CEFR

Familiarisation
Training
Primary

Insert presenter name

 Introducti
on to the
CEFR and
Overview the aims
essions 1 and 2 of the
course
Listening:
The six Primary
referenc Interlocutor
e levels Perspectives
and the CEFR

The
Cambridg
e Baseline
2013
Session 1

Introduction to the CEFR

What do you think the map shows?
 CEFR: De facto world standard

Map showing the influence of the Common European

Framework of Reference (CEFR) around the world at national
policy level.
 CEFR regional and world impact

Educational language policy in China, Hong Kong, Japan, Korea,

Philippines, Taiwan, Thailand, Singapore and Vietnam is aligned to the
CEFR

Countries in South America (Chile, Colombia, Argentina), the

Middle East (Bahrain, Qatar) and Africa (Egypt) are incorporating the
CEFR into their educational systems

Even countries which have developed their own language frameworks,

such as Canada and the USA, are beginning to utilise the CEFR or identify
ways of bringing their own frameworks and the CEFR together.

All of the following countries have undertaken CEFR-related projects:

Albania, Armenia, Austria, Bulgaria, Croatia, Czech Republic, Cyprus,
Denmark, Estonia, Finland, France, Georgia, Germany, Greece, Hungary, Israel,
Italy, Lebanon, Lithuania, Macedonia, Moldova, Netherlands, New Zealand, Norway, Mexico,
Poland, Portugal, Russia, Serbia, Slovakia, Slovenia, Spain, Sweden, Turkey, Ukraine

Translated into 40 languages

 Terminology

CEFR Common European Framework

of Reference

CEF Common European Framework

(of reference)

CFR Common Framework of

Reference
What is the CEFR and why is
it useful?
 Background to the CEFR

need to create a comprehensive, transparent and

coherent basis of understanding as to what being able to
use a language at different levels means, regardless
of language or location of instruction

growth in European Union membership and processes of

integration and movement
increased mobility of people and need for mutual recognition of
language qualifications obtained from different institutions and
from different countries

developments in language learning: from grammar

translation to functional, notional, communicative
approaches
 Aims of the CEFR

to describe in a comprehensive way what language

learners have to learn to do in order to use a language for
communication and what knowledge and skills they have to
develop so as to be able to act effectively.

to provide a common basis for the elaboration of

language syllabuses, curriculum guidelines, examinations
and textbooks.

to define levels of proficiency which allow learners

progress to be measured at each stage of learning and on a
life-long basis
CEFR developmental vision

What [the CEFR] can do is to stand as a central point of

reference, itself always open to amendment and further

development, in an interactive international system of co-

operating institutions ... whose cumulative experience and

expertise produces a solid structure of knowledge, understanding

and practice shared by all.

John Trim
CEFR developmental vision

What [the CEFR] can do is to stand as a central point of

reference, itself always open to amendment and further

development, in an interactive international system of

co-operating institutions ... whose cumulative experience

and expertise produces a solid structure of knowledge,

understanding and practice shared by all.

John Trim
What are the common uses of
the CEFR?

Discuss with your

partner
 Common uses of the CEFR

evaluating language learning needs

designing courses
teacher training programmes developing
syllabuses informing test development
guiding assessment criteria development
developing learning materials
describing language policies
informing continuous/self-assessment
Handout 1
 Aims of this course
to introduce the CEFRs core conception of language learning

to introduce the CEFRs six level framework of language proficiency

to consider salient differences between approaches to teaching young children L2

compared to teenagers and adults relating to literacy onset, linguistic progression
and cognitive and emotional development

to raise awareness of language learning pedagogy perspectives in the CEFR and

interpreting action-oriented perspectives on curriculum, teaching methodology and
assessment in terms of primary-aged children

to induct participants into four skills constructs and consider perspectives on early
enabling skills for children

to induct participants into rating scales for childrens Speaking and Writing related to
CEFR and assessment practices appropriate for testing primary-aged children

to encourage participants to reflect on how CEFR could impact on areas of education

- and more specifically Primary education - in Malaysia
 The CEFR:
view of language learning and the six
reference levels
 The CEFR: two focuses

CEFR presents the view of communication

as the goal of language learning

CEFR provides a descriptive framework

of levels of language proficiency, enabling
all languages and contexts of learning of what it
means to master a language at a given level

the CEFRs action-oriented / can-do

approach

Handout 2
 Defining key notions in the
CEFR
The core view of language learning in the CEFR is that learning a language is essentially
a process of learning to use language to perform communicative acts - either in
social contexts with others or in private contexts in communicating with ourselves.
These are shaped by the different forms of language activity of which they are
comprised, which can be described in terms of four broad categories: reception,
production, interaction and mediation. The process of engaging with texts - spoken or
written - in these different ways requires language users to draw on a range of
communicative language competences [linguistic, socio-linguistic, pragmatic] to
negotiate communication with flexibility in a variety of contexts. Performing tasks in
different contexts, to the extent that these tasks are not routine or automatic and
subject to different conditions and constraints, will require learners to use
different strategies for their successful completion. It is this broad conception of
language use and emergent communicative competences that underpins the action-
oriented approach to language teaching and learning embodied in the CEFR.
A six level framework

C2
Proficient user
C1

B2
Independent
B1 user

A2
A Basic user
1

Handout 3
 The Global Scale
Pr C2 Can understand with ease virtually everything heard or read. Can summarise information
from different spoken and written sources, reconstructing arguments and accounts in a
o coherent presentation. Can express him/herself spontaneously, very fluently and
precisely, differentiating finer shades of meaning even in more complex situations.
fi C1 Can understand a wide range of demanding, longer texts, and recognise implicit
ci meaning. Can express him/herself fluently and spontaneously without much obvious
searching for expressions. Can use language flexibly and effectively for social, academic
e and professional purposes. Can produce clear, well-structured, detailed text on complex
subjects, showing controlled use of organisational patterns, connectors and cohesive
nt devices.
U
se
r

