1 promotion of reading: a whole- school approach maria ng ronica chan carmel secondary school
TRANSCRIPT
1
Promotion of Reading: A Whole-School Approach
Maria NgRonica ChanCarmel Secondary School
2
Outline
whole-school approach integration of extensive reading into ELT
curriculum
- salient factors
- impact on learning: Jazzy home-school cooperation feedback
3
Background
an EMI school lower Band 1 intake students:
- mostly from working-class families
- little English language support at home
- lack exposure to English in everyday life
4
Whole-School Promotion of Reading
Past: the job of language panels Now: the job of all panels, librarians,
students, parents & PTA Theme 2000-2002:
"Broaden Horizons - Be Active Readers"
5
Whole-school Promotion of Reading
reading schemes for students and parents book exhibitions seminars and workshops on reading conducted by
teachers or local writers visits to public libraries reading camps reading-related competitions publication of a newsletter on reading: "Books for
Keeps"
6
"Ten Thousand and Beyond" Reading Competition
Competition:
individual & class awards
Collective Effort:
the target of 10,000 books
7
Parent-Child Reading Scheme (organized by PTA & school library)
a student + family a log bookstudent parent: share reading orally log book: date, book title and a grade
(interest level), parent's/student’s signature
8
9
Books for Keeps
Teachers, students, & even caretakers contribute
Teachers as readers & role models
Students as readers & resource persons
10
School Library
provides a comfortable reading area organizes reading schemes & reading-
related activities promotes reading to parents stocks books for students and parents arranges visits to book stores
11
Student Empowerment
as student librarians as resource persons – Books for Keeps select & recommend books for purchase
"The selected books are screened by teachers, but the school usually buys the books we recommend because we know what other students want to read.“ (Gigi, an S.5 student)
12
Effectiveness: average number of library books checked out per day
1998-1999 89
1999-2000 112
2000-2001 217
2001-2002 224
2002-2003 192 (SARS)Sept 2003- Dec 2003
243
13
Integration of Extensive Reading into the ELT Curriculum
Formal Curriculum- ERS lessons- Project work on reading habits- Class readers- Home reading
Informal Curriculum- Story-sharing corner
14
Salient factors
teacher-student/ student-student dialogue: sharing stories orally & in writing
integration of reading & writing: home reading
meaning-making exploration of language use
15
student-student dialogue: story-sharing corner
Story-sharing is "interaction of ideas between students of different forms." (Gloria, S.2)
"I prefer students to share their story with us, rather than reading from a script. There should be some interaction."(Vicky, peer-tutor, S.3)
"I ask them to share the story, not just open the book and tell us what it is about." (Kaiser, peer-tutor, S.3)
Student Empowerment
16
teacher-student dialogue: home reading
Jazzy’s home reading entry dated 25 November 1998
17
1st March, 1999
18
Meaning-making
"When I was a story-teller in S.1, I felt nervous. I was afraid of making mistakes. I didn't know how to translate my thoughts from Chinese into English. I then tried to speak, disregarding the mistakes I made...I gained more confidence, and I became a peer-tutor in S.3.“ (Jennifer, S.5)
"I learned to be less shy. I had to speak clearly in order to make others understand me. This also helped my oral skills." (Catherine, S.2)
19
Meaning-making
28th Dec,
1998
20
Exploration of Language Use
"Usually we don't have much chance to read out the vocabulary we have just learnt, but the story-sharing corner provides a place for us to try out the new vocabulary we've learnt and consolidates our knowledge of new words." (May, S.3)
21
Exploration of Language Use
17th Nov, 1999
22
Impact on Learning: Jazzy
Home-School Cooperation
23
Concluding remarks
Reading culture develops over time Schools can
- create opportunities for it to develop- encourage students to interact not only with a text, but with one another about a text- integrate reading with writing (see also Exemplar 5)- explore, experiment, & evaluate excel (4Es)