CROSS-CURRICULAR READING - TEACHERS AND STUDENTS
READING TOGETHER TO LEARN TOGETHER
跨課程閱讀 - 師生共讀，教學相長
FUNDED MEASURES UNDER REES
1. co-developing with outside service providers a school- based, cross-subject reading programme (S1-S3)
2. developing teaching and learning internal e-channels for collaborative learning (S4-S6)
3. enhance mathematics teaching and learning through English (S1-S3)
4. developing a programme for English learning in different non-language subjects (S4-S6)
SCHOOL-BASED
READING PROGRAMME
Students as Independent Readers
Assessment of Reading Ability
Time to Read / Role Modelling
Library Lesson
Drop Everything and Read (DEAR) Time
Encouraging Parent Participation
Tracking
Independent Reading Activity
Curriculum Support
Language Arts-based English Curriculum
Teaching Language Across the Curriculum
READING ASSESSMENT
(REES Funding Measure 1: school-based, cross-subject reading programme)
computer-based assessment tool
use of Lexile measures
• students
• parents
• teachers
LEXILE MEASURES
measures text complexity (word frequency and sentence length)
concrete feedback to students about progress
free Lexile Analyzer helps teachers set appropriate material
www.lexile.com
Typical Lexile Measures for HK students
Reading Assessment
HKUGAC Other HK Schools
Schools in the US
Junior 695-905L 550-880L 850-1200L
Senior 850-1140L 880-1090L 1000-1220L
SKILLS PROGRESS:
REPORTS
HKUGAC College2012-2013 Post Assessment Sub-skills Analysis (Overal Performance)
No. of Correct Answer
No. of Questions
Precentage of correction
Factual 4461 6778 65.82%
Inference 4724 6778 69.70%
Reference 5598 6778 82.59%
Thematic 4056 6778 59.84%
Vocabulary 4766 6778 70.32%
Reading programme
TRACKING READING ACTIVITY
(REES Funding Measure 1: school-based, cross-subject reading programme)
reading record in English Learning Companion (ELC)
check comprehension with Scholastic Reading Counts
students want to share / motivation to read increases
track progress based on skill area
give individual advice
• push stronger readers
• catch reluctant readers
Implement new strategies to improve
Reading Programme
SAMPLE ELC RECORD
Tracking
CURRICULUM DEVELOPMENT
Lowest skill area is “thematic”
• Least amount of progress is S2
• Implemented “literature circles”
½ staff development session on LAC
(REES Measure 4: English learning in different key learning areas)
• collaboration with departments
• acquiring materials cover topics in senior electives, but focus on language skills
work with consultants
(REES Measure 3: enhance mathematics teaching and learning through English)
• lesson observation and recommendations
acquiring e-learning software for collaborative learning
(REES Measure 2: developing e-channels for collaborative learning)
• PowerLesson
• eClass Forums
REPORT WRITING /
READING FOR RESEARCH
identified two problems based in language skills:
• ineffective reading for research
• disorganised report writing
English department covered:
• skimming and scanning for research
• proposal, outline and report text types
• previewed outlines and gave language feedback
Humanities department covered:
• content material (quality of life)
• primary vs. secondary source material
• conducting surveys
COLLABORATIVE ACTIVITIES
VIA E-LEARNING
CONCLUSION
clearer picture of students’ skills
• continue to adapt materials and strategies
more targeted teaching strategies
• further staff development
• need to do department-specific work
collaborative connections across departments
• sharing of experiences to expand on this
