making the most of minimum resources in reading workshops
TRANSCRIPT
Making the Most of MiniMuM ResouRces in Reading WoRkshops
English Language Education Section Curriculum Development Institute
Education Bureau 3 May 2014
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objectives
To enhance teachers’ awareness of the resources, both print and non-print materials, available for adoption in Reading Workshops
To explore effective teaching strategies for
optimising the available resources to enhance students’ interest in learning English and their learning effectiveness
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activity 1 In your group, please discuss the following:
What are the resources available
for adoption in your
Reading Workshops?
What are your
favourite
teaching strategies
in your
Reading Workshops?
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coMponents of a school-based english language cuRRiculuM
60% of English
lesson time
40% of English
lesson time
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40% on Reading Workshops!
A MUST?
Key Stage 1 Key Stage 2 Understand the basic conventions of written English sight read common, phonically irregular
words, e.g. are, a, you recognise beginning and end of sentences use phonological strategies to decode words,
e.g. identifying the onsets and rimes …
sight read a wide range of common, phonically irregular words, e.g. have, said, was
use knowledge of basic letter-sound relationship to read aloud a variety of simple texts
Construct meaning from texts guess the meaning of unfamiliar words by
using contextual or pictorial clues understand the information provided on the
book cover recognise the format & language features of
common text types, e.g. signs, stories make predictions about stories,
characters, topics of interest …
use known parts of words or word association to work out the meaning of unknown parts, e.g. happy/unhappy
recognise recurrent patterns in language structure, e.g. word order
recognise the format & language features of a variety of text types, e.g. journals, letters, menus, reports
…
Locate information and ideas scan a text to locate specific information by
using strategies, e.g. looking at repeated words, italics
…
identify details that support the gist or main ideas
…
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Stor
ytellin
g
Shar
ed
Read
ing
Read
ing
Aloud
Supp
orte
d Re
ading
Inde
pend
ent
Read
ing
KS1
KS2
English Language Curriculum Guide (Primary 1-6), p. A29 8
use of five teaching stRategies foR Reading
available Reading pRogRaMMes at pRiMaRy level
1. EDB NET Section - Primary Literacy Programme – Reading and Writing
(PLP-R/W)(KS1) - Key Stage 2 Integration Programme (KIP) (KS2)
2. CECES – The Big Book Approach
3. Read Write Inc.
4. …
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School-based Reading Programmes
school-based Reading pRogRaMMes
Do you use real books with a variety of text types? Do you choose books of different text types under the same theme?
ouR obseRvation and conceRns
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Primary students’ interest in reading increased
Successful implementation of KS1 reading programmes
Development of basic reading skills at KS1
Adopting KS1 reading programmes with little thoughts to students’ reading skills development
Reading skills development in KS1 not well sustained in KS2
Uncertainty about how to maximise existing reading resources
leaRning pRogRession fRaMeWoRk foR Reading
LPF
Identifying students’ strengths & weaknesses
Setting learning
objectives
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leaRning outcoMes in Reading
Depth of processing
Range and application of
reading strategies Text complexity
Abstractness
Organisation
Density of information
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Level 1 Level 5 Level 8
pRogRession in Reading (1)
Understanding information and ideas
in some short, simple texts,
using some reading strategies as appropriate
using & integrating a small range of reading strategies as appropriate
in a range of texts with some degree of complexity,
Understanding, inferring and interpreting information, ideas, feelings and opinions
Understanding and inferring information, ideas, feelings and opinions
using and integrating a range of reading strategies as appropriate
in complex texts,
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Level 1 Level 5 Level 8
Understanding information and ideas
in some short, simple texts,
using some reading strategies as appropriate
using & integrating a small range of reading strategies as appropriate
in a range of texts with some degree of complexity,
Understanding, inferring and interpreting information, ideas, feelings and opinions
Understanding and inferring information, ideas, feelings and opinions
using and integrating a range of reading strategies as appropriate
Depth of
processing
Text complexity
Range & application of reading strategies
pRogRession in Reading (2)
in complex texts,
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designing Reading activities
Setting appropriate questions,
conducting reading activities and
providing feedback on students’ performance
LPF Consolidating
and developing students’
reading skills and strategies
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use of books With a single copy
The Giving Tree Shel Silverstein (1964) USA: Harper Collins ISBN: 0-06-025666-4
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Reading Aloud
use of books With a single copy
The Little Red Hen (1989) New York: Addison- Wesley Publishing Company ISBN: 0-201-19364-7
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Link to Storytelling Demonstration by Roger Jenkin’s
Storytelling
Sharing Pratas Thai King
use of books With a big book veRsion
All through the Week with Cat and Dog Rozanne Lanczak Williams (1994) Creative Teaching Press Inc. ISBN: 0-916119-64-5
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Shared Reading
use of books With class sets
Granny Comes to Stay Jill Eggleton (2001) Pearson Education Asia Pte Ltd ISBN: 981-4105-45-7 20
Supported Reading
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activity 2
In your group, please discuss the following:
What are the criteria for selecting reading
materials for your Reading Workshops?
geneRal pRinciples in selecting Reading MateRials
Text types Layouts and illustrations
Content Text complexity
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connecting Reading texts With students’ peRsonal expeRiences
Tying in with movies with the same titles or characters
Using fairy tales with a twist
Using books with linked themes
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available Reading ResouRces – pRinted
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� Is there a class set? � Is there a big book version? � Is this a book with a single copy?
