give interpretative answers in relation to the text (answers that need to be
thought about or an opinion given e.g. Why does that happen? Why did he
do that?) (Appendix 16)
17 Respond to the text with relevant information and ideas (give a critical or
creative response or link meaning to personal experiences and then evaluate
or make a judgment about the text) (Appendix 17)
18 Recognize the format and language features of a variety of text types, e.g.
journals, letters, menus, reports etc (refer to attached list) (Appendix 18)
Analyzing skills focus in TSAAnalyzing skills focus in TSA
• Analyzing skills framework and its correlation to TSA reading and writing papers
Sample of question analysis
Q6: Read lines 14-16. What did the turtle do? Lines 14-16: “No, no. That’s never work because my shell is very hard,” said the turtle. “But I know what you can do. Throw me into the water. I won’t be able to breathe and I’ll drown. Then you can cook me!” A. cried for help B. jumped into the water C. told the Chief what to do D. asked the Chief not to cook him (It is difficult for students to tackle this question.)Q7: drown The turtle could not swim. Q9: “Why were the villagers ‘silly’?” they did not know the turtle could swim!Q10: Hidden meaning Read line 22. Why do turtles live in the water most of their time? Line 22: This is why turtles spend most of their time in the water. A. Hunters cannot catch them easily. B. Turtles don’t like living on land. C. There is a lot of in the water. D. Turtles like swimming in the water.
Analyzing reading skills focusAnalyzing reading skills focus
Territory-wide System Assessment 2006Item Analysis (P.6)
SkillBasic competency Sub-paper (Item no.) Compare
with Territory-
wide percentage
Questions
Reading
Use known parts of words or word association to work out meaning of unknown words, e.g. happy / unhappy
6ERW1 P.2Q03 Read line 7: “…turtles used to live only on land…”means turtles lived on land before.
Work out the meaning of an unknown word or expression by using contextual or pictorial clues
6ERW1 P.1Q036ERW2 P.1Q03
Anna can buy Woman’s Monthly once a month.
6ERW1 P.2Q02 Read line 5, A “folk tale” means a story.
6ERW2 P.2Q07 Read lines 15-16: “I won’t be able to breathe and I’ll drown.” This means the turtle could not swim.
6ERW1 P.3Q046ERW3 P.3Q04
Who are the members of the royal family?
6ERW1 P.4Q07 What is “starvation”?
6ERW2 P.2Q05 In paragraph 3, the baker hoped the rich man would buy his bread.
6ERW2 P.2bQ016ERW3 P.2bQ01
What did the rich man usually do in the morning?
6ERW3 P.1Q02 In line 5, what is a platform in an MTR station?
6ERW3 P.1Q06 Read line 11. A vehicle is something that …
6ERW1 P.1Q046ERW2 P.1Q04
On page 19, Anna can read a story.
Re-conceptualizing language teaching Re-conceptualizing language teaching and learning in and learning in School-based Curriculum PlanningSchool-based Curriculum Planning
Diversity
Balance
Vertical progression
Integration
Integrative balanced curriculum Integrative balanced curriculum
embedding diversities, scaffolding andembedding diversities, scaffolding and
spiral learningspiral learning
Horizontal & vertical continuityHorizontal & vertical continuitySchool curriculum
How Students learn bestHow Students learn best
• Comprehensible inputs
• Low anxiety, “safe” environment
• Meaningful interaction
• Use prior knowledge in new learning
• Feedback for improvement
Putting big ideas into actionPutting big ideas into action
• What to do next?
Adopting task-based learning
Solution
Task-based learning
Selecting clear language focus
Integrating 4 skills in every module
Reducing pupils’ assignment
Changes in School-based CurriculumChanges in School-based Curriculum
Communicative task
Textbook bound
- a central building block within the curriculum
•Lexical or syntactic exercise
•Students’ communicative competence•Language focus exercises
Communicative tasksCommunicative tasks
Procedures for planning the Procedures for planning the learning taskslearning tasks
Text analysis
Module plan
Setting the learning tasks
Yuen Long Government Primary Am School 2005-2006 First Term
Step Up Book 5A Text Analysis Module: Food and Drink Unit 1: Potluck Fun
Language Functions Language Focus Vocabulary items Sight vocabulary items
Previous knowledge
1. Use the simple past tense to talk about
past activities or events.
e.g. In the old days, people in America often
cooked their meals with big pots.
2. Use connectives to ‘first’, ‘next’,
‘then’, ‘after that’ and ‘finally’ to
express sequences.
e.g. First, cut a little pork and a lot of tofu into
small pieces.
3. Use uncountable nouns to refer to
uncountable objects
e.g. First, cut a little pork and a lot of tofu into
small pieces.
