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School-based Curriculum Development (Primary) Section Journey on Learning in Action Changing Practice, Changing Minds 8th March, 2008. Lok Wah Catholic Primary School. Write Right Rubrics as criterion-referenced learning tools. Background. Our School. Our students. Teachers’ concerns.

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School-based Curriculum Development (Primary) Section

Journey on Learning in Action

Changing Practice,

Changing Minds

8th March, 2008


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Lok Wah Catholic Primary School

Write Right

Rubrics as

criterion-referenced learning tools


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Background

Our School

Our students


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Teachers’ concerns

Our TSA results were not satisfactory. What are we going to do?

How can we help our students to

improve?

In 2005



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SBCD programme in 2005

Awareness of

reading skills and BC descriptors

Text analysis to help students

deconstruct the reading texts

Matching assessment to learning and teaching

Reflections on teaching and learning

in response to the assessment data



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P.6 Student Performances in TSA 2006 Weaknesses in Writing

  • Content

  • insufficient elaboration on relevant ideas

  • ideas are notclearly/coherently organised

  • Language

  • limited range of vocabulary, sentence

  • patterns, and cohesive devices

  • weak in grammar and spelling


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Student performances in writing

Read David’s e-mail and help Ben write a reply to David.


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Where will you go?

What will you do?

insufficient elaboration on relevant ideas ?

Dear David,

I’m happy to hear that you will visit Hong Kong. I can suggest an interesting day trip for you. First we will go to Repulse Bay.We will swim there.Next we will go to Cheung Chau. We will go windsurfing there.Then we will go to Wong Tai Sin.We will visit the temples there.After that we will go to Ocean Park. We will see the sea animals there.Finally, we will go to Tsim Sha Tsui.We will watch some performances there. Do you like the trip?

Best wishes,

Ben


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You are Ben. Write a letter to Aunt Maggie to tell her what you had eaten.

  • Guided questions:

  • What did you eat?

  • What was the taste?

  • What colour was it?

  • Where did it come from?

  • Did you like it?


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Write a letter to Aunt Maggie. you had eaten.

insufficient elaboration on relevant ideas ?

Dear Aunt Maggie

How are you? Last week, I went camping with my pen friend, Matthew and Susan. We ate a lot of delicious food in the camp. First, we tried hamburgers.They were salty. They were brown and yellow. They came from America.We liked hamburgers very much.Next, we tried pizza.It was spicy.It was yellow, red, green and white. It came from Italy. We liked pizza very much.Then, we tried spaghetti.It was sour. It was red. It came from Italy.We liked spaghetti very much.

See you soon.

Love

Ben

  • Guided questions:

  • What food did you eat?

  • What was the taste of the food?

  • What colour was the food?

  • Where did it come from?

  • Did you like it?

limited range of sentence patterns ?



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8th January, 2008 Tuesday about it.

We went to the Hong Kong City Hall

Today, I went to the Hong Kong City Hall to watch a play with my classmates.

I went to Hong Kong City Hall with my classmates. But when we were at the entrance, I forgot to bring my ticket. So I called my mum to take my ticket to me. But Mum did not find my ticket at home, so I went to the entrance and bought another ticket. ‘Please give me a ticket, please,’ I said. Then, we went to the Hong Kong City Hall.The play was about a good teacher.

At last, the ending was very surprising. We went home happily.

ideas are notclearly/coherently organised


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Teachers’ reflections about it.

How can we help our students to

improve?

Did we provide enough reading input to our students?

Did we highlight the features in different text types?


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SBCD programme in 2006 about it.

Text analysis

Locate information and ideas

From reading to writing:

Introducing features in different text types

Make use of organizers in the writing process

Setting assessment criteria in writing

How do we assess our students’ work?





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Suggested performance indicators for assessing the composing skills for narrative writing (Content)


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Teachers’ reflections skills for narrative writing (Content)

Using rubrics as marking tools?

Effectiveness?

Worthiness?


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