Progressing in the Development of Reading Skills from KS1 to KS2

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(1)

Supporting Students’ Progression from

‘Learning to Read’ to ‘Reading to Learn’ through the Implementation of Reading Workshops of the

English Language Curriculum at KS2

English Language Education Section Curriculum Development Institute

Education Bureau

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Progressing in the Development of Reading Skills from KS1 to KS2

KS1

Follow left to right directionality

Use knowledge of basic letter-sound relationships

to read out simple words

Sight read common words

Use knowledge of

letter-sound relationships to read aloud a variety of

simple texts

Sight read a wide range of common words

1. Understand the basic conventions of written English KS2

(3)

KS1

2. Construct meaning from texts

KS2

Guess the meaning of unknown words by using pictorial and contextual clues

Identify key words for the main idea in a sentence

Make predictions

Understand the information on the book cover and contents page

Recognise the features of some common text types

Progressing in the Development of Reading Skills from KS1 to KS2

Work out the meaning of unknown words by using word association, visual clues, context & knowledge of the world

Skim a text to obtain the main ideas Understand intention, attitudes and

feelings conveyed in a text

Understand the information provided on the book cover, index and glossary

Recognise the features of a variety of text types

Re-read the text to establish and confirm meaning

(4)

KS1

3. Locate information and ideas

KS2

Scan a text

by using strategies

such as looking at headings and repeated phrases

Identify details that support

the gist or main ideas

Progressing in the Development of Reading Skills from KS1 to KS2

Scan a text by looking at repeated words,

words in bold, italics or capital letters

Locate specific

information in a short text in response to questions

(5)

Teaching Strategies for Reading

KS1

KS2

(6)

Supported Reading

1. An effective strategy that provides the instructional setting to teach reading strategies and skills

2. An appropriate occasion to present manageable challenges that encourage reading for meaning

3. A teaching strategy to enable pupils to practise new strategies for making sense of a text

4. An effective strategy to encourage pupils to take control of the first reading, give a critical response, and talk about messages and meaning in the text

5. A good opportunity to foster critical thinking through questioning

6. An opportunity to develop positive attitudes by involving pupils in discussion

Key features and

benefits

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• A teaching strategy to conduct with young learners who have acquired some skills and strategies in reading, through shared reading and supported reading

• A good opportunity for pupils to try out the

reading strategies they have developed in a new context

• A teaching strategy requiring little teacher support and a lot of pupil input

Key features and

benefits

Independent Reading

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Sharing by Candy Lui HKFYG

Lee Shau Kee Primary School

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Level: P.5

Module: The magic of nature Unit: That’s our Earth

Text type: Newsletter article

Identify the theme

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Textbook ---- a newsletter article

(The Earth needs your help!)

Problems:

not many energy sources

not enough clean water

not enough space for the rubbish Starting point

Some solutions:

turn off the lights when we do not need them

use less water

recycle clothes

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Reading materials

Criteria:

relevant topic

level of difficulty

variety of text types

linkage between the texts Book 1:

How to Have a Green Day

Book 2:

Our Fragile Environment

The Super

Supermarket Plan (Story)

The Tree (Poem)

Leaflet:

Earth Saviour Environmental Test

(Environmental Protection Department)

Information Text (Instructions)

Narrative Texts (Story, Poem)

Information Text (Leaflet)

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Have you helped save the Earth?

Narrative Texts (Story, Poem)

Information Text (Leaflet)

Information Text (Instructions)

Book 1

Q. How can we help save the Earth in our school and at home?

Leaflet

Q. How much have we done to save the Earth?

Book 2

Q. How can we help save the Earth in our daily life

(besides what we can do at home and at school)?

Q. Why do we need to save our Earth?

Reading Workshops

Book 1:

How to Have a Green Day

Book 2:

Our Fragile Environment

Leaflet:

Earth Saviour

Environmental Test

(Environmental Protection Department)

(13)

Reading Skills and Strategies

• Connect different reading materials to activate prior knowledge about the topic

• Use the book cover and the blurb to encourage prediction about the content

• Use the contents page to understand how the text is organised and structured

• Use the introductory chapter to guide pupils to read

• Use key words to locate main ideas

• Re-read to clarify ideas

How to Have a Green Day

(Supported Reading)

Some highlights Book 1:

How to Have a Green Day

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Develop students’

critical thinking skills:

Compare and contrast ideas

Connect different reading materials.