New language learning objectives
4. Use the general determiners ‘a lot of’,
‘a few’ and ‘a little’ to show quantities.
e.g. First, cut a little pork and a lot of tofu into
small pieces.
Potluck
Suppertime
Invited
Join
Guests
Served
Supper
Tofu
Soy sauce
Beans
Add
Cut
Mix
Put
Squeeze
Star fruit
Kiwi fruit
Mango
Lemon juice
Japanese rice
Curry
Whole chicken
Onion
Carrot
tomato
Yuen Long Government Primary AM School
Second Term Primary 5
Unit Plan for Task 1
Module : Food ad Drinks
Unit : 2 Smart Shopping
Task : 1 Smart Shopping
Time Frame : 2 weeks
No. of lessons : 18 lessons
Focus Questions:
1. What is the product’s name?
2. Where is the food made?
3. Which company made it?
4. What is in the food?
5. How much does it weigh?
6. What is the expiry date?
Learning Targets:
1. To establish and maintain relationships and routines in school and other familiar situations.(ISa)
2. To participate with others in making choices and decisions for carrying out events.(ISe)
3. To provide or find out, organize and present information on familiar topics. (KSa)
4. To interpret and use given information through processes or activites such as matching,
sequencing, describing, classifying, comparing, explaining, predicting, drawing conclusions;
and to follow instructions.(KSb)
Learning Objectives:
1. Learn how to look for important information about products on labels and containers.
Generic Skills / Values and Attitudes:
1. Communication Skills
Use spoken, written, graphic and other non-verbal means of expression to convey information and
options, and to explain ideas.
2. Critical Thinking Skills
Extract, classify and organize information from a source.
Language Skills Grammar Focus Vocabulary Items Text Types Learning
Resources
Reading 1. Work out the
meaning of an unknown word or expression by using visual clues, context and knowledge of the world.
2. Recognise
1. Use the
passive voice
to talk about
processes.
(e.g. When
we read the
information,
we can find
out where the
Key focus
‧ food
containers
1. containers
2. a jar
3. a bottle
4. a tub
5. a packet
6. a carton
1. Narrative
2. Label
3. Product
information.
1. containers of
packaged
food items
2. pupils’ food
labels
3. i-Book
4. Step Up
P.10-11
5. RW P.4-5
Working out reading tasks
To help students acquire a wide range of reading skills to comprehend different kinds of text.Correlated the reading tasks to the target reading skills in the English KLA Curriculum Guide.
Ways to help develop students’ Ways to help develop students’ reading skills through reading tasksreading skills through reading tasks
•Part skills training •Reading tasks •Comprehension questions•Reading activities •Authentic reading materials•Exposure to varieties of text types •Putting parts to whole…..
A) Ocean Park will be rebuilt. Read the news article for details.
IT’S TIME… The New Ocean Park to be the World’s Best Marine-Based Theme Park
(Hong Kong, March 18, 2005) The Ocean Park today announced a rebuilding plan. It wants to
make the Park the world’s best marine-based theme park.
The rebuilding plan will start in 2006 and be completed in 2010. It will add 33 new species of
animals. By 2010, more than 5 million visitors will visit the Ocean Park every year.
The new Ocean Park will be divided into two areas - The Waterfront and The Summit. They will
have more than 70 interesting places.
The Waterfront will be divided into three zones: Aqua City, Birds of Paradise and Whiskers
Harbour. Whisker Harbour is a zone for families. The famous characters from the Ocean Park will
welcome guests there.
The Summit is 150 meters tall. Visitors can see the beautiful views of Hong Kong’s southern
shores, Aberdeen and nearby islands. At the hillside there will be four different zones: Marine
World, the Rainforest, Thrill Mountain and Polar Adventure.
The biggest attractions in the new Ocean Park will include the Killer Whale Stadium. Visitors can
view a great Killer Whale show. At the Penguin Glacier, penguins play on the slide to make
visitors happy. In the Polar Bear Cove, it is the home for big and cute polar bears. At the Swim
with Dolphins area, visitors can wear wetsuits and come nose-to-nose with the friendly
mammals. At the Shark Encounter in Aqua City, visitors can enter a cage to watch people feed
sharks.
There will also be 12 new shows including the Typhoon Stunt Show in the Rainforest area. We
can also find Kung Fu fighting, Hollywood special effects and the rollercoaster at Thrill Mountain.
Ocean Park’s famous cable car will be rebuilt. But visitors can also choose to ride the Summit
Express. It is a fast train that will bring visitors through a tunnel at high speed to The Summit. It
can bring them back to The Waterfront in minutes.
There will be three hotels next to the park, which will bring more tourists to Ocean Park.
