EDB Professional Development Workshop
The Reading Journey across Key Stages
Enhancing Students’ Development of Reading Skills
and Strategies at the Junior Secondary Level
Introductions
Have you been to a workshop on
supporting students with reading before?
What do you want to get out of this workshop today?
What texts and materials besides the textbooks do you use to
encourage reading?
Housekeeping
Aims
Expand knowledge to strengthen students’
reading skills and strategies
Explore a variety of reading resources
Develop capacity to enhance a smooth transition in the development of reading skills and
strategies across key stages of learning
Image in the public domain
Image made available in the public domain Image made available by ExplicitImplicity under a Creative Commons Generic 2.0 license
Outline of the day: Overview • Reading needs: progression from P-JS-DSE
• Reading strategies
Lesson Demo 1
Lunch
Lesson Demo 2
Lesson Demo 3
Further Exploration
• e-resources
• reading ideas around the school
• recommended books
Text-types: formal letter, factual description
Text-type: short story
Text-types: article, review
How far do you agree?
I enjoyed reading in English when I was studying English at school.
1 5
How far do you agree?
It’s usually better for students to read texts slightly above their reading level than below their reading level.
1 5
How far do you agree?
Reading is mostly a passive activity.
1 5
How far do you agree?
My main role, when students are doing a
reading activity, is to help them to understand what they are reading.
1 5
Often the questions are boring
Often the questions are too difficult
Often the questions are too easy Often I don’t know how to find the answer Often the topics are too complex or challenging Often the topics are too simple Often the language in the texts is too easy My reading is too slow Often I don’t understand, even when I know all the words Usually there’s too much vocab I don’t know The texts are often too long I don’t enjoy reading, even in Chinese
_ a _ _ u a _ e
slliks gnidaeR
T _ _ t T _ _ e
l a n g u a g e
Reading skills
T e x t T y p e
1. Progression of Text-types 2. Progression of Language
3. Progression of Reading Skills
Senior Secondary
Junior Secondary
Primary
Informational reports Maps and labels Weather reports Pamphlets / brochures
Simple e-mails Formal letters Simple procedures
Recipes
Book reviews Film reviews
Itineraries Manuals
Newspaper articles Short stories
Articles Essays Novels Proposals
Resumes
Primary
Text-types:
A few different text- types
Topics:
Everyday interest
Experience:
Primary Reading Workshops
Junior Secondary
Text-types:
Range of print and non-print texts- types
Topics:
More diverse topics
Experience:
•Extensive reading and viewing
programme
•Subject learning through English
Senior Secondary
Text-types:
Wide range of print and non-print texts- types
Topics:
More abstract topics
Experience:
•Electives
•Abstract subject
learning through
English
1. Progression of Text-types 2. Progression of Language
3. Progression of Reading Skills
2013 HKDSE Reading Paper (Part A, Compulsory)
The monochrome figures that visitors to Xian’s terra-cotta army museum see today actually began as the
multicolored fantasy of a ruler whose grandiose ambitions extended beyond the mortal realm. The first emperor to unify China under a single dynasty, Qin Shi Huang Di packed a lot into his earthly reign, from 221 to 210 B.C.
Aside from building the first lengths of the Great Wall, the tyrannical reformer
standardized the nation’s
writing system, currency, and measurements, and provided the source for the English word we now use for China (Qin is pronounced Chin).
The monochrome figures that visitors to Xian’s terra-cotta army museum see today actually began as the
multicolored fantasy of a ruler whose grandiose ambitions extended beyond the mortal realm. The first emperor to unify China under a single dynasty, Qin Shi Huang Di packed a lot into his earthly reign, from 221 to 210 B.C.
Aside from building the first lengths of the Great Wall, the tyrannical reformer
standardized the nation’s
writing system, currency, and measurements, and provided the source for the English word we now use for China (Qin is pronounced Chin).
