Self-reflection/
monitoring process
Setting / adjusting learning goals
Relating to prior knowledge
Considering a range of
strategies
Evaluating the performance Taking actions
to make Improvement
• Sharing of reading objectives / goals
• Revisiting the reading objectives / goals Role of Teachers
• Explicit teaching of learning strategies
• Guiding students to make connection with their prior knowledge
• Providing constructive feedback to help students to improve
Supporting students to become self-directed learners
Activity 3 (Lesson demonstration: Pre-reading / while-reading activity)
You will play the role as a student in this activity. Try to answer the teacher’s questions from the perspective of a student.
Supporting Students to Read Independently
(The book cover) Information Text
“Big Bugs, “Bad” Bugs
Activity 3 (Lesson demonstration: Pre-reading / while-reading activity)
You will play the role as a student in this activity. Try to answer the teacher’s questions from the perspective of a student.
Supporting Students to Read Independently
(Pages 12-13) Information Text
“Big Bugs, “Bad” Bugs
Skill 1: ____________
• It will not be eaten by
other animals.
• It sways (moves) like a flower in the breeze (wind).
Skill 2: _____________
• It will stand up and fight against the bigger
predators.
• Its legs are shaped like
• It behaves like giants (something which is
• It blends into (looks similar to) the environment.
What are the two special skills of the praying mantis?
Use an example to describe this skill
Use an example to describe this skill
How?
Supporting Students to Read Independently
How? Why?
Activity 3 (Lesson demonstration: Pre-reading / while-reading activity)
Camouflage Fighting skill
Supporting Students to Read Independently
1. What is the title of the book?
Big Bugs, “Bad” Bugs
Bugs
ugly
ATM 1.2
Decode words by using knowledge of letter-sound relationships
3. What is this book about?
Bugs
ATM 2.7
Make predictions about the content from the title and illustrations
2. Read the title aloud. What are the special effects?
Alliteration, repetition ATM 3.7Identify simple stylistic features
Activity 4 (Debriefing session)
Information Text
“Big Bugs, “Bad” Bugs
Supporting Students to Read Independently
6. Why is the word “Bad” enclosed in quotation marks?
Meaning:
May not be bad
ATM 6.1
Work out the literal and implied meaning of words and expressions by using semantic and syntactic clues
4. Can you give me an example of bugs?
Spiders ATM 2.7
Make predictions about the content from the illustrations
5. What the use of the quotation marks?
Meaning:
• To draw readers’ focus
• To put emphasis on the word “Bad”
ATM 6.1
Work out the literal and implied meaning of words and expressions by using semantic and syntactic clues
Activity 4 (Debriefing session)
Information Text
“Big Bugs, “Bad” Bugs
Skill 1: Camouflage
• It will not be eaten by
other animals.
• It sways (moves) like a flower in the breeze (wind).
Skill 2: Fighting skill
• It will stand up and fight against the bigger
predators.
• Its legs are shaped like
• It behaves like giants (something which is
• It blends into (looks similar to) the environment.
What are the two special skills of the praying mantis?
Use an example to describe this skill
Use an example to describe this skill
How?
Supporting Students to Read Independently
ATM 5.3
Organise information & ideas using some graphic forms
ATM 5.2
follow the development of main ideas and make connections between ideas and information not explicitly stated by using semantic and syntactic clues
ATM 3.7
identify simple stylistic features
Activity 4 (Debriefing session)
How? Why?
Supporting Students to Read Independently
Self-reflection/
monitoring process
Setting / adjusting learning goals
• Sharing of reading objectives / goals Role of Teachers
• To find out the two special skills of the praying mantis (Language)
• To make descriptions using “like”
Reading objectives (Content)
Activity 4 (Debriefing session)
Supporting Students to Read Independently
Self-reflection/
monitoring process
Relating to prior knowledge
Role of Teachers
• Guiding students to make connection with their prior knowledge
4. Can you give me an example of bugs?
Spiders / other kinds of bugs
ATM 2.7
Make predictions about the content from the illustrations
1. What is the title of the book?
Big Bugs, “Bad” Bugs
Bugs
ugly
ATM 1.2
Decode words by using knowledge of letter-sound
relationships
Activity 4 (Debriefing session)
Setting / adjusting learning goals
Supporting Students to Read Independently
Self-reflection/
monitoring process
Setting / adjusting learning goals
Relating to prior knowledge
Considering a range of
strategies
Role of Teachers
• Explicit teaching of learning strategies Activity 4 (Debriefing session)
Making reference to the LPF and modeling to students a range of reading strategies in the reading process
1. What is camouflage?
To hide by blending into the environment
ATM 4.1 Work out the meaning of words by using semantic (e.g.
