By Adela CHUNG & Doreen CHEUNGGCEPSA Kwun Tong Primary SchoolTel: 2343-7343

Why?

Curriculum planning + material design

Implementation INSIDE the classroom(peer lesson observation -> reflection -> further adaptation)

Assessment for learning through observation an/or analyzing students’ work + follow-up

Improvement

When?

Too late? Too frequent? How to strike a balance?

Once a year?

Every day? Once a term?

How?

Primary concern:Looking for patterns in students’ work and understanding why the students make mistakes (Misconception? Laziness? Carelessness? Not taught before? Lack of input? Infrequent practice / recycling? …)

NO prescribed mode

Both?

Quantitative analysis?

Qualitative analysis?

Selected parts only?

All parts?

What NEXT?

Re-teaching / re-cycling in the next module

Careful scaffolding Change in teaching strategies Designing worksheets etc.

Is it handy? Is it manageable?

What should be the focus?

What is the attainment target?

Be specific, explicit and clear

What is the priority?

What can be the effect on new learning?

Reading Comprehension

P.1 1st Term Test – Part 3 (Reading Comprehension)

3(comprehension)

0 4

1 　

2 　

3 9

4 　

5 　

6 3

7 　

8 　

9 5

10 　

11 　

12 1

14 　

15 1

18 1

Total No. of Students. 24

Marks distribution for Part 3 in Class 1C

21 out of 24 students

failed

Students are very weak in comprehension.

1. Revisit the adjectives and parts of the body in the next module (Animals in Funnyland)

2. Design some reading comprehension exercises for students

Finding

Follow-up

P.1 1st Term Test – Part 3 (Reading Comprehension)

Revisit the adjectives and parts of the body in the next module (Animals in Funnyland)

P.1 1st Term Exam – Part C (Reading Comprehension)

0 3

0.5 0

1 0

1.5 0

2 6

2.5 0

3 0

3.5 0

4 2

4.5 0

5 0

5.5 0

6 13

　

Total No. of Students 24

Marks distribution on comprehension in Class 1C

9 out of 24students

failed

Most learners tend to make assumption on the possible answers by reading the first sentence in each question, but fail to confirm their choice by reading the rest of the given information.

Finding

P.1 1st Term Exam – Part C (Reading Comprehension)

More explicit teaching on this reading strategy (assume -> check -> confirm) in “Activity 2 – Animal riddles” of the next module “My friend and I”

Follow-up

a) using powerpoint slides to demonstrate how to eliminate the possible answers

Animal riddle

Worksheet 1

b) Design some worksheets to help students confirm their answers through careful checking

Worksheet 2

P.1 2nd Term Test – Part B (Reading Comprehension)

No. of Stu.

0 4

0.5 0

1 0

1.5 3

2 1

2.5 0

3 1

3.5 4

4 0

4.5 0

5 0

5.5 4

6 1

6.5 0

7 0

7.5 1

8 0

8.5 0

9 0

9.5 6

10 1

Total No.of Stu. 26

13 out of 26 students

failed

Marks distribution on comprehension in Class 1C

• Most students use “a” instead of “an” for “elephant”

• In general, improvement is shown in comprehending longer texts and eliminating the possible answers. In the 1st term test, most students simply gave up and did not attempt at all.

Finding

P.1 2nd Term Test – Part B (Reading Comprehension)

Teacher helps students revisit the reading skills in “Activity 4 – fruit riddles” of the module “How powerful I am” through:

– the use of PowerPoint slides (to show the steps of working out the answers by elimination)

– designing a worksheet to help students work out the answers of the fruit riddles by elimination.

– emphasizing the use of “a/an” when presenting the fruit riddles (e.g. an apple, an orange)

Follow-up

Guided Writing

P.1 1st Term Test – Part 4A (Guided Writing)

4A(Writing)0 4

1 　

2 1

3 　

4 　

5 1

6 3

7 2

8 1

9 4

10 3

11 　

12 3

14 2

15 　

18 　

Total No.of Students. 24

Marks distribution for Part 4 in Class 1C

11 out of 24students

failed

P.1 1st Term Test – Part 4A (Guided Writing)

Finding

Follow-up

Most students fail to describe the objects with the use of adjectives

1.More emphasis on writing in the next module “Funnyland”

2.More classroom activities on writing (group work)

P.1 1st Term Exam – Part I (Guided Writing)

5 2

5.5 0

6 0

6.5 0

7 1

7.5 0

8 0

8.5 0

9 1

9.5 0

10 0

10.5 0

11 5

11.5 0

12 1

12.5 0

13 4

13.5 0

147

14.5 0

153

15.5 　

16　

3 out of 24 students

failed

24

Marks distribution for Part I in Class 1C

P.1 1st Term Exam – Part I (Guided Writing)

Finding

Follow-up

Most students can write according to the model given. Some students forget the article though it is given in the model.

1.More writing activities in the next module “My friend and I”

2. More emphases on the following in the classroom activities:a)Pair workb)Self corrections

Follow-up after teaching

P.1 2nd Term Test – Part D (Guided Writing)

0 5

0.5 0

1 0

1.5 2

2 1

2.5 1

3 0

3.5 2

4 0

4.5 0

5 0

5.5 2

6 1

6.5 0

7 0

7.5 3

8 1

8.5 1

9 2

9.5 1

10 2

10.5 2

11 1

11.5 0

12 0

13 out of 24 students

failed

Marks distribution for Part D in Class 1C

Most students make mistakes in subject-verb agreement and fail to use plural nouns

Students will revisit subject-verb agreement and the use of plural in next module “How powerful I am!”

P.1 2nd Term Test – Part D (Guided Writing)

Finding

Follow-up

How can students

learn better?

What are students’ problems in learning?

Parts E & G of

2nd Term Test

tan

eiger

teh

foue

ter

foue

siver

tree

elgth　　　　　　nlne

ter

fier　

seveh

Finding:• Most students make spelling mistakes:

10: ter the tan 9: nlne 8: elgth eiger 7: seveh siver 5: fier 4: foue 3: tree

Some mix up “i” & “l” as well as “n” & “h”. Follow-up:• The students will have dictation on numbers (from on

e to ten) again. They are required to spell ALL the words correctly. Assessment will be given in the 2nd term examination.

Finding:• For Q2, some students count the number as “one”

instead of “five” because they count the number of toy cars on one rack only.

• Most students forget to use plural nouns.• Compared to Part E (where the students have to fill in

the numbers for the hopscotch), the students make fewer mistakes in numbers. Possibly this is because they need to spell one to ten in Part E but only one to five in Part G. The students have more problems in handling six to ten.

Follow-up:• Revisiting the numbers (with emphasis on six to ten)

and the use of plural nouns in Exercise 5 (counting the classroom objects) of the module “How powerful I am”

Part F of 2nd Term Test

Same　colours Same　colours

dark　green　instead　of　light　green

light　blue　instead　of　dark　blue

Finding:• Some students do not understand the meaning of “da

rk” and “light”. Follow-up:• The students will revisit the use of “dark” and “light” i

n Exercise 7 (describing what the students can see in a toy shop) of the module “How powerful I am”. They have to read a text about a toy shop and colour the toys appropriately.

Part H of 2nd Term Test

Finding:• Some students cannot distinguish between “square”

and “rectangle”. Follow-up:• The students will be given examples on how to

describe the shape of an object in Task 3 (show and tell) of the module “How powerful I am”. (e.g. These are rulers. They are long. They are rectangles. They are hard. I love them.) They will be required to show and tell their friends some objects they like based on the examples.