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Curriculum Leadership and Management for English Language Education. Improving the Implementation of Whole-school Language Policy Enhancing the Interface across Key Stages. 26 January 2013 English Language Education Section Curriculum Development Institute Education Bureau. - PowerPoint PPT Presentation
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26 January 2013English Language Education
SectionCurriculum Development
InstituteEducation Bureau
1
Curriculum Leadership and Management for English Language Education
Improving the Implementation of Whole-school Language Policy
Enhancing the Interface across Key Stages
Course Objectives
2
Enhance teachers’ understanding of the challenges facing S1 and S4 students
Provide suggestions on how to enhance the interface between the KS2 to KS3 and KS3 to SS in English Language Education
Discuss ways to facilitate curriculum continuity and students’ development of learning strategies
Share experience and good practices in planning and managing the English panel with a focus on integrating classroom and independent learning
Run-down
3
14:00 – 14:10 Registration
14:10 – 15:50Strategies to Enhance the Interface across Key Stagesand Improve the Implementation of Whole-school Language Policy
15:50 – 16:10 Break
16:10 – 16:50 Integrating Classroom and Independent Learning - Experience Sharing from Henrietta Secondary School
16:50 – 17:00 Q & A
A survey about your school
• Different schools may be using English as the medium of instruction at varying degrees to cater for student diversity.
• Which of the following is implemented by your school?• (A) adopting English as the MOI for all subjects• (B) adopting different MOI by class/group• (C) teaching two subjects using EMI• (D) conducting English extended learning activities• (E) none of the above
4
Some Findings from Evaluation Study on the Implementation of the English Language Curriculum at Secondary Level
• Junior secondary curriculum was considered more focused and manageable; Senior secondary curriculum too broad and challenging.
• A significant difference in students’ self-perceived language proficiency across levels - the higher the level of students, the lower their perceived language proficiency is.
• Students’ lack of self-learning ability was a major concern and should be attended to in the implementation of the curriculum reform
5
Concept of Interface
A transition programme is
NEITHER limited toa summer bridging programmeNORan induction programme
A transition programme refers to one that covers the broad period of time from preparing students to move from primary schools until their successful settlement in secondary schools.
6
Four phases of transition
PreparationSchools start preparing students for the senior secondary education and make appropriate alignments.
TransferSchools provide information for students regarding their senior secondary education. Bridging activities are conducted.
InductionOrientation activities and programmes are conducted to familiarise students with their new learning experience.
Reinforcement & Extension “Transition” measures are adopted to strengthen and extend
students’ learning based on their prior learning. Measures are taken to prepare students for tertiary education. 7
Galton, M., Gray J & Ruddock J (1999), The Impact of School Transitions and Transfers on Pupil Progress and Attainment, pp.27-28, Norwich, Crown
Diagrammatic Representation of the Four Phases of Transition
Preparation
Induction
Reinforcement & Extension
Transfer
8
Key considerations in enhancing Interface
9
- Understand students’ previous learning and future learning needs
- Building on the strengths of students and considering their future learning needs, plan for a Junior Secondary English Language curriculum to gear students towards the learning targets and objectives in the English Language curriculum
Effective strategies to enhance the interface 1. Curriculum Continuity2. Pedagogical Adjustment3. Development of Learning Strategies
10
JuniorSecondary
•Exposure to a wide range of print and non-print texts
•Extensive reading and viewing
•Further development of language skills and strategies
SeniorSecondary
•Exposure to a widened range of more complex text types
•Elective modules (Language Arts & Non-Language Arts)
•Comprehension and production of more complex messages in more formal texts
Primary
•Exposure to a range of text types
•Incorporation of Reading Workshops into the School-based English Language Curriculum
•Development of basic language skills and strategies
Learning Experience across key stages
T
Examples ofText Types for Key Stage 2
Additional Examples of Text Types for Key Stage 3
Additional Examples ofText Types for SS
• Plays• Announcements• Informational reports• Maps and legends• News / Weather reports• Pamphlets• E-mails• Formal letters• Discussions• Telephone conversations• Procedures• Recipes
• Book reviews/reports• Film reviews• Itineraries• Manuals• Newspaper articles• Short novels• Short stories• Interviews• Presentations
• Editorials• • Debates• Documentaries• Essays• Feature articles• Films• Novels• Minutes• Public speeches• Proposals• Resumes
11
Text types Across Different Key stages
Longer text
More Complex
information
More information
More demanding
in skills
Effective strategies to enhance the interface 1. Curriculum Continuity2. Pedagogical Adjustment3. Development of Learning Strategies
12
JuniorSecondary
•Exposure to a wide range of print and non-print texts
•Extensive reading and viewing