In B2 Can understand the main ideas of complex text on both concrete and abstract topics,
including technical discussions in his/her field of specialisation. Can interact with a
d degree of fluency and spontaneity that makes regular interaction with native speakers
quite possible without strain for either party. Can produce clear, detailed text on a wide
e range of subjects and explain a viewpoint on a topical issue giving the advantages and
p disadvantages of various options.
B1 Can understand the main points of clear standard input on familiar matters regularly
e encountered in work, school, leisure, etc. Can deal with most situations likely to arise
whilst travelling in an area where the language is spoken. Can produce simple
n connected text on topics which are familiar or of personal interest. Can describe
Handout 4a/b
experiences and events, dreams, hopes and ambitions and briefly give reasons and
d explanations for opinions and plans.
e
 Global Scale: Activity
Pr C2 Can understand with ease virtually everything heard or read. Can summarise
information from different spoken and written sources, reconstructing arguments and
o accounts in a coherent presentation. Can express him/herself spontaneously, very fluently
fi and precisely, differentiating finer shades of meaning even in more complex
situations.
ci C1 Can understand a wide range of demanding, longer texts, and recognise implicit
e meaning. Can express him/herself fluently and spontaneously without much obvious
searching for expressions. Can use language flexibly and effectively for social,
nt academic and professional purposes. Can produce clear, well-structured, detailed text
U on complex subjects, showing controlled use of organisational patterns, connectors and
cohesive devices.
se
r

In B2 Can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialisation. Can interact with
d
a degree of fluency and spontaneity that makes regular interaction with native
e speakers quite possible without strain for either party. Can produce clear, detailed text
on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and
p disadvantages of various options.
e B1 Can understand the main points of clear standard input on familiar matters regularly
encountered in work, school, leisure, etc. Can deal with most situations likely to
n arise whilst travelling in an area where the language is spoken. Can produce simple
d connected text on topics which are familiar or of personal interest. Can describe
experiences and events, dreams, hopes and ambitions and briefly give reasons and
 A driving metaphor

The mechanics of
driving
Core linguistic
knowledge

A range of driving
situations
A range of communicative
situations
A six level framework

C2
Proficient user
C1

B2
Independent
B1 user

A2
A Basic user
1

Handout 5
 Distinguishing between levels
Can understand the main points of clear standard input on familiar
matters regularly encountered in work, school, leisure, etc. Can
deal with most situations likely to arise whilst travelling in an area
B
where the language is spoken. Can produce simple connected text
1 on topics which are familiar or of personal interest. Can describe
experiences and events, dreams, hopes and ambitions and briefly
give reasons and explanations for opinions and plans.
Can understand sentences and frequently used expressions related to areas
of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can communicate in
A
simple and routine tasks requiring a simple and direct exchange of
2 information on familiar and routine matters. Can describe in simple terms
aspects of his/her background, immediate environment and matters in areas
of immediate need.
Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can introduce
A him/herself and others and can ask and answer questions about personal
1 details such as where he/she lives, people he/she knows and things he/she
has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.
 Extensive range of scales

helping teachers, learners, course

designers, assessors to conceptualise the
language competences and
strategies exhibited by learners at different
levels in relation to different language
activities

Handout 6
 Extensive range of scales
teachers, learners, course designers,
helping
assessors to conceptualise the language
competences and strategies exhibited by learners
at different levels in relation to different language
activities

Handout 7
 Reflection

Go back to your KWL chart:

1. Can you move any post-it notes from
W to L on your chart?
2. What are the key aspects that may be
challenging for you to apply in your
classrooms?
3. Which aspects do you find helpful.
How do you think you can apply these
to your own classrooms?
 The
Cambridg
e
Overview Baseline
2013
Session 2
Spoken Qualitative
interact aspects of
ion speaking

Spoken
productio
n
Session 2

Cambridge Baseline 2013

1. What are the key
aspirations for
English language
learning in Malaysia?
2. What are the key
challenges to
learning English in
Malaysia?
 Key aims

Undertake a comprehensive
review to understand the
current performance and
challenges

Create a 2013 baseline in

order to:

Establish a clear vision

and aspirations

Create an evidence-based
language policy and
strategy
 Participants

5.2m students,
10,000 schools, End of Pre-school,
70,000 teachers Year 6, Form 3, Form
5, Form 6
Results by state,
school type, 16 states, 426
location, grade, schools, 20,000+
Two-stage
gender stratified students, 1,000+
sample design teachers

Schools, classes and 41 schools, 78

students randomly classes visited.
selected to create a Speaking tests,
representative classroom
sample observations,
interviews
 Methodology

Comprehensive: pre-school to pre-

university
Comprehensive: learning, teaching,
assessment
Evidence-based
Mixed-method
International standards

Students: language levels, 4 skills

Teachers: language levels, 4 skills
Teachers: teaching knowledge
Teachers: teaching practice
National curricula, assessments, and learning
materials reviewed
Questionnaires, interviews
 Positive findings

Approximately 85% of students

agree that they like their English
classes at school

Approximately 95% of teachers

agree that they like teaching
English

Many sampled teachers have a

high level of English and a good
knowledge of teaching

Some students have a high level of

English

Policy is moving in the right

direction
 Student language levels

41% at A1/A2 and below; 53% at B1/B2; 6% at

Form 6 At A2/B1
C1/C2
55% at A1/A2 and below; 43% at B1/B2; 2% at
Form 5 At A2
C1/C2
12% below A1, 57% at A1/A2, 30% at B1/B2;
Form 3 At A2
1% at C1/C2
Year 6 At A1 32% below A1, 56% at A1/A2, 13% at B1/B2
Pre- Below
78% below A1, 22% at A1/A2
school A1
 Students: levels B1 and above
70%