Connect different reading materials to activate prior knowledge about the topic

Worksheet R5

Prepare students to Book 1:

How to Have a Green Day

(15)

Develop students’

reading skills:

Understand the

information provided on the blurb

Use the blurb to encourage prediction about the content

Worksheet R6

How to Have a Green Day

Blurb

... Follow the instructions in this book, and make sure you have a green day every day ...

Book 1:

How to Have a Green Day

Follow the instructions

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Use the contents page to understand how the text is organised and structured

Develop students’

reading skills:

Understand the

information provided on the contents page

Introductory chapters

Instructions Reading tools

Worksheet R6

Book 1:

How to Have a Green Day

(17)

Develop students’

reading skills:

Understand the main ideas

Use the introductory chapter to guide pupils to read

Worksheet R7

Book 1:

How to Have a Green Day

(18)

Develop students’

reading skills:

Use key words to find out the main ideas

Develop cross- referencing skills

Use key words to locate main ideas

Worksheet R9

How to Have a Green Day

(Page 10) Book 1:

How to Have a Green Day

(19)

Develop students’

critical thinking skills and creativity

Apply the knowledge learnt in a new context

Worksheet R11

Apply knowledge acquired from reading by designing a new page about a green classroom to add to the book

Book 1:

How to Have a Green Day

(20)

Reading Skills and Strategies

• Use the features of a narrative to understand the writer’s message in the text

• Connect different parts of the story (beginning & ending) to identify the central issues /problems

• Compare and contrast ideas

• Understand cause-and-effect relationships

The Super Supermarket Plan

(Supported Reading)

Some highlights

Book 2:

Our Fragile Environment

•The Super Supermarket Plan (Story)

(21)

Use the features of a narrative to

understand the writer’s message in the text

Title Beginning paragraph Ending paragraph

Make use of the title, the beginning and ending paragraphs to understand the writer’s message:

people should think about the environment when they shop

Worksheet R13 Book 2:

Our Fragile Environment

•The Super

Supermarket Plan (Story)

Setting Characters Problems Events Solutions

(22)

Compare and contrast ideas

The first shopper’s choice:

Cheapa Tuna

(uses nets to catch tuna fish)

The second shopper’s choice:

Milk in plastic bottle

The third shopper’s choice:

Toilet paper with

flowers printed on them

Guide students to compare the choices that the children and the shoppers make

Book 2:

Our Fragile Environment

•The Super

Supermarket Plan (Story)

The children’s suggestion:

Other brands

(those that don’t use nets to catch tuna fish)

The children’s suggestion:

Milk in cardboard carton

The children’s suggestion:

Plain paper

Events of the story

The Super Supermarket Plan

(23)

Understand cause-and-effect relationships

Worksheet R14 Book 2:

Our Fragile Environment

The Super

Supermarket Plan (Story)

Super

(24)

The Tree

(Supported Reading)

Reading Skills and Strategies

• Understand the main ideas and the writer’s message

• Understand the use of metaphors

• Identify values, attitudes and beliefs expressed in the poem

Some highlights

Book 2:

Our Fragile Environment

The Tree (Poem)

(25)

Identify values, attitudes and beliefs expressed in the poem

Understand the use

of metaphors Worksheet R15

Book 2:

Our Fragile Environment

•The Tree (Poem)

(26)

Develop positive values through writing a ‘thank-you’ letter to Mr. Tree

Worksheet R16

(Draw what the trees do for us.)

Dear Mr. Tree,

Thank you very much. You _______

________________________________

________________________________

________________________________

Provide opportunity for students to show care and concern for

the environment.

Book 2:

Our Fragile Environment

The Tree (Poem)

(27)

Leaflet

(Supported Reading)

Reading Skills and Strategies

• Understand the features and layout of the text

Some highlights Leaflet:

Earth Saviour

Environmental Test

(Environmental Protection Department)

Leaflet

(28)

Review and revise ideas after assessing one’s behaviour

Worksheet R17

Leaflet:

Earth Saviour

Environmental Test

(Environmental Protection Department)

(29)

Thank you!

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