CEFR-aligned curriculum cascade

workshops: Day 2

3.3_2017_Secondary 1
Handout D2.S1.1
Content Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard
Form 1 Form 2 Form 3 Form 4 Form 5
A2 B1 B1 B1
Revise A2
High Low Mid High

3.1 3.1.1 3.1.1 3.1.1 3.1.1 3.1.1

Understand a Understand the Understand the Understand the Understand the Understand the Understand the
variety of texts main idea in a main points in main points in main points in main points in main points in
by using a range variety of text simple longer simple longer longer texts on an extended texts on extended texts on
of appropriate types on familiar texts texts on a range increased range a wide range of a wide range of
reading topics of familiar topics of familiar topics familiar topics familiar topics and
strategies some unfamiliar
to construct topics
meaning

3.1 3.1.2 3.1.2 3.1.2 3.1.2 3.1.2

Understand a Understand Understand Understand Understand Understand Understand
variety of texts specific details specific details specific details specific details specific details specific details
by using a range in a variety of and information in and information in and information in and information in and information in
of appropriate text types on simple longer simple longer longer texts on an extended texts on extended texts on
reading familiar topics texts texts on a range increased range a wide range of a wide range of
strategies of familiar topics of familiar topics familiar topics familiar topics and
to construct some unfamiliar
meaning topics

3.3_2017_Secondary 2
3.1 3.1.3 3.1.3 3.1.3 3.1.3 3.1.3
Understand a Guess the Guess the meaning Guess the meaning Guess the meaning Guess the meaning Guess the meaning
variety of texts by meaning of of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words of unfamiliar words
using a range of unfamiliar words from clues provided from clues provided from clues provided from clues provided from clues provided
appropriate in a variety of text by other known by other known by other words and by other words and by other words and
reading strategies types on familiar words and by words and by by context on an by context on a by context on a
to construct topics context context on a range increased range of wide range of wide range of
meaning of familiar topics familiar topics familiar topics familiar topics and
some unfamiliar
topics

3.1 3.1.4 3.1.4 3.1.4 3.1.4 3.1.4

Understand a Use dictionary Use with some Use independently Use independently Use independently Use independently
variety of texts by skills support familiar familiar print and familiar print and familiar and some a range of familiar
using a range of appropriately to print and digital digital resources to digital resources to unfamiliar print and print and digital
appropriate check and extend resources to check check meaning check meaning and digital resources to resources and
reading strategies understanding meaning extend check meaning and some unfamiliar
to construct understanding extend resources to check
meaning understanding meaning and
extend
understanding

3.1 3.1.5 3.1.5 3.1.5 3.1.5 3.1.5

Understand a Recognise the No learning Recognise with Recognise with Recognise with Recognise
variety of texts by attitude or opinion standard support the attitude support the attitude little or no support independently the
using a range of of the writer in a or opinion of the or opinion of the the attitude or attitude or opinion
appropriate variety of text writer in simple writer in simple opinion of the writer of the writer in
reading strategies types on familiar longer texts longer texts on an in extended texts extended texts on
to construct topics increased range of on a wide range of a wide range of
meaning familiar topics familiar topics familiar topics and
some unfamiliar
topics

3.3_2017_Secondary 3
 3.1 3.1.6 3.1.6 3.1.6 3.1.6 3.1.6
Understand a Recognise No learning No learning Recognise with Recognise with Recognise with
variety of texts typical features standard standard support typical support typical little or no support
by using a range of texts on features at word, features at word, typical features at
of appropriate familiar topics sentence and text sentence and text word, sentence
reading levels of a range levels of an and text levels of
strategies of genres increased range a wide range of
to construct of genres genres
meaning

3.2 3.2.1 3.2.1 3.2.1 3.2.1 3.2.1

Explore and Read and Read and enjoy Read and enjoy Read enjoy and Read a variety of Read a variety of
expand ideas for understand a fiction / non- fiction / non- give a personal suitable print and suitable print and
personal variety of fiction fiction and other fiction and other response to digital texts to digital texts to
development by and non-fiction suitable print and suitable print and fiction / non- investigate and investigate and
reading texts with digital texts of digital texts of fiction and other analyse national analyse global
independently confidence and interest interest suitable print and issues issues
and widely enjoyment digital texts of
interest

3.3_2017_Secondary 4
Handout D2.S1.2

Reading skills/strategies

1. P _ _ _ _ _ _ _ _l skills

2. M _ _ _ _ y

3. D _ _ _ _ _ _ g skills

4. I _ _ _ _ _ _ _ _ _ g

5. P _ _ _ _ _ _ _ _ g

6. I _ _ _ _ _ _ _ _ _ n

7. Rapid s _ _ _ _ _ _ g

8. R _ _ _ _ _ _ _ g back and forth

9. I _ _ _ _ _ _ _ _ _ _ g and d_ _ _ _ _ g conclusions

3.3_2017_Secondary 5
Handout D2.S1.3

Stages of a Reading lesson

Stage Procedure Purpose
Pre-activity: (pre- 1. Lead in (warm up) to set the scene, raise interest,
reading) anticipate content