60% 59%

50%
45%

40%

31%
30%
27%

20% 19%

13% 14%

10%
6%

1% 1% 2%
0%
0% 0% 0%
Pre-school Year 6 0% Form 3 Form 5 Form 6

B1 and above B2 and above C1 and above

Students: levels A2 and below
100%
100%
94%

90% 88%

80%

70%
70% 66%

60% 56%

50%
41% 41%
40%

30% 27%

20%
14%

10%

0%
Pre-school Year 6 Form 3 Form 5 Form 6

A2 and below A1 and below

 Achievement gaps
60%
53%
50% Urban schools perform best
40%
34%
% learners at C EFR level 30%
24%
20%
11%
10%
2%1%
0%
Female students outperform boys
60%
49%
50%
39%
40%

30%
20%
20% 17% Science specialists outdo those in
Arts
10%
1% 2%
0%
Students: weakest skill is speaking

Speaking emerged as the weakest skill for students at all

school grades

Students reported that they would most like to improve their

speaking skills
Attitudinal and background factors

Students report that they enjoy learning

English

However, not all students recognise the

importance of English

Learners report that they rarely use English in the

classroom

Learners have little exposure to English outside

the classroom

English-speaking parents have

positive impact
 Teaching knowledge and practice

Teaching knowledge Teaching practice

Strong on establishing a good rapport with

students
Weaker in planning, managing and
monitoring learning
A range of classroom management
techniques from teacher-dominated to
learner-centred
Some excellent examples observed
Factors influencing teaching and
learning

Teachers like teaching English

Teachers want more professional
development
Teachers need differentiation strategies
Students need an English-friendly
environment
Parents need support to participate more

Handout 8
 Reflection

Discuss in groups what the

implications of these findings are
for you and your teaching.

In what way can the CEFR help

you address some of the issues
raised in the study?
Session 2

LISTENING: primary interlocutor

perspectives and CEFR scales
 Questions related to key
issues this session that
trainers will address
a) Why is spoken input so important in Pre-school
Language learning?
b)How can teachers change input and
instructions so students can understand them?
c) What type of listening activities within CEFR
Pre-A1 and A1 ranges will most probably
interest very young learners?
d)What does a CEFR-based, action-oriented
English only classroom look like ?

Rank them according to which you can answer in

the fullest detail.
Key concepts and approaches
in SLA
SLA: Second Language
Acquisition
Concepts Approaches
Interlanguage Cognitive
Language transfer Sociocultural
The input Individual factors
hypothesis Adult and child
Comprehensible learners
output
The silent period
 L1 early oral development

Input Output
Language of the Optimum
carer opportunity to try
Child-directed out
speech (CDS) or Opportunity to
baby talk work out
Language of the (comprehensible
immediate output)
environment Evolving
Language routines interlanguage
in the home
 L2 early oral development

Input Output
Teacher modified Opportunity to try
language (TML) out
Language of the Opportunity to
school or home work out
environment (comprehensible
Language routines output)
in the classroom Silent period
Reformulated and
repeated language
 The CEFR action-oriented
The core goal inclassroom
a CEFR action-oriented classroom
is:
co-opting the learner into the process of
making English the medium as well as the
goal of all their learning
which means co-opting teachers into this
too.

Teachers can provide exposure to sounds and

contribute to the development of
phonological processing through:
Contextualised classroom routines
Teacher modified language or input
Use of methods like Total Physical Response
 Whole child learning

utilise the experiences, knowledge and

interests children bring to learning
make tasks meaningful, purposeful
and fun
think of an embedded rather than an
explicit language focus
make sense from the learners
perspective
add elements of performance
display outcomes
Sample activity: Hand shadow
shapes
 Teacher talk
contextualised language
language contingent on gesture, picture
and action
support of class routines
Teacher Modified Language (TML)
appeal of methods like TPR
positive reinforcement
affectively engage
power of song and movement.
 CEFR can do perspectives

Learning outcomes are framed as a

progressive can-do sequence.

This encourages the use of learner-centred,

activity-based approaches by teachers in
targeting learning outcomes or results related
to CEFR
 Overall Listening
Comprehension Scale
A2
Can understand enough to be able to meet needs of a
concrete type provided speech is clearly and slowly
articulated.
Can understand phrases and expressions related to areas
of most immediate priority (e.g. very basic personal and
family information, shopping, local geography,
employment) provided speech is clearly and slowly
articulated.
A1
Can follow speech which is very slow and carefully
articulated, with long pauses for him/her to assimilate
meaning
 Listening to announcements
and instructions
B1
Can understand simple technical information, such as
operating instructions for everyday equipment.
Can follow detailed directions.
A2
Can catch the main point in short, clear, simple
messages and announcements.
Can understand simple directions relating to how to get
from X to Y, by foot or public transport.
A1
Can understand instructions addressed carefully and
slowly to him/her and follow short, simple directions.
 Now I can ... listen and

follow simple instructions

draw simple shapes
write words that are spelled out
join in with songs
follow simple directions
match conversations to pictures
answer simple questions

learning objectives related to CEFR A1 Listening

comprehension descriptors
 Meaning-focused early
listening input formats
Instructions Direct questions
Teacher gives learners Learners are given
worksheet with animal worksheets with
outlines to colour. numbers 1 to 10 written
Learners listen and on and options y/n (for
colour animals according yes/no). Teacher reads
to teacher instructions. out ten questions.

e.g. Colour the monkey

blue and red. Thats e.g. Do cats like milk?
right. The monkey is Do cows eat eggs ?
blue and red.
 Early listening input formats

Listen and do Listen and identify

Listening and putting Learners given
objects on and colouring worksheet and tick the
different parts of a correct option of three
getting to school according to teachers
transport scene card. descriptions.

e.g. Write number 10 on

the bus. Colour the bike e.g. There are two black
blue. Put the cat in the cats under a chair.
car.
 Combining Listening and
Speaking

Watch, Listen and Speak, Make,

Decorate and Fly a paper plane
Listening input/output challenges and grading

length of text
language in text
sentence length
number of distractors
picture support
language needed for
answers
Handout 9
Listening input/output challenges
and grading
Just a few of the contingent language input
opportunities a medium like YouTube represents:

wrap a present
learn a dance step
sing along
how to sign
perform a trick
make projected puppet
shapes
draw cartoon characters
making paper hats
 Primary Classroom: Methodological implications

Learning: high-quality interaction with

the teacher as facilitator of language
development encouraging active use.

