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Professional Development Programme 2016-2017:

Enriching and Extending Students’ Learning Experiences through Reading and Writing across the Curriculum at the Secondary Level

Session 1

Facilitators

Organized by the INSTEP, Faculty of Education, The University of Hong Kong and commissioned by the Education Bureau, The Government of the HKSAR

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Warm-up self-reflection:

What challenges are your students facing?

Reading challenges Writing challenges

1.

2.

3.

1.

2.

3.

2 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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The overall aims of the programme

Session 1 to 3 will focus on the following issues:

An overview of students’ development of reading and writing skills at Key Stage 3

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

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

Session 4 will focus on the following issue(s):

Providing participants with opportunities to design appropriate tasks and activities to help students develop their skills in selecting, extracting, summarising and interpreting relevant information, ideas and views from multiple texts of different types, as well as a possible action plan for them to try out ideas they learnt in the workshop

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Facilitating professional dialogues and reflection in the programme

4

Examples and demonstrations

Discussions and reflections

Action plans

Sharing and mini-presentations

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Overview of the 6-hour programme

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6

Professional Development Programme 2015-2016:

“Enriching and Extending Students’ Learning Experiences through Reading and Writing across the Curriculum”

Programme Content

Session Topic

Session 1 (1) Overview of the Programme

(2) Overall framework of designing reading and writing lessons at KS3 (3) Different genres and associated language functions

Session 2 (1) Demonstration #1 (focuses on reading and writing across the curriculum with science subjects) (2) Debriefing: reflection & discussion

Session 3 (1) Demonstration #2 (focuses on reading and writing across the curriculum on humanities subjects) (2) Debriefing: reflection & discussion

Session 4 (1) Application: Preparing for the presentations (2) Mini presentations

(3) Summary of the programme

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Let’s start with you…

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Task 1

How do you teach reading / writing in your classroom?

'Twas brillig, and the slithy toves Did gyre and gimble in the wabe;

All mimsy were the borogoves, And the mome raths outgrabe.

"Beware the Jabberwock, my son!

The jaws that bite, the claws that catch!

Beware the Jubjub bird, and shun The frumious Bandersnatch!"

He took his vorpal sword in hand:

Long time the manxome foe he sought—

So rested he by the Tumtum tree, And stood awhile in thought…….

8

Responses from your students #1:

Lost…… ?

Responses from your students #2:

Jabberwock by Lewis Carroll!?

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Task 1

How do you teach reading / writing in your classroom?

 What kinds of challenges / problems have you identified?

 for students?

 for teachers?

 How would you describe:

 your belief about reading / teaching reading?

 your belief about writing / teaching writing?

 your teaching of reading / writing skills?

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Traditional Views of Reading and Writing

10

Reading Writing

-input

- receptive skills -comprehension

- output

- production skills -production

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Connection between Reading and Writing Reading

Writing

The same pool of knowledge and skills

connect reading and writing

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What do we read?

 Some examples

 Novels

 Messages

 Cards

 Labels

 Menus

 Newspapers

 Websites

 Textbooks

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016 12

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Pre-reading

A summary of reading

strategies

•Activating prior knowledge and making connections

•Creating concept maps

•Drawing attention to contextual clues (e.g., titles, visuals)

•Questioning

•Pre-teaching key vocabulary

•Predicting keywords/key content

•Reciprocal questioning

•Setting a purpose

•Skimming

•Checking comprehension

•Drawing attention to contextual clues

•Determining importance of a point

•Evaluating different points of view

•Finding and underlining key words/explaining key words

•Guessing meanings of words from context

•Highlighting the rhetorical organization of the text

•Inferring the author’s point of view

•Paraphrasing a key point

•Questioning

•Reading aloud; Thinking aloud

•Reciprocal questioning

•Rereading; Scanning; Skimming

•Checking comprehension

•Conducting picture walk

•Creating concept maps

•Drawing a conclusion

•Evaluating different points of view

•Highlighting the rhetorical organization of the text

•Inferring the author’s point of view

•Paraphrasing a key point

•Reciprocal questioning

•Rereading, Summarizing, Surveying, Synthesizing

•Reading aloud

•Creating Concept Maps

•Questioning

•Reciprocal questioning

•Surveying

•Thinking aloud

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What do we write?

