Designing an Effective Writing Programme with Reference to

the Learning Progression Framework for English Language (New)

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10 APRIL 2014

ENGLISH LANGUAGE EDUCATION SECTION CURRICULUM DEVELOPMENT INSTITUTEEDUCATION BUREAU

Objectives» To introduce the LPF for English Language as a reference tool

to design a school-based writing programme and plan for the progressive development of writing skills at the upper primary level;

» To provide suggestions on how to fine-tune the existing writing programme by including stimulating writing tasks; and

» To provide hands-on activities to examine students' work and introduce effective strategies to give quality feedback and promote assessment for/as learning.

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2:00 – 2:10 PM Registration

2:10 – 3:00 PM Identifying the key components of a Writing Programme with reference to the

Learning Progression Framework (LPF)

3:00 – 3:45 PM Fine-tuning the School-based Writing Programme

3:45 – 4:00 PM Break

4:00 – 4:45 PM Using the LPF to Give Constructive Feedback and Promote Assessment for/as Learning

4:45 – 5:00 PM Q & A

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Run-down of Today’s Programme

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Activity 1

In groups, 1. Describe your students’ writing abilities; Motivation Writing ideas Writing performance, e.g. content, organisation, language2. Share how you develop your students’ writing skills.

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What is a Learning Progression Framework (LPF)?

The LPF:• 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.

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Level

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Learning Outcomes

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.

Underlying Principles 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 Principles7

In groups, 1. study the outcome statements 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 2

In groups, 1. study the writing plans of two schools; and2. comment on the strengths and weaknesses of

the plans.

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Activity 3

writing problems

Lack of motivation

Incoherent unit plan

Poor language

Lack of ideas

Poor organisation

Insufficient vocabulary

Inconsistent use of tenses

Identifying the Key Components ofa Writing Programme with Reference to the LPF

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1. Write and reply to short and simple letters to share personal experiences

2. Write short and simple descriptions of objects, people, places and events

3. Write short and simple stories4. Write and reply to simple letters to share personal

experiences5. Write simple descriptions of objects, people, places

and events with some details6. Write some formal letters to make simple requests

and enquiries7. Write a range of simple texts to describe, recount,

record, explain and propose with some supporting details

8. Write stories with a setting, a simple plot and simple characterisation

Pointers from Levels 3 – 5

Raising awareness of text type

features

Using graphic organisers to

expand/elaborate ideas

Lack of ideas

DESIGNING A SCHOOL-BASED WRITING PROGRAMME (CONTENT)

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1. Use a small range of vocabulary on familiar topics, with most words correctly spelt and some word collocations correct

2. Use a range of adjectives/adjective phrases to describe and compare with some consistency

3. Use a small range of adverbs/adverbial clauses for some communicative functions with some consistency

4. Use a small range of tenses and passive voice with some consistency

5. Use modals for some communicative functions with consistency

6. Show an awareness of using some stylistic features (e.g. using dialogues in stories to create interest, use headings and sub-headings to clarify presentation) to support the purpose of text

Pointers from Levels 3 – 5

Inconsistent use of tenses

Insufficient vocabularyPoor

Language

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DESIGNING A SCHOOL-BASED WRITING PROGRAMME (LANGUAGE AND STYLE)

1. Establish links using some simple cohesive devices with some consistency

2. Arrange ideas in a short text using short and simple means (e.g. sequencing events chronologically) to show a generally clear focus

3. Arrange ideas in a short text using simple means (e.g. providing illustrations or explanations) to show a generally clear focus

4. Structure the text using paragraphs, including a brief introductory and/or concluding statement

5. Establish links within some paragraphs using a range of cohesive devices with some consistency

6. Arrange ideas in some paragraphs using different means (e.g. using topic sentences)

7. Structure the text using paragraphs

Pointers from Levels 3 – 5

Poor organisation

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DESIGNING A SCHOOL-BASED WRITING PROGRAMME (ORGANISATION)

1. Language development strategies, generic skills, and positive values and attitudes are essential to English Language learning and should form an integral part of the learning-teaching-assessment cycle.

