Learn and apply reading strategies and techniques such as questioning, locating topic sentences, skimming.
Reading Materials:《聰
明的建屋專家》、《人類的
文明建築》
Goals:
Understand the
features of exposition
Learn reading strategies and skills such as questioning, finding topic
sentence, skimming to understand the gist of the texts
Nurture the respect for the natural ecology and environment
Reading Materials:
textbook chapters, booklets published by the
Department of Health, newspaper clippings,
《煙、酒、毒品成癮行為 案例》website
Goals:
Apply reading strategies such as questioning, locating topic sentences, skimming to
comprehend the views in the above reading materials
Investigate the
psychological condition and behaviours of the smokers, alcoholics and substance abusers in the cases.
Reading Materials: 《電 子閱讀的特點》,
webpages, online information Goals:
Understand the features of electronic reading
Apply reading strategies such as questioning, locating topic sentences, skimming to select appropriate
information
Discuss how to judge the reliability of information on the Internet
General Studies
Computer Studies Chinese
Language
Electronic Reading The unit on “Live a
Healthy Life”
The unit on Exposition
Appendix I: Reading across the Curriculum: Collaboration across Subjects
Exemplar 2
Teachers of different subjects decide on a common theme "Healthy Life", and implement Reading across the Curriculum in Primary 3:
Chinese Language: The Chinese Language teachers provide students with guidance on reading picture books and texts related to the theme. Opportunities are provided for students to apply a variety of reading skills and strategies, e.g. working out the meanings of vocabulary used and inferring meaning of the illustrations, as well as to train their thinking skills by guiding them to connect their learning experiences with their personal lives and reflect on whether they have adopted a healthy lifestyle.
General Studies: The teachers enable students to understand the importance of food hygiene, exercise and rest to health through the unit entitled《健康的我》. The teachers then relate the topic to the picture books students have read to help them cultivate a healthy lifestyle with balanced diets and safe exercise.
Physical Education: The PE teachers guide students to learn rope skipping to strengthen their cardiovascular system, develop team spirit and practise a healthy lifestyle.
Develop good habits and attitudes, and enjoy a healthy lifestyle
Theme: Healthy Life Goals:
˙ To understand the main ideas and gist of the picture books;
˙ To make use of reading strategies, such as reading aloud, inferring the meaning of unfamiliar words, thinking aloud and
understanding the stories from illustrations;
and
˙ To develop a healthy lifestyle
Reading Materials:
Picture books: 《胖國王》,《瘦皇后》
Others: 《牙齒的故事》,《波波學游泳》,《我 們全家都愛球》, etc.
Goals:
˙ To understand the importance of food hygiene, exercise and rest to health
˙ To develop a healthy lifestyle
Reading Materials:
Textbook: Unit on《健康的我》‐ 飲食健 康、運動與我、運動安全 Books: 《健康飲食知多少》,《身體健康
的祕密》,《運動與安全》等 Webpage:《食物金字塔》
Goals:
To learn rope skipping, strengthen the cardiovascular system, and build a healthy physique
To develop habits of safe exercise and team spirit Reading Materials:
Books: 《跳繩小學》,《薇薇學跳繩》etc.
Chinese Language
General Studies
Physical Education
Appendix I: Reading across the Curriculum: Collaboration across Subjects
Exemplar 3
To implement Reading across the Curriculum in connection through project learning:
Language, General Studies and Mathematics teachers collaborate and develop a project with the theme "Love the Earth". According to the needs of the project, learning objectives are identified in each subject as teaching focus for lessons. Then, students formulate in groups a study plan based on the sub-theme they set, e.g. “Solving Global Warming”. They apply various online reading strategies such as skimming, viewing, comparing and using hyperlinks, and read texts of different text types such as science books, newspapers and webpages.
Students use illustrated guidebooks and encyclopedia to find out the meaning of technical terms. Students also divide the tasks among themselves and study the webpages on “global warming” under their charge. They connect the new knowledge with their prior knowledge and reading experience, select appropriate information and design a questionnaire based on the books they read. They collect, organise and analyse the data and work out the causes of global warming, its dangers and possible solutions. Students present the results through board displays or a report.
While students are engaged in project learning, the Teacher-librarian is responsible for providing relevant support and resources, e.g. organising a thematic reading month related to Earth resources, global warming, greenhouse effect, and book exhibitions on related topics to encourage students to borrow books and create a reading atmosphere in school.
1. Stimulating Interest
To think about the theme
To set study questions (sub-themes)
2. Formulating an Inquiry Plan To learn inquiry skills, and the drafting of questionnaires, and techniques in reading related project reports or reference books such as using suitable illustrated guidebooks, dictionaries, encyclopedias, etc and finding out the meanings of the technical terms and jargons
5. Disseminating the results
To disseminate the results in different modes such as display boards or reports
3. Collecting related information and applying research skills
To read different types of texts: science books, newspapers, webpages
To look for suitable visual and audio information
To apply different online reading strategies:
skimming, viewing, comparing, using hyperlinks 4. Analysing and synthesising
information
To solve the problems
Project Learning
Theme: Love the Earth
Sub-themes: Solve the problem of Global Warming Why does global warming occur?
What crisis has global warming created?