Visitors who go to Xian’s terra-cotta army museum, will be able to see these famous figures. The figures are now just monochrome, but were once
multicolored, and
represented an ambitious fantasy of Qin Shi Huang Di. Many achievements and changes were associated with his reign from 221 to 210 B.C., for example
building the first part of the Great Wall, and
standardizing the writing system, currency and measurements, and
consequently he is known as a reformer. However, he is also known as a
tyrannical ruler.
Qin Shi Huang Di was the ruler of China from 221 to 210 B.C. He was very ambitious and he built the first part of the Great Wall. He also had a fantasy to make a
multicolored army of terra-cotta
figures. You can still see his terra-cotta army figures in a museum today, although they are not colorful
anymore.
JS version DSE version
Primary
The monochrome figures that visitors to Xian’s terra-cotta army museum see today actually began as the
multicolored fantasy of a ruler whose grandiose ambitions extended beyond the mortal realm. The first emperor to unify China under a single dynasty, Qin Shi Huang Di packed a lot into his earthly reign, from 221 to 210 B.C.
Aside from building the first lengths of the Great Wall, the tyrannical reformer
standardized the nation’s
writing system, currency, and measurements, and provided the source for the English word we now use for China (Qin is pronounced Chin).
JS version DSE version
Visitors who go to Xian’s terra-cotta army museum, will be able to see these famous figures. The figures are now just monochrome, but were once
multicolored, and
represented an ambitious fantasy of Qin Shi Huang Di. Many achievements and changes were associated with his reign from 221 to 210 B.C., for example
building the first part of the Great Wall, and
standardizing the writing system, currency and measurements, and
consequently he is known as a reformer. However, he is also known as a
tyrannical ruler.
Qin Shi Huang Di was the ruler of China from 221 to 210 B.C. He was very ambitious and he built the first part of the Great Wall. He also had a fantasy to make a
multicolored army of terra-cotta
figures. You can still see his terra-cotta army figures in a museum today, although they are not colorful
anymore.
Primary
How does the vocab change?
How does the cohesion change?
How does the information density change?
Information becomes more densely packed.
JS version
Visitors who go to Xian’s terra-cotta army museum, will be able to see these famous figures. The figures are now just monochrome, but were once multicolored, and represented an
ambitious fantasy of Qin Shi Huang Di. Many achievements and changes were associated with his reign from 221 to 210 B.C., for example building the first part of the Great Wall, and standardizing the writing system, currency and measurements, and consequently he is known as a
reformer. However, he is also known as a tyrannical ruler.
Qin Shi Huang Di was the ruler of China from 221 to 210 B.C. He was very ambitious and he built the first part of the Great Wall. He also had a fantasy to make a multicolored army of terra-cotta figures. You can still see his terra-cotta army figures in a museum today, although they are not colorful anymore.
Primary
Cohesion relies on:
• P level: pronouns and simple linking words
• JS level: pronouns, varied linking words and simple relative clauses
• DSE level: pronouns, varied linking
expressions, complex clauses, and
complex sentence structure
The monochrome figures that visitors to Xian’s terra-cotta army museum see today actually began as the
multicolored fantasy of a ruler whose grandiose ambitions extended
beyond the mortal realm. The first emperor to unify China under a single dynasty, Qin Shi Huang Di packed a lot into his earthly reign, from 221 to 210 B.C. Aside from building the first lengths of the Great Wall, the
tyrannical reformer standardized the nation’s writing system, currency, and measurements, and provided the
source for the English word we now use for China (Qin is pronounced Chin).
complex sentence structure
relative defining clauses
reduced clause
The monochrome figures that visitors to Xian’s terra-cotta army museum see today actually began as the
multicolored fantasy of a ruler whose grandiose ambitions extended
beyond the mortal realm. The first emperor to unify China under a single dynasty, Qin Shi Huang Di packed a lot into his earthly reign, from 221 to 210 B.C. Aside from building the first lengths of the Great Wall, the
tyrannical reformer standardized the nation’s writing system, currency, and measurements, and provided the
source for the English word we now use for China (Qin is pronounced Chin).