Interactive full class teaching:

challenging and careful use of
questioning, elicitation and positive
reinforcement.

Pair and group work: high levels of

participation and language use.
 Reflection
Look at the questions we began this session with:
1. Why is spoken input so important in Primary
Language learning?
2. How can teachers modify input, instructions to
make them comprehensible?
3. What type of listening activities within CEFR Pre-
A1, A1 and A2 ranges are most likely to engage
young learners?
4. What does a CEFR-based, action-oriented English
only classroom look like ?

Which question would you most like to research

more?
Round-up and reflection

Handouts 10 and 11
 Primary
Learner
Overview Speaking
Competen
Sessions 3 -6 ces

CEFR Text level

Reading Reading
scales and Activities and
early CEFR
literacy
breakthroug
h CEFR
scales and
early
written
productio
n
Session 3

Primary Learner Speaking

Competencies and strategies
Speaking Competences and Strategies

Lets watch three video

clips
Handout 12
 Spoken Interaction
A1
Can interact in a simple
way but communication is
totally dependent on
repetition at a slower rate
of speech, rephrasing and
repair.
Can ask and answer
simple questions, initiate
and respond to simple
statements in areas of
immediate need or on
very familiar topics.
A2
can communicate in
simple and routine tasks
requiring a simple and
direct exchange of
information on familiar
topics and activities.
can handle very short
social exchanges even
though I cant usually
understand enough to
keep the conversation
going myself.
Handout 13
 CEFR Spoken Production

A1 A2
Can produce simple Can give a simple
mainly isolated description or
phrases about people presentation of people,
and places. living or working
conditions, daily
routines,likes/dislikes,
etc. as a short series of
simple phrases and
sentences linked into a
list.
Handout
14
Speaking construct
Two Way Three-way

What type of talk does neither diagram Handout 15

accurately represent ?
 Qualitative aspects of spoken
language use

INTERACTION FLUENCY
RANGE
ACCURACY
COHERENCE

Handout 16
 Generating spoken language
in the Primary classroom :
questioning and eliciting
techniques
Matching and ordering
Put it together
Put in the right place
Draw and colour it
Same or different
Odd-one-out
Whats missing?
Whats the question? Handout
17
 Wait-time with children

Sufficient wait-time is needed after the question for learners to

c _ _ _ _ _ _ _ _ _ the question
f _ _ _ _ _ _ _ _ an answer
p _ _ _ _ _ _ language
r _ _ _ _ _ _.

Wait-time before nominating and after the initial response

encourages
longer _______
______ from the learners
self-_________
level of learner _______.
 Correction/recasting
techniques

Positive reinforcement
Finger correction
Correction images/symbols/spaces
Recasting
Avoid echoing
 Drilling

Energise and focus

Model
Chorus drill
Highlight
Individual drill
Pair/group drill
Chorus repeat
Back-chaining, change emotions, change
accents
 Pair and group work
gives learners more speaking time
changes the speed of the lesson
focus off you and onto the learner
mix with everyone in the group
sense of achievement when reaching a team goal
leading and being led by someone [not teacher]
teacher monitors, moves and listens to learners
language
improves sense of challenge, performance and can-do.

Think: seating, change of scene, group dynamics

 Primary teacher toolkit

visuals
gesture
instructional (semantically contingent) language
L1 cognates
songs and rhymes
in school/out of school environment: international
words/names/symbols/shapes/numbers
positive reinforcement (recasts, not corrections/echoes)
easily identifiable formats: gaming, puzzles, riddles, jokes, spot the
difference, odd-one-out.
 Aspects of child spoken
output not necessarily
reflected in CEFR
Trade-off between control of learner output and
authenticity of tasks in primary language classrooms
Scaffolding of tasks prevalent in pre-school learning
Learning to learn, enabling skills very prominent
in primary classrooms
Limits to childrens cognition, linguistic progress,
psychological, emotional, social development not
acknowledged in CEFR
In pre-school/early primary learning no task
should tax childrens cognition by requiring them to
deal with multiple perspectives other than their own
Session 4

CEFR Reading Scales and

early literacy breakthrough
Questions related to issues in
this session
In this session trainers will address:
What is alphabet knowledge and how
might this affect early literacy ?
What are some of the barriers to early
effective L2 [English code] literacy for
children ?
What are good ways for helping children
to decode ?
What does a multi-sensory Reading
classroom look like?
CEFR six-level Reading scale

Begins at A1 level and does not talk

about issues of early literacy
onset/breakthrough (learning to read)
in children.

Handout 18
 Reading construct model

This scale, however, is just as valid in

primary learning as it is secondary
learning contexts. We just need to
consider issues and approaches as
young pre-school learners work
towards A1.

Handout 19
 A simplified version

A model of Word
Reading recognition
Lexical search

Syntactic
parsing
Meaning
construction
Discourse
construction
(adapted from Field 2013: 97,101,104)
 Quick quiz

1. How many sounds are there in English ?

2. How many characters are there in the
English alphabet?
3. How many consonant clusters are there in
English?
4. How many consonant clusters can occur
both at beginning and end of English
words?
5. What is a digraph?
6. Why have UPPER CASE letters increased
in importance in the last few years?
 Early Primary literacy issues

Why teach the alphabet?

