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» To introduce the LPF for English Language and its role in the learning-teaching-assessment cycle

» To explore the use of the LPF as a reference tool to identify students’ strengths and weaknesses and plan holistically for effective learning, teaching and assessment

» To provide suggestions on using the LPF to enhance the learning-teaching-assessment cycle using reading and writing as entry points 2

2:00 – 2:10 PM Registration

2:10 – 2:30 PM Introduction to the Learning Progression Framework (LPF)

2:30 – 3:15 PM Using the LPF to Enhance

the Learning and Teaching of the Reading Skills

3:15 – 3:30 PM Break

3:30 – 4:45 PM Using the LPF to Enhance

the Learning and Teaching of the Writing Skills

4:45 – 5:00 PM Q & A

Rundown of Today’s Programme

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Using the Learning Progression Framework (LPF) to Enhance the Learning, Teaching and Assessment

of English Language at primary level

WHAT? WHY?

HOW? 4

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• represents the growth of learners on a developmental continuum as they work towards the Learning Targets and Objectives of the English Language curriculum;

• is made up of Learning Outcomes organised under the four language skills and divided into eight levels of attainment;

• helps teachers better understand and articulate learners’ performance; and

• helps teachers plan strategically how to enhance English Language learning, teaching and assessment. ………

………1

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Level

8

Learning Outcomes

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TSA(HKEAA)

Assessments for Basic

Competency

Assessment for Learning

Curriculum and Assessment

Curriculum Framework and Learning Progression Framework

Curriculum Framework and Learning Progression

Framework

Basic Competency

Assessment in Schools

Assessments for Basic Competency

TSA

(HKEAA)

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Curriculum Framework

(What students are expected to learn)

Goals

(What students can do as a result)

LearningProgressionFramework

AttainmentProcess

For identifying students’ strengths and areas for improvement

For enhancing learning and teaching˃ providing quality feedback to students˃ reviewing expectations of student learning˃ revising learning content˃ improving teaching strategies

For reflecting on whether opportunities have been provided for students to demonstrate their performance

Not for summative assessmentNot for benchmarking students

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Figure Illustrating the Structure of the LPF for English Language

LOs organised & presented

under the four language skills

LOs for each language skill expressed in the form of outcome statements (a general description of learner performance)

Pointers provide specific examples of what learners are able to do in demonstrating the LOs.

UPs elucidate some of the learning objectives which do not lend themselves to the description in terms of 8 levels of attainment but are essential to English language learning.

Outcome Statements

Underlying Principles

Exemplars

Exemplars illustrate the expected student performance.

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Aspects of Progression shown in the Productive and Receptive Skills

Speaking Writing

• Content, Organisation and

Communication Strategies• Language • Pronunciation, Stress,

Rhythm and Intonation

• Content

• Organisation

• Language and Style

Underlying Principles Underlying Principles

Productive Skills

The outcome statements show the progression in terms of:

Reading Listening

The outcome statements show the progression in terms of:• Depth of processing information, ideas and feelings • Text complexity• Range and application of strategies

Receptive Skills

Underlying Principles

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» the language development strategies, generic skills, and positive values and attitudes (all 4 skills)

» the provision of support and the need to encourage learner independence (all 4 skills)

» the meaningfulness and appropriateness of the texts to the context, purpose and audience (Speaking and Writing)

» the interplay between tasks and texts – the adjustment made to task demands and text complexity to cater for learner diversity (Listening and Reading)

The Underlying Principles form an integral part of the LPF and include:

Task Demand

Text Complexity

Using the LPF to Enhance Students’ Using the LPF to Enhance Students’ Reading SkillsReading Skills

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In groups,

1. study the Learning Outcomes (LOs) for three levels of the LPF for Reading; and

2. identify the three aspects in the progression of the Learning Outcomes for Reading.

Activity 1

Level 1 Level 5 Level 8

Progression of the Learning Outcomes for Reading

in complex texts,

Understanding information & ideas

in some short,

simple texts,

using some

reading

strategies as

appropriate

using & integrating

a small range of

reading strategies

as appropriate

in a range of texts with some degree of complexity,

Understanding,

inferring &

interpreting

information, ideas,

feelings & opinions

Understanding

& inferring information, ideas, feelings & opinions

using & integrating a range of reading strategies as appropriate

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Depth of Processing

Range and applicationof reading strategiesText complexity

Abstractness

Organisation

Density of information

Understanding- 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 - Inferring feelings- Deducing information

and ideas- Comparing information

and ideas - Working out main ideas

and themes

Interpreting- Analysing information and

ideas- Synthesising- Evaluating- Justifying

Cognitive processes involved in reading

Underlying skills and principles

Activating prior knowledge and experiences in processinga wide range of texts for different reading purposes

LPF for LPF for ReadingReading

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In groups,

1.work on the partly completed table which outlines the development of pointers for the LPF for Reading. Insert the pointers in the appropriate columns so that they form a developmental continuum of eight levels.

2.discuss your students’ performance in Reading with reference to the pointers from Levels 1 to 4.

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Activity 2

What can my students do currently?

How should I help my students to progress further?

