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“Reading in English Classrooms – Teachers’ Dialogues”
Group 5 “Integrating BC skills into daily
teaching and learning”
Basic Competencies Skills
• the essential knowledge and skills acquired by students (learning targets and objectives) for each key stage
• just part of the curriculum requirement
Basic Competency
Curriculum Framework
Learning Targets and Objectives
Generic Skills
Values and Attitudes
5 BC Descriptors(Reading)
3-4 BC Descriptors(Writing)
4-5 BC Descriptors(Speaking)
3 BC Descriptors(Listening)
KS1 & 2
BC Descriptors(Reading):(1) Using a small range of reading strategies to understand the meaning of short and simple texts with the help of cues
Key Stage 1 predicting the meaning of unfamiliar words by using picture cues and contextual clues
understanding the connection between ideas by identifying a small range of cohesive devices
(and / but / or / too / following pronoun references)
Key Stage 2 working out the meaning of unknown words by recognizing
prefixes and suffixes
understanding the connection between ideas by identifying a range of cohesive devices (because / so / when / first / next / finally / and / but / or / too / following pronoun references)
(2) Applying simple reference skills with the help of cues
Key Stage 1 •obtaining information about the reading materials from the book covers and tables of contents
Key Stage 2 •obtaining information about the reading materials from the blurbs, glossaries, book covers, tables of
contents •locating words in English dictionaries
BC Descriptors(Writing):
Key Stage 1 Writing short and simple texts using a short range of vocabulary, sentence patterns and cohesive devices fairly appropriately with the help of cues despite some spelling and grammatical mistakes
Key Stage 2 Writing simple texts using a short range of vocabulary, sentence patterns and cohesive devices fairly appropriately with the help of cues despite some spelling and grammatical mistakes
BC Descriptors(Writing):(1) Writing and/or responding to short and simple texts with relevant information and ideas (including personal experiences and imaginative ideas(and evaluative remarks) with the help of cues
Key Stage 1 •Writing about one’s own likes/dislikes/family/friends
•Providing or re-writing the ending of short and simple stories
•Writing short and simple diaries
Key Stage 2 •Writing and replying to simple letters and e-mail•Writing a short paragraph relevant to the topic based on given information •Re-writing simple stories or plays or part of these •Writing simple diaries •Describing one’s own drawing
Notes for teachers
A. Before the oral assessment (3 mins)
1. Show the pictures about Tom’s story to the pupil
2. Allow 3 minutes for preparation.
B. During the oral assessment (3 mins)
1. Encourage the pupil to tell the story according to the pictorial sequence of events.
2. If necessary, you may ask:
e.g. What does Tom hear? What does he see? What is it like? How does he feel? What does he do next?
3. End the oral assessment by thanking the pupil.
Today’s Presenters:
P.1 -3 Ms Natalie Lo Sze Man (Wo Che Lutheran School)
“How to develop students’ writing skills P1-3”
P.3 Ms Celine Leung Suk Lin (Little Flower’s School)
“How to develop students’ reading skills P3”
P.4 Ms Marie Yu Hing Yin (Canton Road Government School)
“How to develop students’ writing skills P4”
P.5 & 6 Ms Vivian Hui Sze Kit & Ms Candy Lui Man Chi
(HKFYG Lee Shau Kee Primary School)
“How to develop students’ writing and reading skills P5 & 6”