When should you teach the alphabet?
What can cause confusion with alphabet
teaching?
Can we teach English spelling/decoding
systematically?
a e i o u
Sounding and sound
pictures

bdtpmgcfh
Spot check: sound / i : /
Frequency
tree me

key beach

me tree

pony key

beach pony
Spot check: sound / k : /
Frequency
duck cat

kitten kitten

queen duck

school school

cat queen
We can show this knowledge as:
For sound / s /
sun dress horse city ice

sound picture chart - THRASS chart

 Early literacy sequence

introduce most common sound pictures first

single letter consonant pictures b p t d l m and most frequent
single letter vowel pictures a e i o
move to consonant blends: st br
move to digraphs: sh ch
move to split vowel digraphs: m a d e r ide

Mid-Primary
move to proper vowel digraphs: r ai n
make learners aware of initial, mid- and final position sound
picture potential:
st o p l o st

Higher Primary
present variation: dog egg
present overlap: snow now
 Key skills

Blending:
Blend sound pictures (letters) to make words
h o t t r y

Segmenting:
Segment words in to sound pictures
th / a / t l / igh / t

Phoneme manipulation:
Manipulate sounds in and out of words.
__ a p c a __

These skills are reversible: they work for both reading

and spelling.
 Phono graphix

Four principles
English is a sound to grapheme code: think
sound pictures: t g
Some sound pictures are represented by more
than one letter: ch sh ae
There is variation in the code - some sounds are
represented by more than one sound picture: g
gh gg
There is overlap in the code - some sound
pictures represent more than sound: h ea t gr
ea t
 Following a phonographic
approach means:
you teach sound - sound picture
relationships in a fixed order
you teach encoding and decoding at the
same time
key skills are reversible
you reject the idea of silent letters,
exceptions to rules
you can add a sight word approach which
allows early access to meaning through
texts and books
Sight-words: may be kept in a
different place
 Skills framework

sounds and sound pictures

motor skills
names
sight words/environment words
be multi-sensory: hear look say touch move
write
letter patterns and spelling
integrate with wider listening and speaking work
following stories being read (whole books)
 Reflection

Lets return to our question:

What are effective approaches for
helping children to decode?

Discuss these terms in small groups:

sound picture blending sounding
encoding
segmenting sight-word phoneme
manipulation digraph
Session 5

CEFR scales and early

writing
 Orthographic control

A1
Can copy familiar words and short phrases e.g.
simple signs or instructions, names of everyday
objects, names of shops and set phrases used
regularly.

Can spell his/her address, nationality and other

personal details.
 Grammatical Accuracy

A1
Shows only limited control of a few
simple grammatical structures and
sentence patterns in a learnt
repertoire.
 Overall Written production
C2
scale
Can write clear, smoothly flowing, complex texts in an appropriate and effective style
and a logical structure which helps the reader to find significant points.
C1
Can write clear, well-structured texts of complex subjects, underlining the relevant
salient issues, expanding and supporting points of view at some length with subsidiary
points, reasons and relevant examples, and rounding off with an appropriate
conclusion.
B2
Can write clear, detailed texts on a variety of subjects related to his/her field of
interest, synthesising and evaluating information and arguments from a number of
sources.
B1
Can write straightforward connected texts on a range of familiar subjects within his
field of interest, by linking a series of shorter discrete elements into a linear sequence.
A2
Can write a series of simple phrases and sentences linked with simple connectors like
and, but and because.
A1
Can write simple isolated phrases and sentences.
 Issues in this session for
participants to reflect upon
What do we consider as early motor skills in
learning to write as learners work towards
CEFR A1?
How can we make strong connections
between decoding and encoding [spelling]?
Can we help young learners to visualise and
remember spellings?
If we took Malaysian early primary learners
to a spelling clinic what words would be
their common problems?
y
English spelling is polysystemic

phonologi
cal

lexic graphe
al Spelli mic
ng
morphologi
cal etymologi
cal
 Almost all top 100 words
come from Old English roots

wh- kn- -gh igh aw

ow

are all Old English orthographical

patterns.
 Learning these common
patterns
Learners who expect to -gh are less likely to
hg

Learners have fewer strange patterns to

learn when they start to see these patterns,
e.g. start to chunk: th- sh- -ion

Permits silent letter approach when we

know k / w at beginning of words used to
be pronounced.
 Split digraph: magic e
(incredibly wide-ranging)

Tim - time mad - made

us - use Sam - same

not - note hat - hate

Link to sound picture approach

Opposites igh
day r
low l
wrong t
loose h
heavy n
Pass the pattern
ch ee
ou ea
st le
ing es
igh ck
al tion
 Spelling: graphemic knowledge

Possible environment for letter strings

Useful graphemic patterns which can help
learners:
syllables
word length
CVC doubling
illegal endings
letters that dont double
-f / -ves
 Sticks and tails
Key:
Letters with sticks b d f h k l t
Letters with tails gjpqy
In-line letters aceimnorsuvwxz

which bicycle
Visualising: ps and bs
 Piaget discovery
get learners into the habit of looking with intent
point out that print is all around them
take an interest in words as you read/ come across
them (sounds like/looks like but.../word families)
encourage learners to take mental photos of
words/hold the image in their mind/break it down into
sound pictures
get learners to write down words and see if it looks
right
air write / back-write words
be multi-sensory: hear look say touch move
sound write
 Lets return to our question

If we took your learners to a spelling clinic, what

words would be their common complaints?
Do any of these strategies help with the problems?

Highlightin
g the
problem
Sticks and Word
phoneme
Tails (word within a
shape) word

Emotive
Pattern log Spelling
Mnemonic
recording
Handout 20
Session 6

Text level reading activities and the

CEFR: Extending to the primary context
Reading purpose
Reading activities, purposes
and strategies

What is the difference? Can

Readin
you think of some
g examples?
activitie
s

Reading
strategi
es

Reading

purpose
s

Handout 21
 Global reading scale

A2 Can understand short simple texts

containing the highest frequency
vocabulary, including a proportion of
shared international vocabulary items.