•Further development of language skills and strategies
SeniorSecondary
•Exposure to a widened range of more complex text types
•Elective modules (Language Arts & Non-Language Arts)
•Comprehension and production of more complex messages in more formal texts
Primary
•Exposure to a range of text types
•Incorporation of Reading Workshops into the School-based English Language Curriculum
•Development of basic language skills and strategies
Learning Experience across key stages
13
Components of a Primary School-based
English Language Curriculum
13
Curriculum Continuity
Reading across the Curriculum:• To promote reading as a means to help learners seek
information, develop thinking skills, enrich knowledge, enhance language proficiency and broaden perspectives
• To promote the development of functional reading skills to help learners relate English Language learning to daily life in real world
• To encourage extensive reading of a wide variety of resource materials with different subject content to enhance learning
English Language Curriculum and Assessment Guide (Secondary 4 - 6) 2007
Curriculum Continuity
14
Incorporating a reading programme into the School-based English Language Curriculum
Suggestion on Strengthening Students’
Reading Skills at Junior Secondary Level
GE ProgrammeReading
Programme
PRIJS
Curriculum Continuity
15
Consideration in Planning for Reading Programmeat Junior Secondary Level
Related topicLinkage between textsVariety of text typesLevel of difficulty
16
• Integrating reading into regular English Language lessons with the other language skills of listening, speaking and writing
Curriculum Continuity
16
Topic: Earth
Writing an argumentative essay on the use of alternative energy sources for generating electricity
Grammar items and structures, skills development…
Reading Skills & Strategies
Info. about the Earth and
environment protection
Participle phrases, noun phrases
Adjectives to describe the Earth
Text structure of poem and essay
Extended Reading:
The Earth (An information
book)Discover and Experience
(A government pamphlet – Electrical
& Mechanical Services
Department)
Reading across the Curriculum
Textbook: The Beautiful
Planet – poem and
essay
Curriculum Continuity • Integrating elements of the SS English Language curriculum
into the General English Programme at the JS Level
18
Suggested Modules
at JS Level
Elective Modules
at SS Level
• Teenage Life• Nature and Environment• Getting Along with Others• Study, School and Work• Rights and Responsibilities• Wonderful Things• Cultures of the World
• Poems & Songs • Drama• Short Stories • Popular Culture• Debating• Social Issues• Sports Communication • Workplace Communication
Effective strategies to enhance the interface 1. Curriculum Continuity2. Pedagogical Adjustment3. Development of Learning Strategies
19
JuniorSecondary
•Exposure to a wide range of print and non-print texts
•Extensive reading and viewing
•Further development of language skills and strategies
SeniorSecondary
•Exposure to a widened range of more complex text types
•Elective modules (Language Arts & Non-Language Arts)
•Comprehension and production of more complex messages in more formal texts
Primary
•Exposure to a range of text types
•Incorporation of Reading Workshops into the School-based English Language Curriculum
•Development of basic language skills and strategies
Learning Experiences across key stages
Understanding the Progressive Development of the Four Language Skills across Key Stages
20
20
Curriculum Continuity
Development of Listening SkillsKS2
- Identify and discriminate sounds, stress and intonation
- Listen for explicit and implicit meaning, e.g.
KS3
Curriculum continuity across key stages
Identify consonant blends and long vowel sounds
Predict the likely development of a topic by recognising key words, using personal experiences, and making use of context and knowledge of the world
Locate specific information in spoken texts
Listen for intended meanings, feelings and attitudes,e.g.
Understand the connection between ideas supported by cohesive devices
Identify the gist and main ideas by recognising the stress in connected speech
Identify key ideas in a passage, discussion or conversation
Discriminate between different intonation for various feelings and attitudes
Identify the sequence of events, causes and effects
Extract information and ideas in spoken texts
Understand levels of formality and informality
Make connections between ideas and information with the help of discourse markers
22
Development of Speaking SkillsKS2
- Present information, ideas and feelings clearly and coherently
- Participate effectively in an oral interaction, e.g.
KS3
Apply grammar rules such as subject-verb agreement correctly
Asking and responding to others’ opinions
Use appropriate intonation and stress, and vary volume, tone of voice and speed to convey intended meanings and feelings
Use gestures and facial expressions to convey meaning and intention
Connect ideas by using cohesive devices, e.g. also, at last, before
Describe the sequence of events, causes and effects
Express, elicit and respond to ideas, opinions and feelings in a group discussion
Use correct pronunciation, intonation and register for different purposes
Use words and expressions appropriate to the context
Seek and give clarification, explain what information one requires and why, rephrase one’s question when necessary, sum up points made and redirect the discussion when the need arises
- Present information, ideas and feelings clearly and coherently
- Participate effectively in an oral interaction, e.g.
