making the most of minimum resources in reading workshops

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?

3 3

coMponents of a school-based english language cuRRiculuM

60% of English

lesson time

40% of English

lesson time

4

40% on Reading Workshops!

A MUST?

Presenter

Presentation Notes

Reading Workshops are specially devoted to the development of reading skills. They can help learners acquire language knowledge such as grammar and vocabulary in appropriate contexts. They are conducted on a regular basis and take up less than half of the English lessons. For example, about 40% of the lesson time (say three out of eight English lessons) can be allocated to the Reading Workshops.

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Students’

Reading Skills Development

consideRations in planning

school-based Reading WoRkshops

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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five teaching stRategies foR Reading

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Presenter

Presentation Notes

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?

Presenter

Presentation Notes

Healthy food, Games and activities, Technologies and new inventions Both information texts and narrative texts should be included. We believe that a balance coverage of different text types would widen students’ exposure to language use in different contexts and develop their reading skills through different readers. For instance, the Birthday Feast is a book about recipes of different party food, such as snacks, salad and drinks. So through the introduction of recipes, you can introduce the text type features of procedural texts. Another example is a reader called Roller-coaster. It’s about a small boy of about 10 years old. He’s afraid of riding on a roller-coaster, but there’s a chance of having fun at a theme-park. How can he overcome the difficulty? Through the introduction of a story, you can introduce the text structure of a story, like setting, characters, problems, resolution and ending.

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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selecting Reading texts appealing to students

Stud

ents

’ per

sona

l ex

perie

nces

Reading texts

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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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25

Students’

Reading Skills Development

consideRations in planning

school-based Reading WoRkshops

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)

http://peer.edb.hkedcity.net/

http://www.hkpl.gov.hk/en/e-resources/e-books/disclaimer/7578/naxos-spoken-word-library

http://www.hkpl.gov.hk/en/e-resources/e-books/disclaimer/7578/naxos-spoken-word-library

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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http://www.edb.gov.hk/

http://www.hkedcity.net/

http://www.teachingenglish.org.uk/

http://www.readwritethink.org/

http://www.somers.k12.ny.us/intranet/reading/strategic_reading.html

http://www.somers.k12.ny.us/intranet/reading/strategic_reading.html

http://www.breakingnewsenglish.com/

http://www.lexile.com/

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




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)

hong kong public libRaRies ResouRce

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Audio Books

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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activity 3

Refer to the poster provided to your group.

Consider which of the five teaching strategies for reading can be used in your KS2 Reading Workshops.

Design adequate reading activities (pre-, while- and post-) for using the poster

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making the most of minimum resources in reading workshops

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