2. The meaningfulness and appropriateness of the written texts to the context, purpose and audience are implicit in and apply across all the learning outcomes.

Underlying PrinciplesLack of

Motivation

Designing meaningful

writing tasks

DESIGNING A SCHOOL-BASED WRITING PROGRAMME

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3. The development of writing strategies does not readily lend itself to descriptions in all of the eight levels of learning outcomes, e.g.,• generating ideas by brainstorming or seeking and

selecting information and ideas from different sources• revising drafts by adding, deleting, substituting or

linking ideas• editing drafts by correcting errors in language• reflecting on own writing based on feedback from

teachers or peers4. Teacher support is essential to helping learners

express and organise their ideas during the learning and teaching process. As learners progress, the amount of support provided could be gradually reduced to promote learner independence

Underlying Principles

Incoherent unit plan

Reflect on current teaching

practice

Provide support in the L&T

process

DESIGNING A SCHOOL-BASED WRITING PROGRAMME

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In groups, 1. share interesting writing topics;2. share ideas and strategies to scaffold the writing

skills of the less able students; and3. share ideas and strategies to stretch the abilities

of the more able students.

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Activity 4

Dimensions of vocabulary knowledge

Forms

Meaning

Functions

Collocation Vocabulary

(e.g. singulars/plurals: a painter, painters parts of speech: paint, painting, painted )

(e.g. look at the painting)

(e.g. paint, painter, painting)

Improving Students’ Vocabulary Building Strategies

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Approaches in vocabulary learning

AREA OF FOCUS

Paradigmatic Approach Syntagmatic Approach

help pupils expand the size of vocabulary

help pupils understand the usage of the vocabulary

Improving Students’ Vocabulary Building Strategies

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PEOPLE ACTIONS OBJECTS PLACE

Chef cook meals restaurant

Teacher

Singer

Pilot

Syntagmatic ApproachTopic: Jobs

Improving Students’ Vocabulary Building Strategies

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Introducing the text type features, format and layout to students explicitly

Raising students’ awareness of the organisation of the text, e.g. through dicto-comp, sequencing events

Improving students’ writing skills in

the Organisation of Ideas

The format of a personal letter

Strategies to stretch students’ writing abilities

Fiction

Non-fiction

Fairy tales

AdventuresFantasy

Fables Dilemma

Imaginativestories

Writing at KS3P6P4 P5

To engage students in interesting and meaningful

writing activities andto stimulate students to

think and write creativelyand critically

To enhance students’ writing skills progressively

to ensure a smoothtransition between

P6 and S1

News reports

Biography/Autobiography

Giving advice

Manuals for playing new toysPersonal letters

RecipesRecounts

Journal Writing

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Providing opportunities for students to write creatively and critically

Strategies to stretch students’ writing abilities

Some principles:

1. Go beyond the given information2. Allow time to think3. Strengthen creative abilities, e.g.

• look at a situation from several perspectives• break away from traditional patterns of thought• teach creative thinking techniques

http://www.edb.gov.hk/creativethinking_pri

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In groups, 1. analyse the strengths and weaknesses of the

following assessment rubrics: Marking scheme Peer assessment forms 2. make suggestions on areas for improvement

with reference to the LPF.

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Activity 5

• engaging students in a range of tasks that cover a variety of purposes and text types

• developing writing skills progressively• catering for diverse learning abilities

Key components

• developing strategies to approach the writing tasks

• providing support for students to• develop vocabulary building strategies• understand features of different text types• express personal ideas/experience • write with imaginative ideas

Learning & Teaching Strategies

• identifying the requirements for each task in terms of the three domains in the LPF

• guiding students to improve the first draft based on constructive feedback from teachers and/or peers using task specific feedback sheet

Assessment as/for learning

Steps in Designing an Effective Writing Programme

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