During activity:
Gist task (while
reading)

During activity:
Detailed task
(while reading)

Post-activity:
(post reading)

1. Pre-activity to set the scene, raise interest, anticipate content

2. Set a gist task to give a purpose for reading and a time limit
3. Compare whole group answers (whole class feedback) to allow pupils to confirm details
4. Set a detailed (intensive) task to use reading strategies
5. Allow pupils to read (purposefully) for the first time to get an overall idea of the text
6. Let pupils compare answers (also known as pair check or peer feedback) to check they
have understood the text in general
7. Let pupils read (purposefully) again to find detailed information
8. Ask pupils to do another pair check or peer feedback to raise confidence
9. Give a follow-up task (vocabulary development, discussion, writing etc.) to develop skills
10. Pre-teach vocabulary to remove obstacles to reading (only items necessary for the task)
11. Check the answers as a whole group (now they have gained confidence!) to check they
understood the text at a general level

3.3_2017_Secondary 6
Handout D2.S1.4

Typical errors Solutions

No clarity on the Learning
Standard being addressed or the
Reading skills and strategies
being developed.
Not setting a task before pupils
read: Read and tell me what it is
about does not constitute a task.

Giving out the texts in advance of

the tasks, then struggling to get
attention back.

Over-teaching vocabulary before

reading.

Forgetting to leave time for a peer

feedback and going immediately
to whole group checks.

Distracting pupils by wandering or

speaking during the monitoring
stages.

Getting pupils to read aloud: this

is a different skill!

3.3_2017_Secondary 7
 Handout D2.S2.1
Consider the tasks below and decide if each task would be:
1) To do as a pre-activity
2) To do as a during activity gist
3) To do as a during activity detail
4) To do as a post-activity
RECEPTIVE SKILLS tasks
read the title and predict content
identify the purpose
write a 10 (15, 20) word summary
(if there are a number of short texts)
decide: which they prefer / which is
closest to their country / family / their
situation etc.
try to guess what the content is from
some key words / phrases from the text
order some pictures which relate to the
main points of the text then read to
check their ideas
decide on what you want to know
about the content (e.g. for a newspaper
article REX SAVES LIVES)
complete sentences
look for examples of language in the
text (e.g. giving advice)
complete a table
3.3_2017_Secondary
answer multiple choice questions
answer True/False questions
label a diagram
... draw a picture
tick the right answer
write four questions about the text
then give them to another group to
answer
say what certain numbers / figures
refer to
correct false information
underline words / phrases which
mean the same as
respond which part is most
interesting? Find three things you
didnt know etc.
(for a narrative) give pupils the
main events from the text they
predict
8
Handout D2.S3.1
Content Learning Learning Learning Learning Learning
Focus
Standard Standard Standard Standard Standard Standard
Form 1 Form 2 Form 3 Form 4 Form 5
A2 B1 B1 B1
Revise A2
High Low Mid High

4.1 4.1.3 4.1.3 4.1.3 4.1.3 4.1.3

Communicate Communicate Narrate factual Summarise the Summarise the Explain the main Explain the main
intelligibly ideas clearly and imagined main points of a main points and points of an idea points for and
through print events and simple story, text explain key or argument against an idea or
and digital experiences or plot details in of a argument
media on story, text or plot
familiar topics

4.1 4.1.5 4.1.5 4.1.5 4.1.5 4.1.5

Communicate Organise Connect Organise, and Organise, Organise, Organise,
intelligibly information sentences into sequence ideas sequence and sequence and sequence and
through print coherently two coherent within short texts develop ideas develop ideas develop ideas
and digital paragraphs or on familiar topics within short texts within a text of within a text of
media on more using basic on familiar topics several several
familiar topics coordinating paragraphs on paragraphs on
conjunctions and familiar topics familiar topics and
reference some unfamiliar
pronouns topics

3.3_2017_Secondary 9
Handout D2.S3.2

Which of the following can be considered process writing and

which are product writing elements?
Write product or process next to each item.

1. Choosing the correct formats and layout (e.g. using

formatting well, adding in sub-headings or titles as
necessary)
2. Using paragraphing appropriately
3. Drafting the writing
4. Managing coherence and cohesion effectively (e.g. using
topic sentences, cohesive devices, referencing)
5. Editing and redrafting the work
6. Accurate spelling and legible handwriting
7. Proofreading and correcting the work
8. Accurate and effective use of punctuation
9. Selecting and planning appropriate content
10. Accurate use of grammar and vocabulary
11. Appropriate register and style
12. Identifying the purpose for writing (or task in an exam)
13. Organising ideas logically
14. Brainstorming ideas

3.3_2017_Secondary 10
Handout D2.S3.3
SCHEME OF WORK: TEXTBOOK-BASED LESSON (UNIT 1)
WEEK: _______________