5
10
15
20
5
10
15
20
Authentic writing modified by teachers with clear focus on reading skills training
Tom has written three journal entries about his special events. Read his journal entries and label different parts of the first journal entry.
1.
Tuesday 9 May Rainy and windy.
Today is a bad day f or me.
This morning my alarm clock was out of order, so I woke up thirty minutes late.
Af ter I lef t my home, I f ound that I had forgotten to bring money. I had to walk to
school. Suddenly it started to rain. I didn’t have an umbrella, so I was all wet.
I n English lesson, Mrs. Lee was very angry because I f orgot to bring my
textbook. She made me stand in f ront of teachers’ room during the recess. I was
hungry and thirsty.
I n the af ternoon, I walked home f rom school but I was very careless. Since the
road was wet, I slipped and hurt myself . There was a big cut on my knee and a lot of
blood coming out.
I wish tomorrow will be a better day.
2.
3.
4.
5.
Monday 1 May Hot and Sunny Today is a great day! Because of Labour Day, I have a holiday today. I had a very HAPPY day with my f amily today! I n the morning, my parents took me to a restaurant f or breakfast. We have not gone to the restaurant together f or a long time. I really enjoyed the breakfast. Then we went to see ‘I ce Age: The Meltdown’ at Yuen Long Broadway Cinema, it was really f unny! Af ter that, we went to have pizzas f or lunch, but there were a lot of people having pizzas, so we bought pizzas home instead. I n the evening, my f ather played basketball with me in the basketball court. We had a one-on-one match. Since Dad is much taller than me, I can never win! This time he scored 12 points and I scored 3 points. Although he scored much more than I did, I still had a great time being with Dad. I really hope that Mum and Dad can spend more time with me.
1
5
10
1
5
10
Identifying key elements in a journal
Re-vamping writing tasksRe-vamping writing tasks
Before After
Guided Open-ended
Manipulated Focus on process
Working out a skills framework
Yuen Long Government Primary AM School (2006-2007)
School-based English Language Curriculum Plan KS2 (Writing)
P.4 P.5 P.6 • Word limit: 50 words • Use cursive script • Use paragraphs, capitalization and conventional
punctuation • Write simple riddles • Write recipes by using connective to express
sequences and imperatives to give instructions • Write narratives based on the information
provided and personal recount • Create slogans • Write rules by using the modal ‘should’ to express
obligations • Write the ending of stories by using simple past
tense to describe activities or events in a story, • write plans • Make signs by using the modal ‘must’ to express
obligations and prohibition • Make pamphlets with appropriate format and
information • Make cards according to different situations • Use cohesive devices (e.g. also, at last, because,
however, therefore) • Use a small range of tenses (e.g. simple present,
simple past, present continuous and future with some consistency)
• Proof-read to revise drafts and identify simple language errors
• Present writing using appropriate layout and visual support such as illustrations, tables and charts
• Gather and share information and ideas by using strategies such as brainstorming, questioning and interviewing
• Word limit: 60 words • Use cursive script • Use paragraphs, capitalization and conventional
punctuation • Write invitation cards • Write descriptions about interesting places in Hong
Kong • Write e-mails with correct format by using
formulaic expressions • Write reports with simple past tense to describe
activities or events and indefinite pronouns to refer to people, events and objects in a general and indefinite way
• Write stories by using simple past tense to describe activities or events in a story
• Make posters with appropriate format
• Write journal entries by using simple past tense to talk about past activities or events and simple present tense to talk about present states
• Write jokes and riddles • Use a range of tenses (e.g. present, simple past,
present prefect) and modals with some consistency • Proof-read to revise draft and identify simple
language errors • Present writing using appropriate layout and visual
support such as illustrations, tables and charts • Gather and share information and ideas by using
strategies such as brainstorming, questioning and interviewing
• Word limit: 80 words • Use cursive script • Use paragraphs, capitalization and conventional punctuation • Write a range of texts (e.g. journal) to describe, recount, record,
explain, propose and summarize with supporting details and elaborations
• Write formal letters with an appropriate format (i.e. formulaic expressions to begin and end the letters)
• Write stories based on the given opening and draw pictures to illustrate the story
• Write stories with the help of a story web
• Write stories with moral (fables)
• Write a new ending to fairy tales by using simple past tense to describe activities or events
• Write comic / picture captions write lines for a play with adverbs to show how to read the lines in a story
• Write narratives to describe people, objects and places
• Write rules with an appropriate format and adverbs describing manner
• Write some why questions and give reasons
• Write some advice by using the modals
• Write paragraphs which develop main ideas
• Use appropriate cohesive devices ( e.g. also, at last, because, however, therefore)
• Use a range of tenses (e.g. present, simple past, present prefect) and modals with some consistency
• Proof-read to revise drafts to improve organization and language. (combine ideas, rearrange orders, add details, delete irrelevant ideas, substitute words or phrases with more appropriate ones)
• Present writing using appropriate layout and visual support such as illustrations, tables and charts
• Gather and share information and ideas by using strategies such as brainstorming, questioning and interviewing
A writing skills frameworkA writing skills framework
Scaffolding writing tasksScaffolding writing tasks
Input
Process
Product
Substantive reading materials
for various text types
Using Graphic organizers
Students’ writing
My Best Friend
Appearance (How does he/she look
like?) Personality
Personal Information Name: Gender: M / F How old is he/she? How long have you been friends
with him/her?