Curriculum continuity across key stages
Development of Reading SkillsKS2
Construct meaning from texts and locate information and ideas, e.g.
KS3
Work out the meaning of unknown words by using word association, visual clues, context & knowledge of the world
Understand intention, attitudes and feelings
conveyed in a text
Recognise the features of a variety of text types
Understand, interpret and analyse different written texts, e.g.
Skim and scan a text to obtain the main ideas
and locate specific information
Re-read the text to establish and confirm meaning
Recognise recurrent patterns in language
structure
Make use of knowledge of the world to make sense of the written text
Acquire, extract and organise information relevant to specific tasks
Understand different feelings, views and attitudes
Identify implied meanings through inferencing
Understand the use of discourse markers
Understand how sentences and parts of a sentence relate to each other
Curriculum continuity across key stages
Development of Writing SkillsKS2
- Use the basic conventions of written English- Present information, ideas and feelings clearly
and coherently, e.g.
KS3
Use cursive script, capitalisation and conventional punctuation
Use appropriate formats, conventions and language features when writing a variety of text types, e.g. journals, emails, procedures
Use a small range of language patterns such as different verb forms and structural patterns
Present information, ideas and feelings clearly and coherently, e.g.
Write paragraphs which develop main ideas
Plan and organise information, and express own ideas and feelings by, e.g. deciding on the sequence of content
Describe, express or explain ideas, feelings and experiences
Use tone, style and register for various purposes
Use a wide range of language patterns for various purposes
Plan and organise ideas, and use appropriate cohesive devices
Evaluate and make use of given information to complete specific tasks
Use strategies to arouse and sustain readers’ interest
Curriculum continuity across key stages
Use of assessment data to plan / adjust the school-based curriculum:
Pre-S1 Hong Kong Attainment Test
Territory-wide System Assessment (TSA)
Internal School Assessments
Pre-S1
Hong Kong Attainment
Test
JS English Language curriculum
S3 TSA
25
Curriculum Continuity
Use of assessment data to plan the school-based curriculum:
• Students’ Areas for Improvement:• Use appropriate formats, conventions and language features• Use tone, style and register for various purposes
• Possible Adjustment to the Curriculum:• Enrich students’ skills and knowledge• Incorporate tasks that address students’ needs
26
Effective strategies to enhance the interface 1. Curriculum Continuity2. Pedagogical Adjustment3. Development of Learning Strategies
27
JuniorSecondary
•Exposure to a wide range of print and non-print texts
•Extensive reading and viewing
•Further development of language skills and strategies
SeniorSecondary
•Exposure to a widened range of more complex text types
•Elective modules (Language Arts & Non-Language Arts)
•Comprehension and production of more complex messages in more formal texts
Primary
•Exposure to a range of text types
•Incorporation of Reading Workshops into the School-based English Language Curriculum
•Development of basic language skills and strategies
Learning Experiences across key stages
Taking students’ prior learning into consideration
Developing a shared understanding of effective learning and teaching
Ensuring greater alignment of teaching practices—applying teaching strategies that
• draw on students’ previous learning and experience
• help students connect new learning and experience
Pedagogical Adjustment
28
Identifying skills and terminology acquired in primary schools
Adapting the S1 scheme of work to take into account topics and language items already covered
Developing a “buddy system” to pair students who have acquired the target language items with those who have not
Providing new and challenging materials when revising topics previously covered
• Adopting an inductive approach to help students consolidate and extend knowledge
Strategies to Build on Students’ Prior Learning, Knowledge and Experience
Pedagogical Adjustment
29
To enhance the progression of reading skills from KS2 to KS3, we can …
model the use of reading strategies through thinking aloud and provide opportunities for learners to apply them during independent reading
use a range of guiding questions for scaffolding / prompting to facilitate meaning making and extend content learning vary the amount of teacher support to cater for learner
diversity
30
Develop a shared understanding of effective learning & teaching
Pedagogical Adjustment
30
Communicative Functions across Key Stages
The Communicative Functionslisted for Key Stages 1 & 2 should be consolidated and extended to a greater degree ofcomplexity at Key Stage 3.
The Communicative Functionslisted for Key Stages 1-3 should beconsolidated and extended to a greater degree of complexity atSenior Secondary level.
The LEARNING and teaching of grammar
3131Source: CDC Syllabus for English Language (Secondary 1-5) (1999), p.18.
31
Pedagogical Adjustment
Do you think you would use the following materials in your transition programme?Are they able to help consolidate and extend students learning? Why/why not?
Introduce oneself on a personal homepage.