Handout 22
 A simplified version

A model of Word
Reading recognition
Lexical search

Syntactic
parsing
Meaning
construction
Discourse Handout 23
construction
(adapted from Field 2013:97,101,104)
 Reading [not aloud]
Skills involved include:
perceptual skills
memory
decoding skills
inferencing
predicting
imagination
rapid scanning
referring back and forth
interpreting
 Towards a reading construct
READING FOR INFORMATION AND
ARGUMENT

C2 as in C1
C1 Can understand in detail a wide range of lengthy, complex texts likely to be
encountered in social, professional or academic life, identifying finer points of detail
including attitudes and implied as well as stated opinions

B2 Can obtain information, ideas and opinions from highly specialised sources within
his/her field.
Can understand specialised articles outside his/her field, provided he/she can use a
dictionary occasionally to confirm his/her interpretation of terminology.
Can understand articles and reports concerned with contemporary problems in
which the writers adopt particular stances or viewpoints.

B1 Can identify the main conclusions in clearly signalled argumentative texts. Can
recognise the line of argument in the treatment of the issue presented, though not
necessarily in detail.
Can recognise significant points in straightforward newspaper articles on familiar
subjects.

A2 Can identify specific information in simpler written material he/she encounters such
as letters, brochures
and short newspaper articles describingHandout
events. 24

A1 Can get an idea of the content of simpler informational material and short simple
 Top-down and bottom-up
processing
When we misread
something or come We read different
across something texts or parts of texts
unfamiliar we adjust differently according
our strategy to the type of reading
activity we are
engaged in
A large part of
reading
effectively is
reading
information at an
appropriate
speed for a
reading purpose
 Which are more likely to
involve top-down processes?
finding specific words/numbers in a text
extracting main ideas in a text
using a dictionary to check the meaning of a word
using context to guess the meaning of an unknown
word
using word shape/lexical clues to guess meaning of
a word
stating explicit and implicit meaning of text
highlighting direct speech in a text
predicting outcomes in a text
summarising ideas in a text
[ These different types of skills are described across the CEFR illustrative reading
scales ]
 Whole child: Reading
Perspectives
emotional needs
engaging with environment
emergent (developing) literacies and
languages (different literacies)
cognitive abilities
citizenship
emergent cultural identity and
understanding
 Active learning
Broad early reading activity types:

Listen , Follow and Read whole books

read and use computer menus read and do digital

activities

word patterns picture dictionaries read and do

read, research, write for display read and predict

read and solve puzzles

 Active learning
Picture dictionary quest
Find the animal by looking in the dictionary.

1. It begins with c. It lives on a farm. It has got four

legs.

2. It lives on a farm. It begins with sh. It ends in p.

3. They live in the sea. They begin with f. They lay

eggs.

4. Its a bird. It begins with p. It cannot fly.

Whole child: cognitive abilities,
participation, sharing - reading and
listening quiz
1. Can camels swim?
2. How many legs has a spider got?
3. Do snakes lay eggs?
4. Can ducks fly?
5. Does a chicken foot have three or four toes?
6. Can frogs walk?
7. Can chickens say quack quack?
8. Do penguins lay eggs?
9. Name two animals we get milk from?
10. Can cows jump?
11. How many legs has a frog got?
12. Can you spell bee aloud in two ways?
 Active learning
Key class phases in story activity
Pre:
pre-teaching/eliciting vocabulary
introducing characters
story-telling setting: mat, props, hats, puppets, signs,
etc.
While:
images, animation, reinforcing language
listening and reading along
audience participation/pantomime
Post:
show feeling for character/voice consolidation
consolidating language
drama, craft, display
 Active learning
CEFR can-do oriented early
Reading ideas
Now I can:
solve letter puzzles
read and write my name
read and make labels for display
spell CVC words aloud
read and make English signs
use a picture dictionary
read and point
read and say what comes next
read and follow picture stories
read and do crosswords
read and follow animations with subtitles
read cartoons and add/match captions
 Reflection

What are key concepts from sessions

3 - 6 that may be challenging for
teachers to grasp? What, if any,
additional activities would you need
to do to help teachers understand
these aspects?
 Session 3 - 6 concept
review
Discuss in groups how these ideas are
connected to the CEFR:

orientation integrated tasks lexical

clues

enabling skills range daily routines

discourse construction sight-word

 Text level
Writing
Overview activities
Session 7 and CEFR
CEFR and
assessment :
Communicativ
e language Assessing
Primary
pedagogy and
Learner
the role of
assessment Speaking and
Writing

CEFR
language
knowledg
e scales
Session 7

Text level writing activities and the

CEFR: Extending to the primary context
 Overall Written production
C2
scale
Can write clear, smoothly flowing, complex texts in an appropriate and effective style
and a logical structure which helps the reader to find significant points.
C1
Can write clear, well-structured texts of complex subjects, underlining the relevant
salient issues, expanding and supporting points of view at some length with subsidiary
points, reasons and relevant examples, and rounding off with an appropriate
conclusion.
B2
Can write clear, detailed texts on a variety of subjects related to his/her field of
interest, synthesising and evaluating information and arguments from a number of
sources.
B1
Can write straightforward connected texts on a range of familiar subjects within his
field of interest, by linking a series of shorter discrete elements into a linear sequence.
A2
Can write a series of simple phrases and sentences linked with simple connectors like
and, but and because.
A1
Can write simple isolated phrases and sentences.
 Creative Writing descriptors

C2
Can write clear, smoothly flowing, and fully engrossing stories and descriptions of experience in a style
appropriate to the genre adopted.
C1
Can write clear, detailed, well-structured and developed descriptions and imaginative texts in an
assured, personal, natural style appropriate to the reader in mind.
B2
Can write clear, detailed descriptions of real or imaginary events and experiences, marking the relationship
between ideas in clear connected text, and following established conventions of the genre concerned.
Can write clear, detailed descriptions on a variety of subjects related to his/her field of interest.
Can write a review of a film, book or play.