complex sentence structure
relative clause
positioned at the start of the
sentence
The monochrome figures that visitors to Xian’s terra-cotta army museum see today actually began as the
multicolored fantasy of a ruler whose grandiose ambitions extended
beyond the mortal realm. The first emperor to unify China under a single dynasty, Qin Shi Huang Di packed a lot into his earthly reign, from 221 to 210 B.C. Aside from building the first lengths of the Great Wall, the
tyrannical reformer standardized the nation’s writing system, currency, and measurements, and provided the
source for the English word we now use for China (Qin is pronounced Chin).
complex sentence structure
verb located before its
subject in the
sentence
The monochrome figures that visitors to Xian’s terra-cotta army museum see today actually began as the
multicolored fantasy of a ruler whose grandiose ambitions extended
beyond the mortal realm. The first emperor to unify China under a single dynasty, Qin Shi Huang Di packed a lot into his earthly reign, from 221 to 210 B.C. Aside from building the first lengths of the Great Wall, the
tyrannical reformer standardized the nation’s writing system, currency, and measurements, and provided the
source for the English word we now use for China (Qin is pronounced Chin).
complex sentence structure
splitting subject
and verb over a
longer distance
The monochrome figures that visitors to Xian’s terra-cotta army museum see today actually began as the
multicolored fantasy of a ruler whose grandiose ambitions extended
beyond the mortal realm. The first emperor to unify China under a single dynasty, Qin Shi Huang Di packed a lot into his earthly reign, from 221 to 210 B.C. Aside from building the first lengths of the Great Wall, the
tyrannical reformer standardized the nation’s writing system, currency, and measurements, and provided the
source for the English word we now use for China (Qin is pronounced Chin).
JS version DSE version
Visitors who go to Xian’s terra-cotta army museum, will be able to see these famous figures. The figures are now just monochrome, but were once multicolored, and represented an
ambitious fantasy of Qin Shi Huang Di. Many achievements and changes were associated with his reign from 221 to 210 B.C., for example building the first part of the Great Wall, and standardizing the writing system, currency and measurements, and consequently he is known as a
reformer. However, he is also known as a tyrannical ruler.
At JS level: cohesive devices are frequently repeated nouns, pronouns
and linking words which help understand the meaning of the text
Vocab:
• more increasingly uncommon vocab
• more descriptive and figurative expressions
• fewer contextual cues to help understand
The monochrome figures that visitors to Xian’s terra-cotta army museum see today actually began as the
multicolored fantasy of a ruler whose grandiose ambitions extended
beyond the mortal realm. The first emperor to unify China under a single dynasty, Qin Shi Huang Di packed a lot into his earthly reign, from 221 to 210 B.C. Aside from building the first lengths of the Great Wall, the
tyrannical reformer standardized the nation’s writing system, currency, and measurements, and provided the
source for the English word we now use for China (Qin is pronounced Chin).
wide range of vocabulary
low frequency
words
The monochrome figures that visitors to Xian’s terra-cotta army museum see today actually began as the
multicolored fantasy of a ruler whose grandiose ambitions extended
beyond the mortal realm. The first emperor to unify China under a single dynasty, Qin Shi Huang Di packed a lot into his earthly reign, from 221 to 210 B.C. Aside from building the first lengths of the Great Wall, the
tyrannical reformer standardized the nation’s writing system, currency, and measurements, and provided the
source for the English word we now use for China (Qin is pronounced Chin).
JS version DSE version
Visitors who go to Xian’s terra-cotta army museum, will be able to see these famous figures. The figures are now just monochrome, but were once multicolored, and represented an
ambitious fantasy of Qin Shi Huang Di. Many achievements and changes were associated with his reign from 221 to 210 B.C., for example building the first part of the Great Wall, and standardizing the writing system, currency and measurements, and consequently he is known as a
reformer. However, he is also known as a tyrannical ruler.
At JS level: contextual cues to help understand of difficult words are
comparisons and linking words
Helping students to cope with reading, even when there is unknown vocabulary.
Helping students to understand unknown vocabulary and make the text more accessible and readable.