32
A reading passage A grammar exercise
Activity 2
Hi, I am Andy. I am a 13-year-old boy. I live in Yuen Long. I go to school by bus. I usually get up at 6:30 am. I finish school at around 4:00 pm. …
Complete the following sentences using the simple present tense of the verbs given.
1.Mary _______ (go) to school by bus every day.2.The students ______ (like) English lessons.3.The sun ________ (go) down in the west.
Consolidation and Extension of Communicative Functions across Key Stages
I’m Joe. I am six years old. I like apples.I’m Joe. I am six years old. I like apples.
Introduce oneself to the class.
e.g. Introduce oneselfI am currently studying in a school that mainly adopts Chinese as the medium of instruction. My experience in the last four years has told me that it is more effective to learn non-language subjects in Chinese.
I am currently studying in a school that mainly adopts Chinese as the medium of instruction. My experience in the last four years has told me that it is more effective to learn non-language subjects in Chinese.
Introduce oneself in a letter tothe editor to express personal opinion
Hi, I am Andy. I am a 13-year old boy who loves blogging. My friends call me Smarty because I like to make people laugh with clever jokes.
Hi, I am Andy. I am a 13-year old boy who loves blogging. My friends call me Smarty because I like to make people laugh with clever jokes.
Introduce oneself on a personalhomepage.
KS1 SS33
Pedagogical Adjustment
In groups
1. Study a student work sample – a magazine article about exciting places in Hong Kong.
2. Highlight the grammar items used by the student to make suggestions on improvement. Share your observation with your group members.
3. Discuss how to develop students’ grammar knowledge to enhance communication in the context of this task.
Today I want to tell you some places to visit in Hong Kong. First, you can go to Kowloon. At Wong Tai Sin, there have a Wong Tai Sin Temple. You can go there for please god to bless you. Then, you can go to Tsim Sha Tsui to visit avenue of stars, its funny! Because you can see many people is made in stone. After that, you can go to Sai Kung. At Sai Kung you can BBQ there with your friends. You also can go hiking and camping there! I think it will be exciting! Next, you can go to Mai Po Wetland. At Mai Po Wetland, there have many types of bird, you can see many birds at there! Finally, you can go to Lantau Island. At Tai O you can buy salty fish and, there have a beautiful view! It can let you do not want to go home, you also can ride on Ngong Ping 360 at Lantau Island!
Activity 3
A Communicative Function Expressed by Multiple Grammar Items and Structures
• The student uses mainly the modal “can” to make suggestions, e.g.
• “…you can go to Tsim Sha Tsui to visit the Avenue of Stars...”
• “…you can go to Sai Kung.”• “…you can go to Lantau Island.”• “At Tai O you can buy salty
fish…”
• The problems caused by the frequent use of the modal “can” in this context• monotony• mismatch between the context
and the language used
Today I want to tell you some places to visit in Hong Kong. First, you can go to Kowloon. At Wong Tai Sin, there have a Wong Tai Sin Temple. You can go there for please god to bless you. Then, you can go to Tsim Sha Tsui to visit avenue of stars, its funny! Because you can see many people is made in stone. After that, you can go to Sai Kung. At Sai Kung you can BBQ there with your friends. You also can go hiking and camping there! I think it will be exciting! Next, you can go to Mai Po Wetland. At Mai Po Wetland, there have many types of bird, you can see many birds at there! Finally, you can go to Lantau Island. At Tai O you can buy salty fish and, there have a beautiful view! It can let you do not want to go home, you also can ride on Ngong Ping 360 at Lantau Island!
Pedagogical Adjustment
• To address the problem of monotony, the student could use a greater range of appropriate grammar items and structures to make suggestions, e.g.• “…why don’t you go to Tsim
Sha Tsui to visit the Avenue of Stars?”
• “What about going to Sai Kung?”
• “You must go to Mai Po Wetland.”
• “You had better make up your mind soon.”