What should I expect my students to be able to do next?

Example

?

??

LPF

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Reviewing Expectations of Student Learning with the Help of the LPF Exemplars

Read the range of questions designed to demonstrate learners’ understanding of the reading text Understand the expected learner performance in reading at different levels

A range of questions & student responses illustrating the expected reading performances at L3-4

LPF Reading Exemplar

(L3-4)

Reading Text

Annotations describing the aspects of progression of

the LO each appropriate answer demonstrates.

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In groups,

1. read Part 4 of 2011 TSA 6ERW1, the first and second parts of the play and the questions that follow. Discuss which of the questions are more challenging to your students and why.

2. with reference to the LPF for Reading, identify students’ strengths and weaknesses, and provide quality feedback to help your students progress

in reading.

Activity 3

Use of the LPF –

Designing Reading Activities

Analysing students’ strengths & weaknesses, and providing feedback on students’ performance

LPF for Reading

Consolidating and developing students’ reading skills and strategies

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A. What is covered in paragraphs 1 and 2?

D. Why is it illegal to hunt and kill tigers?

E. Why have nearly all the tigers in the world died in the last 100 years?

B. Why would you need to be careful if you were walking in the grasslands, forests and swamps of Eastern Russia, parts of China, South Asia or Sumatra?

L3 infer information by using clues in close proximity

L4 work out the meaning of words and phrases by using semantic and syntactic clues

L4 follow ideas by understanding the use of cohesive devices

L3 identifying main ideas explicitly stated in the text

Study the questions in the left-hand column, which are set for the text, “About Tigers” you have just read. Answer the questions. Then match each question with the pointer in the right-hand column which it addresses.

Activity 4

C. In paragraph 4, find the word that means ‘animal that will get killed’.

L4 locate details which support the main ideas from different parts of a text

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» 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 their abilities.

» To promote learner independence, the amount of support provided could be gradually reduced. To this end, various effective teaching strategies for reading could be integrated into the reading programme.

Using the LPF to Enhance Students’ Using the LPF to Enhance Students’ Writing SkillsWriting Skills

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In groups, 1. study the pointers of the LPF for Writing; 2. sequence them so that they form

a developmental continuum of eight levels, based on your personal / teaching experience;

3. Study three exemplars chosen from the e-LPF, identify the levels and use the pointers to comment on the writings.

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Activity 5

Level 6

Writing texts to convey information, ideas, personal experiences and opinions on familiar topics with elaboration

Level 2

Writing short texts to convey simple but limited information, ideas and personal experiences on familiar topics

Level 4Writing short texts to convey simple information, ideas, personal experiences and opinions on familiar topics with some elaboration

Content

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Level 6

Linking ideas quite coherently throughout the text, and showing appropriate overall organisation of ideas

Level 2

Putting ideas about a topic in sentences

Level 4Linking ideas quite coherently in a short text, and showing an awareness of overall organisation of ideas

Organisation

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Level 6

Using a wide range of generally appropriate and accurate language forms and functions, and generally appropriate tone, style, register and features of some of text types

Level 2

Using some simple language forms and functions, and simple formats quite appropriately

Level 4Using 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

Language and style

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What should we do to help our students make the most of the writing

programme?

Using the LPF to Enhance Students’ Using the LPF to Enhance Students’ Writing SkillsWriting Skills –– Teachers’ concernsTeachers’ concerns

What are the teaching strategies

we could use?

What are the strategies that our

students could learn to approach writing

tasks? 28

4. Developing the First Draft through Shared Writing or Independently

Task Requirements Procedures

Content • Clear topic & purpose

• Relevance of ideas

• Elaboration of ideas

1. Highlighting Keywords

2. Drawing a Mind Map

3. Structuring the Text

Language & Style

• Range of vocabulary

• Range of sentence patterns

• Appropriate stylistic features

Organisation • Appropriate paragraphing

• Appropriate use of cohesive devices

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1. Do both drafts meet the task requirements? Provide a piece of evidence from the drafts to justify your evaluation.

2. How could both drafts be improved? Suggest improvements which could be made to one of the drafts.

3.

You have received two drafts of the article written by two students. With reference to the task requirements derived from the LPF for writing, discuss the following:

3. How could teachers bring about improvements to both drafts?

Activity 6

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1. Provide opportunities to engage students in a range of tasks that cover a variety of purposes and text types in the school’s writing programme.

2. Identify the requirements for each task in terms of the three domains in the LPF.

3. Develop a task-specific feedback sheet based on the task requirements.

4. Help students develop strategies to approach the writing tasks, e.g. highlighting keywords, drawing a mind map, structuring the text.

5. Ask students to complete the first draft independently. OR Help students develop the first draft through appropriate

teaching strategies, e.g. shared writing.6. Guide students to improve the first draft based on constructive

feedback from teachers and/or peers.

Steps in Using the LPF Steps in Using the LPF to Enhance Students’ Writing Skillsto Enhance Students’ Writing Skills

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Recap of Today’s Message

Help students progress to the next

level of learning

Plan strategically for effective learning,

teaching & assessment

Identify students’ strengths & weaknesses

LPFLPF