Language access strategies
Language coping strategies
Image made availabe by Italian_Bicycles under a Creative Commons Attribution 2.0 Generic license
1. Progression of Text-types 2. Progression of Language
3. Progression of Reading Skills
remember understand apply
analyze evaluate
create
Primary
Junior Secondary
Senior Secondary
APPLY – Scan a text to locate specific information by using strategies
APPLY – Make predictions about stories, characters, and topics of interest
APPLY – Use known parts of words, contextual cues or pictorial cues or word association to work out the meaning of unknown words or parts of words
UNDERSTAND – Use knowledge of basic letter-
sound relationship to read aloud a variety of simple texts
UNDERSTAND – Identify details that support the main idea of the text
UNDERSTAND – Understand information provided on the book cover
REMEMBER – Sight read a wide range of common phonically irregular words
REMEMBER – Recognize the format and language features of a variety of text-types
Understand Apply
Primary
Remember
ANALYSE - Identify implied meanings through inferencing APPLY – make use of knowledge of the world to make sense of the written text
APPLY - Understand how sentences and parts of a sentence relate to each other APPLY - Recognize how writing conventions affect meaning and cohesiveness
APPLY - Acquire, extract and organize information relevant to specific tasks
APPLY - Know what a word or phrase refers to in the previous or subsequent context
UNDERSTAND - Understand the use of discourse markers
UNDERSTAND - Relate facts, opinions and information UNDERSTAND - Understand different feelings, views and attitudes
UNDERSTAND - Differentiate fact from opinion
Understand Apply
Analyze
Junior Secondary Primary
Understand Apply
Remember
EVALUATE
– Follow and evaluate the development of a point of view or argument
EVALUATE
– Understand hidden intentions of the writer
EVALUATE
– Understand and appreciate the mood of the writer and the tone of his/her writing
EVALUATE
– Detect faulty or misleading arguments
EVALUATE– Evaluate critically views and attitudes
ANALYSE– Distinguish different points of view and arguments.
ANALYSE
– Appreciate the stylistic variations between text-types
ANALYSE
– Interpret how linguistic and structural devices achieve certain effects
APPLY - Use linguistic and contextual clues and
general knowledge to determine the meaning of the written text
Apply
Analyze Eval uate
Senior Secondary
Senior Secondary Junior Secondary
Primary
Understand Apply
Analyze
Apply
Analyze Eval uate
Understand Apply
Remember
remember understand apply
analyze evaluate
create
Primary
Junior Secondary
Senior Secondary
Reading is not a passive language skill whereby the reader sits back to absorb meaning effortlessly. It is fundamentally an active, purposeful and creative
process, in which the reader interprets a message in the light of his/her previous knowledge and experience, predicts and anticipates, selects and evaluates information, and then applies this knowledge to new experience.
In everyday life, learners normally read to locate information, to know what is happening, when or where something will take place or what is available, to understand instructions to perform certain tasks in their daily life, to keep in touch with friends through correspondence, to seek enjoyment or
enlightenment through reading, etc.
Learners need adequate reading skills and ability for academic and intellectual purposes too. Mastery of reading skills is important for the acquisition of new knowledge in both formal education and lifelong learning.
In the setting of a language classroom, reading is one of the major activities of learning. Reading helps to increase knowledge of the target language through exposure to new vocabulary and grammatical structures used in context. It also helps to consolidate previous learning of language items. Mastery of this skill helps learners to develop competence and fluency which may extend to
speaking, listening and writing.
(Curriculum and Assessment Guide, p.72)
Global reading strategies
Reading in detail
Reading is not a passive language skill whereby the reader sits back to absorb meaning effortlessly. It is fundamentally an active, purposeful and creative
process, in which the reader interprets a message in the light of his/her previous knowledge and experience, predicts and anticipates, selects and evaluates information, and then applies this knowledge to new experience.
In everyday life, learners normally read to locate information, to know what is happening, when or where something will take place or what is available, to understand instructions to perform certain tasks in their daily life, to keep in touch with friends through correspondence, to seek enjoyment or
enlightenment through reading, etc.
