QCE521 Language Teaching Experience

Assessment is anchored on purpose

WRITING

1. Imitative

2. Intensive (controlled)

3. Responsive

4. Extensive

READING

L1: Perceptive reading – discrete items

· 26 letters of the alphabet (in discrete form)

· Combination of the letters in single-word forms, e.g. ‘cat’, ‘dog’, ‘happy’

L2: Selective reading – combination (discrete items) / literal understanding

· Ability to read simple sentences, e.g. ‘This is a black cat’, ‘The black cat is happy’ [checking for understanding - ‘how do you know that the black cat is happy?’] – ‘because his tail is shaking’ [literal understanding]

L3: Interactive reading – interaction / deeper meaning-making

· Interacting with the text; bringing one’s own schema

L4: Extensive reading – fluency

· Mastery

Streams - NT, NA, Express

· ‘N’ and ‘O’ Level papers demand that students read at Level 3 or Level 4

· i.e. must be fluent or almost fluent by the end of Sec 4 / 5

Bottom-up questions: not cognitively demanding

If you mis-pitch the standard of children, there will be problems

· If too challenging, they cannot perform the task and become frustrated

· If not challenging enough, they will finish early and get bored

In about 30-35 minutes in the classroom, you make around 250 decisions.

Don’t just observe the child’s conversation with his peers – also observe his conversation with you about the text, and his conversation with the text.