Professional Development Programme:
Enriching and Extending Students’
Learning Experiences through Reading and Writing across the Curriculum at the
Secondary Level
Session 4
Dr Simon Chan
[email protected] Organised by the INSTEP, Faculty of Education, The University of Hong Kong and
commissioned by the Education Bureau, The Government of the HKSAR
Mini practice
(group discussion & presentation)
Facilitating professional dialogues and reflection in the programme
Examples and demonstrations
Discussions and reflections
Action plans
Sharing and mini-presentations
Mini group presentation (Part A)
• First, form groups of 4-5.
• Next, work with your group mates and design either a lesson plan or a longer term action plan for implementing RWaC.
You have approximately15 minutes to design your plan.
You can use any passages in the examples on our handouts.
Your own ideas are also more than welcome.
You have to plan what to teach and how to teach it.
• Then, each group will have 5 minutes to present your lesson outline to other groups. Other participants please give
constructive feedback.
a suggested planning template to help you
brainstorm ideas
a suggested action plan template to help you
brainstorm ideas
Other reference materials
Reading skills and strategies in the English Language curriculum in Hong Kong
Writing skills and strategies in the English Language curriculum in Hong Kong
Text types covered in the English Language curriculum in Hong Kong
Some textbook text examples to choose from
Some recommendations for useful references on RWaC
Summary of the Programme
What we have discussed in the workshop
Session 1 to 3 focus on the following issues:
An overview of students’ development of reading and writing skills
The role of reading and writing across the curriculum with reference to the school-based MOI plans in secondary schools
How to motivate students to engage in sustained reading and writing activities
How to promote development of positive values and higher order thinking skills through RWaC
Introduction to genres and fiction and non-fiction text types
Understanding the rhetorical structure of different text types
Selecting texts and genres for reading and writing the curriculum
Considerations when designing reading and writing tasks for RaC and WaC
Introducing the Reading-to-Write Cycle: how to connect reading to writing in the curriculum
Demonstrating the process of how to organize and compose texts of different structures using selected information or data
Modelling teacher talk in Reading-to-Write lessons – mentoring strategies to unpack and re-pack difficult texts
Exploring ways to provide quality feedback to help students improve their written work and design follow- up activities to address the problems identified