Learners need adequate reading skills and ability for academic and intellectual purposes too. Mastery of reading skills is important for the acquisition of new knowledge in both formal education and lifelong learning.
In the setting of a language classroom, reading is one of the major activities of learning. Reading helps to increase knowledge of the target language through exposure to new vocabulary and grammatical structures used in context. It also helps to consolidate previous learning of language items. Mastery of this skill helps learners to develop competence and fluency which may extend to
speaking, listening and writing.
(Curriculum and Assessment Guide, p.72)
Reading is not a passive language skill whereby the reader sits back to absorb meaning effortlessly. It is fundamentally an active, purposeful and creative
process, in which the reader interprets a message in the light of his/her previous knowledge and experience, predicts and anticipates, selects and evaluates information, and then applies this knowledge to new experience.
In everyday life, learners normally read to locate information, to know what is happening, when or where something will take place or what is available, to understand instructions to perform certain tasks in their daily life, to keep in touch with friends through correspondence, to seek enjoyment or
enlightenment through reading, etc.
Learners need adequate reading skills and ability for academic and intellectual purposes too. Mastery of reading skills is important for the acquisition of new knowledge in both formal education and lifelong learning.
In the setting of a language classroom, reading is one of the major activities of learning. Reading helps to increase knowledge of the target language through exposure to new vocabulary and grammatical structures used in context. It also helps to consolidate previous learning of language items. Mastery of this skill helps learners to develop competence and fluency which may extend to
speaking, listening and writing.
(Curriculum and Assessment Guide, p.72)
Reading is not a passive language skill whereby the reader sits back to absorb meaning effortlessly. It is fundamentally an active, purposeful and creative
process, in which the reader interprets a message in the light of his/her previous knowledge and experience, predicts and anticipates, selects and evaluates information, and then applies this knowledge to new experience.
In everyday life, learners normally read to locate information, to know what is happening, when or where something will take place or what is available, to understand instructions to perform certain tasks in their daily life, to keep in touch with friends through correspondence, to seek enjoyment or
enlightenment through reading, etc.
Learners need adequate reading skills and ability for academic and intellectual purposes too. Mastery of reading skills is important for the acquisition of new knowledge in both formal education and lifelong learning.
In the setting of a language classroom, reading is one of the major activities of learning. Reading helps to increase knowledge of the target language through exposure to new vocabulary and grammatical structures used in context. It also helps to consolidate previous learning of language items. Mastery of this skill helps learners to develop competence and fluency which may extend to
speaking, listening and writing.
(Curriculum and Assessment Guide, p.72)
.
Global reading and
reading in detail strategies
Tick which strategies you currently explicitly teach
*Star* which strategies you would like to teach more
1. What reading skill do I want to assess?
2. What questions can I design which will require students to practise this reading skill?
3. What reading strategies, language access strategies and
language coping strategies will my students need to be able to answer these questions?
4. How will I teach these reading strategies, language access strategies and language coping strategies in the lesson?
remember understand
apply analyze evaluate create
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1. What skill
2. What questions
3. What strategies
4. How to teach
1. What skill?
APPLY: acquire, extract and organize info 2. What question?
“Why does the author consider reading important?”
3. What strategies?
GLOBAL: zoom reading and read first lines of paragraphs DETAIL: stop n think, go back and re-read, change speed
4. How to teach?
yellow spot highlight on board to show how to move your eyes around the text
remember understand
apply
analyze
evaluate
create
Reading is not a passive language skill whereby the reader sits back to absorb meaning effortlessly. It is fundamentally an active, purposeful and creative
process, in which the reader interprets a message in the light of his/her previous knowledge and experience, predicts and anticipates, selects and evaluates information, and then applies this knowledge to new experience.
In everyday life, learners normally read to locate information, to know what is happening, when or where something will take place or what is available, to understand instructions to perform certain tasks in their daily life, to keep in touch with friends through correspondence, to seek enjoyment or
enlightenment through reading, etc.
Learners need adequate reading skills and ability for academic and intellectual purposes too. Mastery of reading skills is important for the acquisition of new knowledge in both formal education and lifelong learning.