36
There are three days of public holidays next weekend. Where will you go to in Hong Kong to enjoy yourself? There are many interesting places in Hong Kong. I have a few suggestions for you. First, if you want to see how people worship God, visiting Wong Tai Sin Temple, which is in Kowloon. Then why don’t you go to Tsim Sha Tsui to visit Avenue of Stars? It’s fun! Because you can worship your favourite film stars there. If you like BBQ, what about going to Sai Kung? At Sai Kung, you can BBQ with your friends in some country parks. It’s also a good place for hiking and camping. I think it will be exciting! If you like widelife, you must go to Mai Po Wetland. There are many types of birds in Mai Po Wetland. If you like birds, this can be the place for you. Finally, you should also visit Lantau Island. At Tai O, buy some salted fish if you like special food… Don’t forget to take a ride on Ngong Ping 360 before you go home. Next weekend, you will even get two tickets for the price of one. You had better make up your mind soon! …
Pedagogical Adjustment A Communicative Function Expressed by
Multiple Grammar Items and Structures
The modal “will” is used to express the following communicative functions in the context of this article:
•to talk about intention•to express certainty•to talk about the future
37
37
There are three days of public holidays next weekend.Where will you go to in Hong Kong to enjoy yourself? There are many interesting places in Hong Kong. I have a few suggestions for you. First, if you want to see how people worship God, visiting Wong Tai Sin Temple,which is in Kowloon.Then why don’t you go to Tsim Sha Tsui to visit Avenue of Stars? It’s fun! Because you can worship your favourite film stars there. If you like BBQ, what about going to Sai Kung? At Sai Kung, you can BBQ with your friends in some country parks. It’s also a good place for hiking and camping. I think it will be exciting! If you like widelife, you must go to Mai Po Wetland. There are many types of birds in Mai Po Wetland. If you like birds, this can be the place for you. Finally, you should also visit Lantau Island. At Tai O, buy some salted fish if you like special food. There is also a very beautiful view. It is so beautiful that you will not want to go home! Don’t forget to take a ride on Ngong Ping 360 before you go home. Next weekend, you will even get two tickets for the price of one. You had better make up your mind soon!There is so much to do here in Hong Kong that you will never get bored!
Multiple Communicative Functions Expressed by a Grammar Item and Structure
Pedagogical Adjustment
Grammar as Resources• The same communicative function can be expressed by
different grammar items and structures: e.g. suggestions can be made by using:
• You must / have to…• You had better / You’d better…• You should…• Why not… / Why don’t you…?
• The same grammar item and structure can be used to express different communicative functions:
e.g. the modal “will” is used:• to talk about intention• to express certainty• to talk about the future 38
38
Pedagogical Adjustment
Find out what our students read & what skills they need
Before lessons begin
Visual Arts1st recess
English
2nd recess
Science
Humanities
Lunch break
Mathematics
(Adapted from Wray, D. (2006). Teaching literacy across the primary curriculum (p. viii-ix). Exeter : Learning Matters.)
39
Example
To enhance the progression of reading skills from KS2 to KS3, we can …
Pedagogical Adjustment
PowerPoint developed for the Professional Development Programme on Reading across the Curriculum under the fine-tuned MOI arrangements
Time Reading engaged in “Reading for school subjects / everyday
life?” Before lessons begin
1. Some pages from a comic (Japanese manga) with his friend
Visual Arts lessons
2. Some pictures showing beautiful clay sculpture by famous artists on the projector screen
3. Instructions & notes on how to make a clay sculpture on the screen
1st recess 4. Some more pages from a comic (Japanese manga) with his friendEnglish lessons 5. Text on the screen and in the textbook
6. A list of “feeling” verbs and adjectives on the screen7. Read aloud from his sentences to class
2nd recess 8. A class notice about a school trip which he had to take home to parents
Integrated Science lessons
9. Science investigation instructions from the screen10. The same instructions from his textbook as he carried out the
investigation11. Teacher’s account of the investigation on whiteboard12. Read aloud some of his results for teacher to write13. Some explanations on the screen
Integrated humanities lesson
14. A passage on Hong Kong: Its history and its geography
lunch break 15. A library book for his book reportMaths lessons 16. Maths problem on the screen
17. His teacher’s answers18. Maths problem from his workbook
Reading for everyday life
Reading for everyday life
Reading for school subjects
Reading for school subjects
Reading for school subjects
Reading for school subjects
Reading for school subjects
Reading for school subjects
Reading for school subjects
ExampleFind out what our students read & what skills they needTo enhance the progression of reading skills from KS2 to KS3, we can …
40
(Adapted from Wray, D. (2006). Teaching literacy across the primary curriculum (p. viii-ix). Exeter : Learning Matters.)
PowerPoint developed for the Professional Development Programme on Reading across the Curriculum under the fine-tuned MOI arrangements
Increasing language demands in the use of academic language
JS History
e.g. After 1871, relations among the European powers got worse. To be stronger than their rivals, they produced more armaments and built up large armies. Armaments were also a symbol of national strength. A strong navy could also protect a country’s overseas colonies and economic interests. (p.7 Travelling Through History 3A)
SS History
e.g. After 1871, as international tensions grew, the fear of becoming weaker than the others led the powers to strengthen their military and increase armaments. The armaments race resulted. In the early 20th century, the European powers were divided into rival camps… Also, a strong navy was needed to protect a country’s overseas colonies and economic interests, thus intensifying the armaments race. (p.12, HKDSE History Inquiry Vol. II)
Ensure a Greater Alignment of Teaching Practices—draw on students’ previous learning and experience
Pedagogical Adjustment
41
Listening
SpeakingWriting
Reading
Language across
the Curriculum
– Explicit teaching of reading to be integrated with teaching the curriculum
– Strengthening reading to learn:
• the subject matter of pedagogic texts
• the associated language patterns
(Martin & Rose, 2005)
Academic content
Awareness
+
Academic language awareness
Raise awareness of language demands involved in reading texts
Strengthen Language across the Curriculum
Develop a shared understanding of effective learning & teaching
To enhance the progression of reading skills from KS2 to KS3, we can …
Pedagogical Adjustment
42
Academic English – grammatically complex and lexically denseMore embedding / subordinate clauses
• The Earth's orbit around the Sun is an ellipse lying in the ecliptic plane, which means that it is not a perfect circle.
