Tai Po Old Market Public School
(Plover Cove)
Using readers
as the organizing
focus for
curriculum planning
04.12.2004
New Welcome to English Bk 4A
Module 1 :
Me and my friends
Unit 1 Getting to know you
Unit 2 Good manners
Unit 3 Getting fitter
Curriculum2003-04
planning &
organization --readers
thematic modules for
*N-O Spells NO!integrated work
(Students write about their Katie, give advice to her and compare themselves with her.
Students find out about their family and friends and make comparisons.)
Module 2 :
Unit 4
Unit 5
Unit 6
Unit 7
Me and my family
Record holders
About my family
Every day
Lazy Lizzie
*This is my family
*Berenstain Bear & too much pressure
(Students complete a project on ‘This is my family’.
Students do a radio play for a scene in ‘Berenstain Bear’)
Module 3:
Unit 8
Unit 9
‘Reading to learn’
culture & rich learning
experiences --+language arts
materials
Food and drink
Shopping for food
Cooking class
(This is for self-study as students are very familiar with the module. Students make a dictionary on food.)
My father
(a given piece of writing
for students to model on)
How do we mark this piece of work?
What are we looking for?
Students’ work---the best …
My mother
I think my mother is
the kindest person
in my family. She
always helps people.
She usually helps
with my homework
too.
(Student A)
My sister
I think my sister is the most
helpful person in the family.
She always helps people.
She often helps me do my
homework too.
(Student B)
- Most words and ideas from the given lists
- Standard length and content
Students’ work---the not so good ones
with more mistakes …
My mother
I think my mother is
the most hardworking person in the
family. She always
does the housework.
She usually cooks the
dinner to for us too.
My brother
I think my brother
is the funniest
person in the
family. He always
plays tricks. He
often tells me funny
jokes with me.
(Student C)
How big is the difference?
What can we expect?
(Student D)
This is my family
by GINA and MERCER MAYER
Golden Books Publishng Company, Inc.
This is my family
By GINA & MERCER MAYER
Evidence of learning
attitude, writing style,
content, feelings,
presentation, skills
language ……
Reflection on learning-teaching
use of various strategies:
task-book
reading aloud
dictation
sharing
oral presentation……
Summary of
vocabulary used &
ideas expressed
This is my family
Open-ended tasks
diversities:
language, skills & attitudes
Not to mention the project …
Lots of adjectives describing people:
active, warm, fun, funny, special, cute, naughty, busy, tired, happy, cheerful, sad,
miserable, angry, lucky, lazy, polite, lovely, troublesome, noisy, boring, nice,
clever, smart, dynamic, hard-working, careless, careful, silent, neat, greedy,
depressing, tired, sleepy, angry, rude, curious, stupid, naïve, kind, loving, caring,
friendly, helpful, afraid, hardhearted, scared, tricky, serious, stubborn, simple,
unreliable, has responsibility, awkward, fierce, lonely, pretty, good-looking,
beautiful, handsome, ugly, disapproving, exhausted, interested, problem, strange,
shy, dirty, different, good, fat, thin, strong, weak, young, old,
Biggest likes: family, baby, sister, toys, pets, doing homework, be a good critter
Biggest dislikes: sister hurts my toys, baby cries, help dad do housework,
housework, cat
Father’s job: officer, office worker, manager, clerk, computer operator, boss,
owner of factory, writer, typewriter (typist), the story no speak
What I love her (mother) most: take care of us, sit up with me when I’m sick,
make me feel better when I hurt myself, her personality, tolerant, make us cakes
Sister’s job: student, go to school, no job
Assessment for learning:
teachers’ feedback
Students’ project on ‘My family’
The best work from the same student in the first
piece of modeled writing
What evidence of learning can we gather
from our students’ projects?
How do students perform in general?
Differences between students’ work in
modeled writing and project on ‘My family’
• length, attitude
• content, feelings, style
• language use (patterns, vocabulary …..)
• skills
Factors leading to the differences
• design of worksheet/task
• requirements of conventional worksheet vs
project work
•
input & support
Do we assess and analyse students’ projects
in a different way? How and why?
Very positive
attitude taken
from Critter
Writing style
Authentic / purposeful
use of target language :
‘always, sometimes,
never’
What evidence of learning can we find
from weaker students’ work?
How do we interpret their learning?
Projects from weaker students
Simpler sentences and ideas …..
Use of isolated sentences
Use of mind-map and fact file
Use of mind-map and fact file
Feedback on student learning
Catering for learner
diversity &
promoting learner
independence
‘variation in style
and presentation’
Tai Po Old Market Public School (Plover Cove)
Assessment Form for English Projects
Impact of
reader
Strong
personal
touch
Impact of
reader
Reflection on
curriculum planning
the use of readers
the beauty of integration
from reading to writing