In the setting of a language classroom, reading is one of the major activities of learning. Reading helps to increase knowledge of the target language through exposure to new vocabulary and grammatical structures used in context. It also helps to consolidate previous learning of language items. Mastery of this skill helps learners to develop competence and fluency which may extend to
speaking, listening and writing.
(Curriculum and Assessment Guide, p.72)
1. What skill?
ANALYSE: identify implied meanings through inferencing 2. What question?
“What is the author trying to emphasize by using the word “process” in sentence 2?”
3. What strategies?
LANGUAGE ACCESS: teacher reads aloud
LANGUAGE COPING: circle all the linking words, identify listed items through use of commas
4. How to teach?
showing whole class on the board
remember understand
apply analyze evaluate create
Image made availabe by Italian_Bicycles under a Creative Commons Attribution 2.0 Generic license
Reading is not a passive language skill whereby the reader sits back to absorb meaning effortlessly. It is fundamentally an active, purposeful and creative
process, in which the reader interprets a message in the light of his/her previous knowledge and experience, predicts and anticipates, selects and evaluates information, and then applies this knowledge to new experience.
In everyday life, learners normally read to locate information, to know what is happening, when or where something will take place or what is available, to understand instructions to perform certain tasks in their daily life, to keep in touch with friends through correspondence, to seek enjoyment or
enlightenment through reading, etc.
Learners need adequate reading skills and ability for academic and intellectual purposes too. Mastery of reading skills is important for the acquisition of new knowledge in both formal education and lifelong learning.
In the setting of a language classroom, reading is one of the major activities of learning. Reading helps to increase knowledge of the target language through exposure to new vocabulary and grammatical structures used in context. It also helps to consolidate previous learning of language items. Mastery of this skill helps learners to develop competence and fluency which may extend to
speaking, listening and writing.
(Curriculum and Assessment Guide, p.72)
1. What reading skill do I want to assess?
2. What questions can I design which will require students to practise this reading skill?
3. What reading strategies, language access strategies and
language coping strategies will my students need to be able to answer these questions?
4. How will I teach these reading strategies, language access strategies and language coping strategies in the lesson?
5. How did the lesson go?
• How will I need to adjust my course plan for the rest of the course – as a result of the students’ strengths and weaknesses from this lesson?
• How will I need to adjust my teaching – as a result of what went
well and not so well in this lesson?
Practical Demonstrations
Practical Demonstration A
Image made available under a Creative Commons Zero license
ANALYSE - Identify implied meanings through inferencing APPLY – make use of knowledge of the world to make sense of the written text
APPLY - Understand how sentences and parts of a sentence relate to each other
APPLY - Recognize how writing conventions affect meaning and cohesiveness
APPLY - Acquire, extract and organize information relevant to specific tasks
APPLY - Know what a word or phrase refers to in the previous or subsequent context
UNDERSTAND - Understand the use of discourse markers UNDERSTAND - Relate facts, opinions and information UNDERSTAND - Understand different feelings, views and attitudes
UNDERSTAND - Differentiate fact from opinion
Understand Apply
Analyze
Junior Secondary
ANALYSE - Identify implied meanings through inferencing APPLY – make use of knowledge of the world to make sense of the written text
APPLY - Understand how sentences and parts of a sentence relate to each other
APPLY - Recognize how writing conventions affect meaning and cohesiveness
APPLY - Acquire, extract and organize information relevant to specific tasks
APPLY - Know what a word or phrase refers to in the previous or subsequent context
UNDERSTAND - Understand the use of discourse markers UNDERSTAND - Relate facts, opinions and information UNDERSTAND - Understand different feelings, views and attitudes
UNDERSTAND - Differentiate fact from opinion
Understand Apply
Analyze
Junior Secondary
Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies
Reading in detail strategies
Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
Image made availabe by Italian_Bicycles under a Creative Commons Attribution 2.0 Generic license
Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies Reading in detail strategies Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
What comes to mind when you think of country parks?
Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies Reading in detail strategies Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
Mini reading with accelareader.com.
