“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
Learning
Targets and
Objectives
Values and
Attitudes
Curriculum Framework
KS1 & 2
5 BC Descriptors(Reading)
3-4 BC Descriptors(Writing)
4-5 BC Descriptors(Speaking)
Basic
Competency
3 BC Descriptors(Listening)
Generic
Skills
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
understanding the
unknown words by recognizing connection between
ideas by identifying a
prefixes and suffixes
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 1
•Writing 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 e-mail
•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
Same BC descriptor Different Skills
Sources: Student Assessment
(HKEAA)
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)
P.3
“How to develop students’ writing skills P1-3”
Ms Celine Leung Suk Lin (Little Flower’s School)
“How to develop students’ reading skills P3”
Ms Marie Yu Hing Yin (Canton Road Government
P.4
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