LESSON 16: Writing

MAIN SKILL(S) FOCUS: Writing

THEME: People and Culture

TOPIC: Personal Profiles

LANGUAGE/GRAMMAR FOCUS: (1) Writing a personal profile using because and so

to give reasons and link ideas (2) Present Simple and Present Continuous

CROSS
CONTENT MATERIALS / DIFFERENTIATION TEACHERS NOTES /
LEARNING STANDARD LEARNING OUTLINE CURRICULAR
STANDARD REFERENCES STRATEGIES REMARKS
ELEMENT
Main Skill Main Skills Pre-Lesson Pulse 2 Unit 1 p.18 Language Please refer to
provided list of
Writing 4.1 Writing 4.1.1 See Teachers Book differentiation
strategies and
Communicate Give detailed select appropriate
intelligibly through information about Lesson Delivery strategy/strategies
print and digital themselves and others
media on familiar See Teachers Book
topics Complementary Skill
Complementary Writing 4.2.3 Post Lesson
Skill
Produce a plan or draft See Teachers Book
Writing 4.2 of two paragraphs or
more and modify this
Communicate with
appropriately in
appropriate
response to feedback
language form and
style

3.3_2017_Secondary 11
Handout D2.S4.1

Which of the following would your pupils enjoy?

Write a poem for a friend

Give pupils some vocabulary to integrate into a poem for a
classmate, or allocate a topic and let them choose the vocabulary.

Create a story for a younger class in the school

Put pupils in groups and ask them to create a story for some
younger pupils to read.

Have a story competition

Give pupils six pictures and ask them to create a short story
around them then vote on the best.

Create a writing journal

Ask pupils to create a section in their notebook to write a sentence
or paragraph about their day or the things they enjoyed in class.

Write a reflective journal

Pupils write reflections on their learning.

Create a class blog

Groups create a class blog.

Create a class magazine

Pupils create a class magazine with short stories.

3.3_2017_Secondary 12
Handout D2.S4.2

WRITING (skills/strategies)
1 At the script level
Recognition: identifying letters of alphabet/words, in lists/texts
reading aloud words/sentences
spotting differences in words/sentences
matching pictures with words

Production: copying
mechanical exercises letters grouped in shape families
dictations letters, words, sentences

2 At the spelling level

Recognition: grouping words according to rhyme / according to spelling
rule, odd man out
deducing rules from word families take/give
confirming/checking deductions through dictionary
work

Production: dictation
help pupils to use spell check
mechanical exercises based on rules shop/shopping,
stop/stopping

3 At the punctuation level

Recognition: identifying punctuation in a text how many capital letters?
whats the difference?
A) He likes fast cars, and boats B) He likes fast cars and
boats.

Production: dictation
unpunctuated passages complete

4 At the appropriacy level

Recognition: stylistically unsuitable texts; discuss, rewrite
2 jumbled texts same content, different style
2 texts same content, one written, one spoken identify
and note differences
spot the inaccuracy in a text correct

Production: adapting spoken text to written form

rewriting, following from recognition activities

3.3_2017_Secondary 13
5 At the cohesion (sentence) level
Recognition: identifying linkers, grouping these according to whether
they add, contrast, summarise etc.
paragraph with wrong linkers correct
split sentences on cards pupils find partner
identifying forward and back references (e.g. What does it
refer to?)

Production: gap-filled passage pupils add linkers (perhaps from list)

a number of short sentences (in order or jumbled), pupils
link (and order)
writing up a paragraph from notes, or from listening, using
linkers from list

6 At the paragraph level

Recognition: unparagraphed text to be divided into appropriate chunks

Production: rearranging given sentences to form a paragraph

given paragraph topic sentence group work to discuss
contents of paragraph topic sentence and last sentence of
paragraph pupils fill in the middle

7 At text organisation level

Recognition: identify topics of paragraphs
order jumbled paragraphs
identify function of text
identify reader-writer relationship
match pictures/topic headings with text
match notes with paragraphs

Production: reconstruct text from notes/grid/form/diagram

write answer to text (e.g. letter)
write the letter to which the text is an answer
write text based on model, but with different function, or
style, or content
freer composition personalisation

3.3_2017_Secondary 14
Handout D2.S4.3
A. As you design your writing activity think about the questions below and
take notes.
What kind of writing will you ask your
pupils to do? Why?
What do you want pupils to know by the
end of the lesson?
How will you prepare them for the
writing? (for example, a pre-task or a
series of activities leading up to the
writing)
How can you make the material
appealing to your learners? (for
example, think about their interests,
where they live and level of proficiency)
How will you present the material? Will
you integrate technology?
How will you ask them to do the activity
or activities? (for example, will you ask
them to cooperate, work in pairs?)
Are you going to display the writing
once they complete it?
How will you deal with correction?

How will you help them improve? (for

example, will they do a draft first)

How much writing will you ask them to

do?

3.3_2017_Secondary 15
B. Be prepared to present your writing activity to the other teachers. Complete
the form to help you explain it:

Aim of writing activity

Kind of writing activity

Level of pupils

Resources

Interaction patterns

Procedure

3.3_2017_Secondary 16