Identify 3 key facts on the topic while reading.
1. When were the country parks first created?
2. How much of Hong Kong’s land is country park?
3. What was the purpose of creating the country parks?
4. What special things can be found
in the country parks?
Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies Reading in detail strategies Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
Choose which text layout you want to read.
Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies Reading in detail strategies Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
10 second zoom reading.
Write down any words you can remember seeing in the text.
Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies Reading in detail strategies Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
Read the first or last sentence of each paragraph.
Discuss answers to the following global questions with your group
1.What is the purpose of this letter?
2.Why are country parks considered important by this writer?
Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies Reading in detail strategies Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
In pairs, underline positive ideas in one colour and negative ideas in another colour.
Compare with another group.
Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies Reading in detail strategies Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
Green shoots reading:
•
Circle any 2 parts of the text you want
•
Write a note in your green shoots of your own comment or response to the ideas you’ve circled
•
Stick your green shoots on the paper to label the circled parts of the text
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Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies Reading in detail strategies Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
Discuss the answers to the higher order thinking questions
1.To what extent do you think that the writer justifies his concern?
2.To what extent do you think the letter shows a biased opinion?
Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies Reading in detail strategies Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
Complete the language support burgers with your partner.
Highlight 2 words or expressions you are unsure of, or find the following in your text:
shrinking // cramped urban city dwellers // recreational // unprecedented damage
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Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies Reading in detail strategies Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
Next to each paragraph, mark a red, orange or green dot to show how confident you are with understanding the paragraph.
Red = too difficult; Orange = mostly ok; Green = ok
Write an idea next to one of your red or orange paragraphs, about what would help you to change the paragraph colour to green.
Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies Reading in detail strategies Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
Complete the reading problems self evaluation worksheet.
Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies Reading in detail strategies Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
Pre-reading activities Activate prior knowledge on the topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies Reading in detail strategies Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
Discuss how you would respond to this letter if you had to reply to it Re-draft the letter using a different tone, e.g. making the text less polite/angrier
Research ideas to prepare for a class debate on this topic Class discussion about some of the issues raised in the text
Find 2 websites (not Wikipedia!) that someone could read if they were interested in this topic
Create a campaign website for one of the issues raised in the text
Pre-reading activities Activate prior knowledge on topic
Building on prior knowledge of the topic
While-reading activities Language access strategies
Global reading strategies
Reading in detail strategies
Language coping strategies Metacognitive strategies
Post-reading activities Extending ideas about the topic
Integrating other skills (L/S/W)
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Practical Demonstration B
Image made available in the public domain
ANALYSE - Identify implied meanings through inferencing APPLY – make use of knowledge of the world to make sense of the written text
APPLY - Understand how sentences and parts of a sentence relate to each other
APPLY - Recognize how writing conventions affect meaning and cohesiveness
APPLY - Acquire, extract and organize information relevant to specific tasks
APPLY - Know what a word or phrase refers to in the previous or subsequent context
UNDERSTAND - Understand the use of discourse markers UNDERSTAND - Relate facts, opinions and information UNDERSTAND - Understand different feelings, views and attitudes
UNDERSTAND - Differentiate fact from opinion
Understand Apply
Analyze
Junior Secondary
ANALYSE - Identify implied meanings through inferencing APPLY – make use of knowledge of the world to make sense of the written text
APPLY - Understand how sentences and parts of a sentence relate to each other
APPLY - Recognize how writing conventions affect meaning and cohesiveness
APPLY - Acquire, extract and organize information relevant to specific tasks
APPLY - Know what a word or phrase refers to in the previous or subsequent context
UNDERSTAND - Understand the use of discourse markers UNDERSTAND - Relate facts, opinions and information UNDERSTAND - Understand different feelings, views and attitudes
UNDERSTAND - Differentiate fact from opinion
Understand Apply
Analyze
Junior Secondary
Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic Integrating other skills (L/S/W)
Image made availabe by Italian_Bicycles under a Creative Commons Attribution 2.0 Generic license
Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic Integrating other skills (L/S/W)
Look at the pictures from the story we are going to read.