Longer prepositional phrases• All through the year the climate of Singapore is hot and humid with
minimum average temperatures of 23 °C and maximum of 31 °C.More attributive adjectives and nominalisation
• Because of its high tensile strength, …More passive structures
• …, steel is produced in the form of wire, tube, bar and sheet and used to manufacture domestic appliances, agricultural and industrial products.
More academic words than grammatical words e.g. relative humidity, orbit, tensile strength
43
Raise awareness of the language demands in reading and writing texts of content subjects
Pedagogical Adjustment
• Highlighting information structure of different text types and the relevant reading strategies
• Use of graphic organisers to provide visual representation of the texts
• Adapting appropriate instructional strategies to facilitate comprehension• Text level: genres/text types (information structuring)• Ideas level: graphic organizers, diagrams, tables, pictures• Sentence level: grammar• Word level: vocabulary 44
Pedagogical Adjustment
Develop a shared understanding of effective learning & teaching
Raise awareness of the language demands in reading and writing texts of content subjects
45
Text types How information is structured
Narrative Orientation Complication Resolution Coda
Information report
General statements Description
Explanation Identifying statements Sequence of explanation
Discussion Issue Arguments for / Arguments against
Procedure Goal (optional) Materials (optional) Steps
Recount Orientation Record of events Reorientation (optional) Coda
Exposition Statement of position Preview of arguments (Optional) Argument 1 Argument 2 (Optional) Reinforcement of statement position
Highlight information structures of different text types and the relevant reading and writing strategies Facilitating comprehension at text level
Pedagogical Adjustment
(Adapted from Butt, D. Fahey, R. Feez, S. Spinks, S and Yallop, C. (2002). Using functional grammar, p. 13National centre for English Language Teaching and Research.)
PowerPoint developed for the Professional Development Programme on Reading across the Curriculum under the fine-tuned MOI arrangements
Making effective use of graphic organisers
• Graphic organisers help students understand and present how ideas or concepts relate to one another through the development of a well-structured mental picture about the content. (Goldman & Rakestraw, 2000)
• Graphic organisers for different language functions:• Venn Chart for Comparison and Contrast• Flow Chart for Sequence• T-chart for the pros and cons of an issue
46
Facilitating reading and writing at idea level
Pedagogical Adjustment
Q: What are the types of food substances that we need for sustaining life?
Now write down the main ideas in the table.
What are the types of food substance's that we need for sustaining life?
Food substances
Different food contains different types of food substances. These food substances can be classified into primary food substances, which are essential to life, and protective food substances, which are important for keeping our body healthy.
The food substances can be divided into seven types: carbohydrates, fats, proteins, water, vitamins, minerals and dietary fibre. The first four are primary food substances and the remaining three are protective food substances.
47
Unpacking information using graphic organiser s to facilitate reading
An example of classroom activity
Pedagogical Adjustment
Q: What are the types of food substances that we need for sustaining life?
Food substances
Different food contains different types of food substances. These food substances can be classified into primary food substances, which are essential to life, and protective food substances, which are important for keeping our body healthy.
The food substances can be divided into seven types: carbohydrates, fats, proteins, water, vitamins, minerals and dietary fibre. The first four are primary food substances and the remaining three are protective food substances.
Food Substances
Primary Food Substances
(essential to life)
Protective Food
Substances (keeping our body healthy
Carbohydrates, fats, proteins,
water
vitamins, minerals,
dietary fibre
48
Matching diagrams with text structure
Unpacking information using graphic organiser to facilitate reading
Pedagogical Adjustment
49
Food Substances
Essential to life
Primary Food Substances
Protective Food
Substances
Keeping our body healthy
can be classified (passive voice)
which are (relative clause)
• Food substances can be classified into primary food substances and protective food substances, which are essential to life and keeping our body healthy.
Repacking information using graphic organisers to facilitate writing
Pedagogical Adjustment
Explicitly modelling repacking
Food substances can be classified into primary food substances and protective food substances, which are essential to life and keeping our body healthy.