Inside school -
• books from: reading programmes the school library the class library the English Room/ Corner
• books brought back by students
Outside school-
• books in public libraries
effective use of pRinted books
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1 Pre-reading
2 While-reading
3 Post-reading
• Introducing the book to students, e.g. book cover, topics
• Guiding students to make predictions of the book content
• Setting reading questions
• Providing a clear reading purpose
• Teaching reading strategies explicitly
• Focusing on the language, e.g. phonics, vocabulary, grammar
• Focusing on the content in follow-up discussions
available Reading ResouRces – non-pRint
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• The Primary English E-learning Resources (PEER) Website (http://peer.edb.hkedcity.net/)
• Hong Kong Public Libraries resources: Naxo’s Spoken Word Library (http://www.hkpl.gov.hk/en/e-resources/e-books/disclaimer/7578/naxos-spoken-word-library )
• E-books
• Audio books
• Apps with reading materials (free or for subscription)
• On-line reading platforms
• Printed/non-print paired books of related themes (including animated version of a story)
useful Websites foR Reading
http://www.edb.gov.hk http://www.hkedcity.net/ http://www.teachingenglish.org.uk/try http://www.readwritethink.org/ http://www.somers.k12.ny.us/intranet/reading/strategic_reading.html http://www.breakingnewsenglish.com/ http://www.lexile.com
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featuRes of e-books
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Audio Books
Reading text/script provided
Audio file with narrations and simple sound effects
Examples: Naxo Spoken Word
Library Free audio books online
http://lightupyourbrain.com/stories/
Interactive Books
Pictures and/or animations provided
Narrations and sound effects Reading texts provided and
some with ‘karaoke’ function Basic interactions which allow
students to touch screen and have more control in the reading process
Examples: Free apps for tablets PEER
http://peer.edb.hkedcity.net/
pRiMaRy english e-leaRning ResouRces (peeR)
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inteRactive e-books in peeR
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Modules No. Texts
Changes 1. Superhero High 2. My Favourite Clothes 3. My Secret Team 4. The Animal Shelter
Food and Drink
1. The Greedy Hippo
Happy Days 1. The Lantern 2. The Haunted House 3. The Lucky Envelope 4. Computer Game: Dinosaur Dig 5. The Animal Orchestra 6. Santa’s Little Helper 7. Christmas is my Favourite Day 8. Adventure Sports 9. My Favourite Day 10. No Dogs, Please! 11. The First Marathon 12. The Twins’ Week 13. The Mummy
Modules No. Texts
Relationships
1. World Records 2. Why Anansi has Thin Legs 3. My Dad 4. Monster Shopping Trip 5. The Treasure Map
The Magic of Nature
1. Look out, Angel! 2. Planet Earth Museum 3. The Snowman 4. The Cold Planet 5. Ali and the Magic Carpet
We Love Hong Kong
1. What will I be When I Grow up
2. Jobs 3. Eric the Engine 4. Pyramids in Paris 5. Spycat 6. The Great Race
Suggested modules for KS2 (from 2004 ELCG, p.A5)
effective use of e-books (1)
An interactive e-book from PEER – The Greedy Hippo
Independent Reading
Introducing the character, Hippo, to students
Asking students to discuss the
following: 1. Why were the animals angry with
Hippo? 2. How would you describe Hippo?
Why? Follow-up discussion/activities: 1. What was the biggest problem
with Hippo? 2. What advice would you give to
Hippo? 3. Add one more character to the
story. 4. Change the ending of the story.
Pupils read silently to themselves Conduct discussions on the content to explore characters, plot, or content in greater depth Extend the content of the book through follow-up activities e.g. evaluate, reflect and make comparison with other books
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effective use of e-books (2)
An audio book: Grimm: The Elves and the Shoe Maker
Supported Reading
Introducing the setting and characters to students
Pre-teaching some difficult words to students
Setting questions for students to work on
Pupils read silently to themselves and work on the reading task set for them Teacher identifies difficulties/ intervenes when necessary
Involving students in discussion and confirming answers
Helping students to use different reading skills to work out the answers
Revisit the text for focused discussions to reinforce different skills Extend questioning beyond the kinds of questions that only require pupils to react to factual content - discuss the main ideas by asking a variety of knowledge and comprehension questions - promote critical thinking by asking synthesis, analysis and evaluation questions of the reading content
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