Things he/she does for you
The reason why you like him/ her
His/ Her Hobbies
H) Now you have some the information about Hong Kong. You can tell Don something about Hong Kong by replying an e-mail to him. Work in groups, read the e-mail from Don again and find out what Don wants to know about Hong Kong. Finish the mind-map and draft an e-mail in the space provided. You have to add your own idea in the space provided.
Your reply e-mail
First Paragraph:
1. You should write the greetings.
_______________________________________________
_______________________________________________
2. You should introduce yourself.
What’s your name? How old are you? Where do you live?
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Second Paragraph: You should talk about information of
Hong Kong and some interesting
places in Hong Kong.
1. ________________________________________________
________________________________________________
________________________________________________
2. ________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Third Paragraph: You should write the famous food in Hong
Kong.
1._______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Fourth Paragraph: You should write some festivals in H.K.
What are the festivals? What do we do at these festivals?
1._______________________________________________
_______________________________________________
_______________________________________________
2._______________________________________________
_______________________________________________
_______________________________________________
3._______________________________________________
_______________________________________________
An email An email from from overseasoverseas
From: <[email protected]>To: don <[email protected]>Date: Wed, 25 Oct 2006 16:04:50 +0800 (CST)Subject: Hello from Hong Kong!Dear Don How are you?My name is Vincent.I live in Yuen Long. I am ten years old. There are 6 994 500 people living in Hong Kong. There are a lot of interesting places in Hong Kong. For example,Disneyland,Ocean Park, The Big Buddha,The Avenue of stars,etc. I don't like going to the beach because I think there are many sharks. I like eating chicken curry,fish balls,Wafers,egg tarks and cart noodles. They are famous food in Hong Kong. We don't have any Austnalian restaurant, but we have Japanese restaurant and Chinese reataurant in Hong Kong. We have Bun Festival,Mid-Autumn Festival and Dragon Boat Festival. Bun Festival is usually in May About two weeks before the Festival,people on Cheung Chau Island build a Bun tower in front of the Temple there. They build the Bun tower with steel and bamboo now. It is about fourteen metres high. They covered the tower with sweet buns. Three days before the Festival ,people on Cheung Chau Island do not sell or eat meat. They only eat vegetables. On the main steets,there is a procession along the steets. Dargon Boat Festival is the day that poet Wat Yuen died. People eat rice dumping ang watch Boat races. Mid-Autumn Festival is usually in Septenber,we enjoy the full moon. People play lanterns and eat moon cakes. Write me soon. With best WishesVincent
What happened to student learningWhat happened to student learning?
• Could they spot the differences?
Student reflectionsStudent reflections
• More varieties in learning activities
• Structured input helps task completion
• Interesting and motivating – wish for longer English lessons
• Improved abilities in reading and writing
• Wish for learning opportunities outside classroom
Teachers’ reflectionsTeachers’ reflections
New conceptions
and new practices
Teacher reflectionsTeacher reflections
• Grow out of textbook bound teaching
• Clear language and skills focus in more balanced learning modules
• Varieties in learning materials and pedagogy
• More focused on student learning
• Matching teach-learn-assess cycle
Further changes in language Further changes in language teaching and learningteaching and learning
• Language in use outside classrooms
• Email correspondence to overseas friends
• Strengthening speaking and listening activities
Interactive activities in the Interactive activities in the classroomsclassrooms
Graphics organizers to help writing Graphics organizers to help writing
Linking writing to oral presentationsLinking writing to oral presentations
Outside ClassroomOutside Classroom
Changes at School LevelChanges at School Level
• Unit oriented discussion in co-planning meeting.
• Lesson observations served as a tool for accountability.
• Teachers shared ideas at one level.
• In-depth discussion in co-planning meeting.
• Peer observations promote learning and teaching.
• Teachers share ideas horizontally at one level and vertically across levels.
Before After
Curriculum development
School Developme
nt
Teacher Developme
nt
Pupil learning
Prime goals fulfilledPrime goals fulfilled
• Strike for a balanced curriculum• Develop students’ language skills
and proficiency for future study
Thank Thank YouYou