pictorial) and syntactic clues
2. Is the praying mantis a good fighter?
Yes. It can fight
animals bigger in size.
ATM 4.5 deduce
information and ideas
by using semantic and syntactic clues
Supporting Students to Read Independently
Self-reflection/
monitoring process
Setting / adjusting learning goals
Relating to prior knowledge
Considering a range of
strategies
Evaluating the performance
Role of Teachers
• Revisiting the reading objectives / goals
• To find out the two special skills of the praying mantis
(Language)
• To make descriptions using “like”
Reading objectives (Content)
• Camouflage
• Fighting skills
• …(verb) like (noun) Activity 4 (Debriefing session)
Supporting Students to Read Independently
Self-reflection/
monitoring process
Setting / adjusting learning goals
Relating to prior knowledge
Considering a range of
strategies
Evaluating the performance Taking actions
to make Improvement
Role of Teachers
• Providing constructive feedback to help students to improve
Guiding students to cope with the reading challenges by identifying clues from the text to achieve the learning
objectives, e.g.:
• clues in close proximity
• semantic & syntactic clues
• pictorial clues Activity 4 (Debriefing session)
Supporting Students to Read Independently
Activity 5 (Post-reading activity)
Read the chapter “Praying Mantis” and complete the post-reading activity.
(Pages 10-11) Information Text
“Big Bugs, “Bad” Bugs
Supporting Students to Read Independently
Activity 5 (Post-reading activity)
Read the chapter “Praying Mantis” and complete the post-reading activity.
(Pages 12-13) Information Text
“Big Bugs, “Bad” Bugs
Supporting Students to Read Independently
Activity 5 (Post-reading activity)
Read the chapter “Praying Mantis” and complete the post-reading activity.
Then, work with a partner and match the pointers to the reading items.
1. What is a predator?
2. Give two more examples of other predators.
3. What is the use of the praying mantis’s front legs? Please tick the correct answer.
a) Fighting
b) Catching animals c) Protection
d) All of the above
Something that catches and eats other things
ATM 4.1
Work out the meaning of the word
“predator” by using semantic (i.e.
“become lunch for a praying mantis”,
“blend into the background”) and pictorial clues
Snakes, birds, frogs (any two or other appropriate examples)
ATM 2.4
Locate specific information, i.e.
examples of predators, by identifying key words, i.e. “predators, such as”
ATMs 2.4 & 2.5
• Locate specific information by identifying key words, i.e. “used for”
• Follow ideas by understanding the use of simple cohesive devices, i.e. the pronoun “They” which refers to “praying mantises”
Supporting Students to Read Independently
4. Which of the following activity can the praying mantis do with its front legs?
5. Why is camouflage an important skill to the praying mantis?
You may choose more than one answer.
a) Praying b) Swimming
c) Attacking other animals d) Cutting grass
a) To help it catch other insects for food b) To attract other animals
c) To look as beautiful as a flower
d) To protect itself from other predators
ATM 4.5
Deduce information and ideas by using semantic and syntactic clues, e.g.
“…tightly holding their victims”
ATM 5.2
Follow the development of the main idea, i.e. the function of camouflage, and make connections between ideas and information by using semantic and syntactic clues
Activity 5 (Post-reading activity)
Read the chapter “Praying Mantis” and complete the post-reading activity.
Then, work with a partner and match the pointers to the reading items.
Supporting Students to Read Independently
Considerations for setting assessment items
Learning Objectives
Align assessment with the learning objectives
Variety of Reading Skills
Include items which require students to apply a range of reading skills
Distribution
Avoid a lopsided choice of items testing the same reading skills
Catering for Learner Diversity
Include some easy / challenging items to meet students’
needs