B1

A2

A1

Handout 25
 Overall Written Interaction
Scale
B1
Can convey information and ideas on abstract as well as concrete
topics, check information and ask about or explain problems with
reasonable precision.
Can write personal letters and notes asking for or conveying
simple information of immediate relevance, getting across the
point he/she feels to be important.
A2
Can write short, simple formulaic notes relating to matters in
areas of immediate need.
A1
Can ask for or pass on personal details in written form.

Handout 26
Written text types

Handout
27
 Multi-sensory writing
back writing techniques
air writing
directional letter writing
pattern within a word:
making mnemonics
making string words
completing CVC words
rhyming words : guess
and write
caption
matching/completion
sight word gaming
story prediction
letter change dictation
making string letters
multiple blank
summaries
Typical early curriculum integrated writing focus
School
[P] Give learners a blank
diagram/floorplan of their school. Give
learners different images, e.g. car park,
hall, toilet, gym, office, classrooms,
canteen or library to cut out and stick on
their diagram according to school layout.
[W] Walk learners around school to find
and copy down names of different parts
of school in English
[P] Learners label their diagram with
words they have found around school.
The world around us
[D] Teacher demonstrates different
things signs can typically mean
Here Danger Please Stop This way
Dont
[P] Learners read different signs in
English and say which one of above each
one means.
[W] or [P] Online interactive sign
reading. Learners read signs and
complete short sentences either as whole
class to board or on computers.
[P] Learners draw/make signs using
guided templates to put around
school/classroom. All signs placed on a
wall and other learners say what they
mean and where you would put them.
Session 8

Communicative language pedagogy

and the role of assessment
 Language learning classroom
environment

What do you like or dislike

about this classroom?

What dimensions of a
CEFR-oriented curriculum
would be hard to deliver in
this environment?

Handout 28
 Pedagogic principles and
communicative language
learning

Modelling Cross-curricular links

Active learning Responding to learners

needs
Learning Collaborative learning
conversations Differentiation

E-learning
 Attitudes to learner error

Which best represents your perspective?

errors and mistakes are evidence of failure to learn

errors and mistakes are evidence of inefficient
teaching
errors and mistakes are evidence of the learners
willingness to communicate despite risks
errors are an inevitable, transient product of the
learners developing interlanguage
mistakes are inevitable in all language use,
including that of native speakers
 Error correction

all errors and mistakes should be immediately corrected by the

teacher
immediate peer-correction should be systematically
encouraged to eradicate errors
all errors should be noted and corrected at a time when doing
so does not interfere with communication
errors should not be simply corrected, but also analysed and
explained at an appropriate time Discuss
mistakes which are mere slips should be passed over, but your
systematic errors should be eradicated view in
errors should be corrected only when they interfere with groups ?
communication
errors should be accepted as transitional interlanguage and
ignored.
Developing teacher
assessment literacy

Handout 29
 Developing learning-oriented
assessment practices
Basic principles
school learning proceeds within a community it is a social process
learning concerns personal development, consisting in attitudes,
dispositions and skills which are key to present and future learning
teaching goals and assessment goals must be closely aligned to
specific desirable outcomes (communicative ability in the case of
languages)
language learning concerns the purposeful use of language to
communicate personally significant meanings
tasks must have interactional authenticity, that is, learners must
engage with the task at hand, not the winning of positive appraisal
of performance
evidence drawn from classroom interaction if systematically
recorded could be usefully fed back to promote further learning
Handout 30
Learning-oriented
assessment
Put the learner at the
centre
 Learning Oriented Assessment
(LOA)
A Question:

After a day at school, which of the

statements below are you more
likely to think of?
Today what I taught was
Today what my student learned
was
Today what mySetting
students learned
was clear

?
learner
objectives

Adjusting
Performa
teaching
nce
cycle

Interpreta Observati
tion on
 Set clear
learner
objectives
(by the
end of the
lesson my
students
will be
able to) Set tasks
Adjust
to elicit a
teaching
Using a Performa
cycle
framewor nce
k of
reference
(e.g.
Provide
feedback CEFR)
Collect
or
and
encourage
interpret
self-
evidence
assessme
nt
 LOA: Key features

Setting goals
Collecting evidence
Giving feedback

An informed and systematic approach

keeping the learner at the centre
 Differentiated learning in
practice
It is not just about:

individualising instruction e.g. through

worksheets or homework tasks

OR
balancing group work with individual work
so as to support different learners differently
 Effective differentiated
learning
Effective differentiated learning is more about noticing how
different learners react to different techniques...responding
and adapting to thismodifying and varying activities within
the teaching mix, keeping all learners involved in lesson
outcomes.
 Differentiated by support

Different amounts of support can be offered

to learners in many ways.
Weaker learners can be supported through
instruction modification
The stronger learners will need to feel
challenged too. Their input could provide
help for weaker learners; they could be
given more challenging instructional tasks,
or they could be given additional
contextualised problems.
 Differentiated success criteria

The success criteria specified could be

differentiated by indicating what proportion of
the class will finish which criteria:
ALL every learner in the class will achieve
this
MOST a large proportion of the class will
achieve this
SOME a few of the more able will achieve
this. Some learners will not try to do this but
instead focus on earlier success criteria.
 Differentiated by task
Tasks are set according to learners abilities.
What they can do may differ in content or
structure.

This may be as simple as having a choice

between a variety of questions getting
progressively more difficult, or learners can
try completely different tasks on the same
topic.
Learning styles or modes are
also a way of picturing
differentiation by task

Digital
Virtual
 Differentiated by outcome
Each learner is set the same investigative, creative and/or open-
ended task. Learners produce a variety of solutions/designs
dependent on their ability, strengths and preferences in learning.