Put them in the order you think they will come in the story.
What do you think the story will be about?
Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic Integrating other skills (L/S/W)
What makes a good story?
Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic Integrating other skills (L/S/W)
Pre-teaching key words in the story
Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic Integrating other skills (L/S/W)
Read the story, pausing at each sign.
Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic Integrating other skills (L/S/W)
Move the picture cards to the appropriate place in the story.
Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic Integrating other skills (L/S/W)
Predict the ending of the story.
Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic Integrating other skills (L/S/W)
Read the ending to the story.
What do you think about the ending?
A plug?
He looked at the islands again. The beaches were getting bigger. The cliffs were getting higher. As if the sea level was dropping …
“Oops …” said the captain.
Source text: http://learnenglishteens.britishcouncil.org/uk-now/stories-and-poems-uk/chain-reaction#sthash.0VhiG8Jd.dpuf
Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic Integrating other skills (L/S/W)
Explore the story further with an if-chain.
Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic Integrating other skills (L/S/W)
Reatre:
Whole class acts out this story together. The teacher can read and
direct it.
Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic Integrating other skills (L/S/W)
Circle all the words you still don’t knowMark each word with either:
•I = a word you want to ignore
•G = a word you will try to guess
•C = a word you want to check
Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic
Integrating other skills (L/S/W)
Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic Integrating other skills (L/S/W) Write a title for the story
Re-draft your own ending to the story
Discuss whether students can see any analogies with environmental
issues or other themes raised in the story – e.g. the idea of human causes of environmental change, or the idea of a world within a world – and their thoughts on these themes
Write a book review about a book you’ve read that you think has a better ending than this story, and why you like the ending
Discuss what kind of stories you like reading in Chinese (or in English)
Research how big the sea-bed plug in the story would need to be in order for all the sea water to drain away overnight.Pre-reading activities Predict ideas in the story
Activate prior knowledge about the genre Language access strategies
While-reading activities Reading in detail strategies
Language coping strategies
Post-reading activities Personal response to the story
Extending ideas about the topic Integrating other skills (L/S/W)
Image made availabe by Italian_Bicycles under a Creative Commons Attribution 2.0 Generic license
This was a story text-type. So what kind of questions are suitable?
1. simple comprehension/info extraction questions – whose answers are found within the text itself
2. questions about understanding the meaning/use/tone of a few particular words/expressions in the text
3. using Bloom’s Taxonomy to provide a pyramid of questions
4. questions whose answers are not found in the text, e.g. requiring inferencing, drawing on related but wider background knowledge
5. personal response questions e.g. did you like the story? Why/why not
6. personal involvement questions to put yourself in the position of one
of the characters in the story and ask what you would have done in that
situation e.g. what would you have done if you were the captain and first
saw the chain?
Practical Demonstration C
Image in the public domain
ANALYSE - Identify implied meanings through inferencing APPLY – make use of knowledge of the world to make sense of the written text
APPLY - Understand how sentences and parts of a sentence relate to each other
APPLY - Recognize how writing conventions affect meaning and cohesiveness
APPLY - Acquire, extract and organize information relevant to specific tasks
APPLY - Know what a word or phrase refers to in the previous or subsequent context
UNDERSTAND - Understand the use of discourse markers UNDERSTAND - Relate facts, opinions and information UNDERSTAND - Understand different feelings, views and attitudes
UNDERSTAND - Differentiate fact from opinion
Understand Apply
Analyze
Junior Secondary
ANALYSE - Identify implied meanings through inferencing APPLY – make use of knowledge of the world to make sense of the written text
APPLY - Understand how sentences and parts of a sentence relate to each other
APPLY - Recognize how writing conventions affect meaning and cohesiveness
APPLY - Acquire, extract and organize information relevant to specific tasks
APPLY - Know what a word or phrase refers to in the previous or subsequent context
UNDERSTAND - Understand the use of discourse markers UNDERSTAND - Relate facts, opinions and information UNDERSTAND - Understand different feelings, views and attitudes
UNDERSTAND - Differentiate fact from opinion
