“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 1Writing 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 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

Sources: Student Assessment (HKEAA) Same BC descriptor Different Skills

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”

Five working tips to share: Plan your SB curriculum from P.1 to P.6 Adopt a modular approach Adopt an integrative approach Scaffold your students’ learning A balance between word/sentence level and text level