Pre-school learners could be given tasks of different complexity

in the production of a group class display that teacher then talks
about in English

Pre-school learners can keep their own English portfolio using

pictures to record what they can do in English
http://elp-implementation.ecml.at/
Session 9

CEFR: Language knowledge

scales
 Language awareness

I want to sell many dolls. (a lot of)

Why do you give those information
in an advertis(e)ment? (this)
I will move to other city so I want to
sell it. (another)
It was really interesting to hear about
all the different people and theirs
[backgrounds]. (their)
 General Scales for Language
Knowledge
Vocabulary Range
A2
Has a sufficient vocabulary
for the expression of basic
communicative needs.
Has a sufficient vocabulary
for coping with simple
survival needs.
A1
Has a basic vocabulary
repertoire of isolated words
and phrases related to
particular concrete situations
Grammatical Accuracy
A2
Uses some simple structures
correctly, but still systematically
makes basic mistakes for
example tends to mix up tenses
and forget to mark agreement;
nevertheless, it is usually clear
what he/she is trying to say.
A1
Shows only limited control of a
few simple grammatical
structures and sentence
patterns in a learnt repertoire.
 CEFR is not supported by a
language syllabus
specification
However there are many important projects
linked to CEFR that have given insight into
the language areas that are implied in its
skills specification;

Breakthough [A1] Waystage [A2] and

Threshold [B1] specification
English Profile [ Cambridge English
Language Assessment ]
Cambridge English YLE lexical and Handout 31

structural syllabus
English Vocabulary Profile
(EVP)
http://www.englishprofile.org

Handout 32
 Lexical progression

A1 A2 B1 B2 C1

TAKE Take a Take a bus Take part Take a Take the

[tr.] book deep matter
breath further

Take a Take an Take a nap Take a

picture exam chance

Take care Take place Take

sb/sth
seriously
Take a
keen
interest
 Starters: working towards A1

correct adj
cousin n
cow n
crocodile n
cross n + v
cupboard n
D
dad(dy) n
day n
desk n
dining room n
dinner n
dirty adj
 Pedagogic Grammar

Can you say at which level

Starters working towards A1
Movers A1
Flyers A2

These structures would first appear as part of the specification:

If clauses (in zero conditionals)

If its sunny, we go swimming.

Adjectives Including possessive adjectives

Handouts 33 &
Hes a small boy. His name is Bill 34
Session 10

CEFR and assessment scales:

Assessing Primary Speaking and Writing
skills
 Teacher/Interlocutor frameworks with younger
children
Teacher Learner

Sets the scene and ______ action _______ to items in a scene picture
_______ cards while talking _______ an object card in a group of
cards by _______

Gives example and _____ task _______ object cards to places in a scene
picture
Asks _____ questions _______ about things in a scene picture
Asks closed _______ questions

Asks questions and ____ learner Answering questions about ________

wait-time object cards

________ to learner that focus of Answering personalized questions

questions has changed _________ to object cards

_________ clear eye contact with Answering personal questions without

learner __________
Handout 35
Speaking Assessment Tasks

Lets watch the video clip

At what level on the CEFR scale was the
learner in the video clip operating?
Which parts of the CEFR Spoken
Interaction and Production scales point to
Speaking Competence at Pre A1 level

Lets watch the video clip

again and assess the
candidates performance Handout 36
CEFR Written Production Scales:
Assessing Primary Writing
 Overall Written production
C2
scale
Can write clear, smoothly flowing, complex texts in an appropriate and effective style
and a logical structure which helps the reader to find significant points.
C1
Can write clear, well-structured texts of complex subjects, underlining the relevant
salient issues, expanding and supporting points of view at some length with subsidiary
points, reasons and relevant examples, and rounding off with an appropriate
conclusion.
B2
Can write clear, detailed texts on a variety of subjects related to his/her field of
interest, synthesising and evaluating information and arguments from a number of
sources.
B1
Can write straightforward connected texts on a range of familiar subjects within his
field of interest, by linking a series of shorter discrete elements into a linear sequence.
A2
Can write a series of simple phrases and sentences linked with simple connectors like
and, but and because.
A1
Can write simple isolated phrases and sentences.
 Overall Written Interaction Scale

B1
Can convey information and ideas on abstract as well as concrete
topics, check information and ask about or explain problems with
reasonable precision.
Can write personal letters and notes asking for or conveying
simple information of immediate relevance, getting across the
point he/she feels to be important.
A2
Can write short, simple formulaic notes relating to matters in
areas of immediate need.
A1
Can ask for or pass on personal details in written form.
 Criteria in the scales
Look at the scales on the next slide
for assessing A2 writing. The rating
descriptors relate to three broad
criteria.

What are they?

Handout
37
 A2 writing scale

Band Marking criteria

5 Very good attempt at the task.
No effort is required of the reader.
All elements of the message are fully communicated
4 Good attempt at the task.
Minimal effort is required of the reader.
All elements of the message are communicated
3 Satisfactory attempt at the task.
Some effort is required of the reader.
All elements of the message are communicated. OR
One content element omitted but others clearly communicated
2 Inadequate attempt at the task.
Significant effort may be required of the reader.
Content elements omitted, or unsuccessfully dealt with, so the
message is only partly communicated
1 Poor attempt at the task.
Excessive effort is required of the reader.
Very little of the message is communicated
0 Content is totally irrelevant or incomprehensible. OR
Too little language to assess.
Plenary and round up
Look at some of the images and icons from the recent
sessions. Which CEFR-related things are likely to most
impact on your work ? Explain to another participant.
Reception
Pronunciation
Production
 CEFR Online http://www.coe.int/t/dg4/linguistic/cadre1_en.asp

Useful areas to go to:

The CEFR and language examinations: a toolkit

Towards plurilingual education:Two Guides and Studies

40 languages including a Chinese version:

LANGUAGE EDUCATION POLICY PROFILES