S V O Embedded clause
Food substances
can be classified into primary food substances and protective food substances.
which are essential to life and keeping our body healthy.
can be categorised into
can be divided into
Repacking information using graphic organiser to facilitate writingPedagogical Adjustment
Primary Food Substances
essential to life
Food Substances
Protective Food Substances
keeping our body healthy
Unpacking complex sentence structure
• Demonstrate identifying key parts of sentences and clauses, separating the crucial, main ideas from extra information
• The key parts of the sentence often include (1) main participant,
(2) main process, and (3) main receiver.
“What is doing what to what?”• Guide students to underline, circle, colour-code the
information E.g. Urbanization is lowering the quality of life.
(Adopted from Zwiers, J. (2008). Building academic language: Essential practices for content classrooms, grades 5-12, pp. 182-187. San Francisco: Jossey-Bass.)
Facilitating comprehension at sentence level
Pedagogical Adjustment
51
Classroom activities that help students recognise organisation at the sentence, paragraph and text levels
Examples of classroom activities•Where does the missing paragraph belong?
•What’s the most appropriate opening/closing paragraph?
•Find the odd-one-out.
•Create graphic organisers.
•Match paragraphs to their topic sentences. / Underline topic sentences.
• Circle organisation markers, such as headings, sub-headings, and linking devices.
• Summarise the text.
• Text reconstruction (cut-up sentences)
• Cloze activities – (useful for raising awareness of connectives)
Pedagogical Adjustment
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PowerPoint developed for the Professional Development Programme on Reading across the Curriculum under the fine-tuned MOI arrangements
• Use concept map or multiple-meaning map to strengthen cognitive processing of word meanings
• Strengthen word attack skills• Highlight methods of word formation & generative rules.
Affixation: underdeveloped; Compounding: counter-proposal• Teach derivatives and word parts e.g. roots and affixes
• (e.g. underdeveloped, unemployment)
• Guide the use of structural & lexical clues e.g. “The sploony urdle departed after the enemy’s attack… “
• Q: What part of speech is ‘sploony’? • Q: How do you know? Replace ‘sploony’ with a real word.• Q: Who was the enemy? How did it attack?• Q: How did sploony urdle move? Was sploony urdle a living creature
or a vehicle?
Facilitating comprehension at word level
Source: Nuttall (2005). Teaching Reading Skills in a Foreign Language p. 69.
Pedagogical Adjustment
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Effective strategies to enhance the interface 1. Curriculum Continuity2. Pedagogical Adjustment3. Development of Learning Strategies
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JuniorSecondary
•Exposure to a wide range of print and non-print texts
•Extensive reading and viewing
•Further development of language skills and strategies
SeniorSecondary
•Exposure to a widened range of more complex text types
•Elective modules (Language Arts & Non-Language Arts)
•Comprehension and production of more complex messages in more formal texts
Primary
•Exposure to a range of text types
•Incorporation of Reading Workshops into the School-based English Language Curriculum
•Development of basic language skills and strategies
Learning Experience across key stages
Developing students’ metacognitive strategies Providing opportunities for students to take charge of their own learning
Prepare students for the next Learning Stage and learning content subjects
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Development of Learning Strategies
Dimensions of metacognition
Knowledge of Cognition - knowledge about ourselves as learners and what influences our performance - knowledge about learning strategies - knowledge about when and why to use a strategy
Regulation of Cognition - planning: setting goals and activating relevant background knowledge - regulation: monitoring and self-testing - evaluation: appraising the products and regulatory processes of learning
Development of Learning Strategies
56Adapted from Brown (1987). Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Source: Pakenham (2004), Making Connections Intermediate, Cambridge University Press, p.137-138.
- Guide students to try out an effective strategy and highlight its application value
Teacher: Circle the phrases / words that help you figure out the meaning of “host country”. Write down the meaning of the “host country”.
Teacher: Yes, the meaning is right. Did you all use the same contextual cues? There can be different contextual cues, some closer to the unfamiliar vocabulary, others farther. Different contextual cues help to confirm your understanding of “host country”.
Explicit Teaching of Metacognitive Strategies
A Reading Text on Global Migration
Sample classroom discourse:
What is the meaning of “host country”?
Development of Learning Strategies
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- Guide students to try out an effective strategy and highlight its application value
Teacher: Circle a sentence which tells you the main idea of Paragraph 6. Find and number the details that support it.
Teacher: Great. The topic sentence helps you locate the positive effects quickly. This is a very useful strategy.
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Explicit Teaching of Metacognitive Strategies
Topic sentence: “This impact can be positive. …”
Sample classroom discourse:
A Reading Text on Global Migration
What are the positive effects of immigration on the countries involved?
Development of Learning Strategies
- Make the processes and strategies of comprehension visible to students
Comprehension Process Example of what teachers can say
Identifying confusing parts and clarifying
I didn’t catch whether …I need to check back to see.
Figuring out long sentences and breaking them down into chucks
This basically means that …
Making predictions and inferences; seeing if they are answered or confirmed
Because of the subheading, I predict that the next section will be about …
Connecting text to own life, other texts or knowledge of the world.
This reminds me of … I have a picture in my mind of …
Source :Zwiers (2008): Building Academic Language, Jossey-bass Teacher, p.170)
Explicit Teaching of Metacognitive Strategies
Development of Learning Strategies
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Help students evaluate their strategies of learning English
Development of Learning Strategies
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The focus shifts from:“How do you spell the word ‘potassium’?” “How do you remember the spelling of ‘potassium’?”
Possible answers:1.Break the word into syllables “po-tas-si-um”2.Link it to similar words “potassium” – “sodium”, “aluminium”3.Mnemonic: potassium “One tea two sugars”
Source: http://www.learninginfo.org/spelling-mnemonics.htm
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Other ways to spell difficult words :• finding out the affixes (un-comfortable; pre-dict-able)• finding a word within a word (currant)• thinking of words of the same word family (chemistry,
chemical)• using a spelling rule (double the consonant after a short
vowel, e.g. hitting)
Development of Learning Strategies
• Learning centres on: the learning process the choice of appropriate strategies
Help students evaluate their strategies of learning English
Stressing the role of teachers in implementing independent learning:
Decide on the appropriate degree and form of support across levels
Strategically prepare students to plan their study and assess themselves• To focus on more specific areas• To allow deeper reflection
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Development of Learning Strategies
Providing opportunities for students to take charge of their own learning
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• More focussed assessment of performance
• covering 3 areas (Content, Organisation & Language) 1 area (Organisation)
• Post-discussion with teacher
• to seek expert advice for improvement
More effective self assessment
Development of Learning Strategies
Creating an English learning environment that is conducive to independent learning• Easy Access of Information
• Setting up resource area in classroom • Stimulating exchange & discussions through online
conferencing / other means• Appropriate use of e-learning resources
• Create success:• Displaying students’ works• Arranging students to present their works• Recognising independent learning
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Providing opportunities for students to take charge of their own learning
Development of Learning Strategies
ReferenceBrown (1987). Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Butt D., Fahey R., Feez S., Spinks S. & Yallop C. (2002). Using functional grammar, p. 13National centre for English Language Teaching and Research
Cheng, K.L. , Fung S. K. (2011). Travelling through History 3A, p.7, Hong Kong: Aristo Educational Press Ltd.
Cheng, K.L. , Fung S.K., Kan Y. Y. , Lau M.S., (2009). HKDSE History Inquiry Vol. II, p.12, Hong Kong: Aristo Educational Press Ltd.
Cockayne, G (2010). Learning Academic English, pp1-2. From http://www.geoffcockayne.org.uk
Galton, M., Gray J & Ruddock J (1999). The Impact of School Transitions and Transfers on Pupil Progress and Attainment, pp.27-28, Norwich, Crown
Goldman, S.R., & Rakestraw, J.A. (2000). Structural aspects of constructing meaning from text, Handbook of reading research, (Vol. II, pp. 311-335), Mahwah, NJ: Erlbaum. 65
ReferenceHasan, R., Matthiessen C.M.I.M. & Webster J (2005). Designing literacy pedagogy: scaffolding asymmetries. Continuing Discourse on Language. pp.251-280, London: Equinox.
Nuttall, C (2005). Teaching Reading Skills in a Foreign Language, p. 69, Oxford : Heinemann
Pakenham K.J. (2004). Making Connections Intermediate, Cambridge University Press, p.137-138.
Pasquarelli S. L. (2006). Teaching Writing Genres Across the Curriculum Strategies for middle school teachers (Greenwich, Conn.)
Rose, D. (2010). Reading to learn: Teacher resource books, book 1, p. 8 . From http://www.readingtolearn.com.au
Wray D. (2006). Teaching literacy across the primary curriculum (p. viii-ix). Exeter : Learning Matters.
Whitaker, S. (2008). Building vocabulary across texts and disciplines. Portsmouth, pp. 149 & 156, NH: Heinemann
Zwiers, J. (2008). Building academic language: Essential practices for content classrooms, grades 5-12, pp. 164-187, San Francisco: Jossey-Bass.
Mnemonics: What are Spelling Mnemonics From http://www.learninginfo.org/spelling-mnemonics.htm
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