 Poems

 Comics

 Stories

 Grocery lists

 Notices

 Articles

 Emails

 Advertisements

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016 14

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Design Principles of the Programme

A functional view of language in context (Rose, D. 2005)

CONTEXT

TEXT PARAGRAPHS

SENTENCE WORD GROUPS

WORD SYLLABLE LETTER PATTERN

patterns within the sentence

patterns within the text

patterns within the

word

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Understanding the context, curriculum and reading /

writing skills

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. 16 Lo Yuen Yi and Dr. Simon Chan © 2016

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Task 2

What are students learning (e.g.

reading and writing) in KS2 and KS3?

 In groups, can you list out the subjects that your students

are learning in KS2 (primary 4-6) and the subjects that

they will be learning in KS3 (secondary 1-3)?

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18 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr.

Lo Yuen Yi and Dr. Simon Chan © 2016

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Upper Primary (KS2) Junior Secondary (KS3)

Chinese English Mathematics

Putonghua Music Visual Arts Physical Ed.

General Studies

Science

Technology Education (e.g. design &

technology etc.) PSHE (e.g. Chinese

History, Geography.

History, Life and Society, Religious

Education etc.)

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 Look at the following extracts of texts. They are all authentic texts from local textbooks.

 Can you identify their text-types and subject areas? Can you also identify the key stages?

 Are there any similarities or differences among these texts?

 What kind of skills or strategies do students need in order to read and write these texts?

20

Task 3*

What kinds of texts are students reading/writing in KS2 and KS3?

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Text Text-type Subject Area Key Stage 1

2

3

4

5

6

7

8

9

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22

Text Text-type Subject Area Key

Stage 1

2 3

4 5 6

7 8 9

Explanation + instruction Computer Literacy KS3 KS3 KS3

KS3

KS3

KS3 KS2

KS2

KS2 Personal recount English (textbooks)

Report

(classifying report) Geography

Poem English (readers)

Report

(classifying report) Science Report

(historical recount) History

Personal recount English (textbooks)

Narrative English (readers)

Explanation

(cause-and-effect) General Studies

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Discussion

 Are there any similarities or differences among these texts?

Similarities: Differences:

For example:

-text-types

-Subject areas / topics

For example:

-complexity of language - complexity of

knowledge / cognitive

demand

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Discussion

 What kind of skills or strategies do students need in order to read/write these texts?

24

Reading/writing skills or strategies For example:

•Understanding the connection between ideas

•Using connectives to connect ideas

•Identifying pronoun reference

•Guessing meaning of unfamiliar words

•Using a variety of vocabulary and sentence patterns

•Using headings and picture clues to predict text content

•Identifying text type structure

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Discussion

 Are there any missing links between primary and junior secondary years?

Some possibilities on enhancing students’ language proficiency to meet the language demand in secondary years:

For example:

•Exposure to a wider variety of text-types

•Exposure to a wider range of topics (fiction / non-fiction)

•Exposure to both English for everyday use and Academic English

•Strengthening vocabulary building strategies

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Reading/Writing skills for Hong Kong students

26 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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What is a genre-based approach to reading and writing?

In very simple terms, this approach emphasizes genres (i.e.

“text-types”) and the importance of “detailed reading”,

which consists of explicit instruction on reading strategies to deconstruct a text, with teachers’ explicit demonstration, scaffolding and explanation of how to decode and infer

meanings from texts.

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Just a brief note

28

 A genre is more dynamic than a text type and is always changing and evolving; however, for our practical purposes here, we can take genre to mean text type.

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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What is genre?

“All the language events , both spoken and written, that we participate in as members of our particular society and culture”

(Gibbons, 2009, p. 108).

Each genre has a specific social purpose, and is used to get something done through language.

Each genre has a particular structure or overall organisation.

Each genre has language features that are typical of that genre.

Understanding of the purpose, organisation and language features of school genres helps teachers recognise where learners need support in learning the genres they need to be successful academic readers and writers.

(adapted from Derewianka, B. (1990). Exploring how texts work. Australia: Primary English Teaching Association.)

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Then… what is genre (~ “text-type”)?

30

(Adapted from Rose, D. (2010). Reading to learn: Teacher resource books, book 1, p. 8 . From http://www.readingtolearn.com.au/)

Curriculum Context

e.g. Science, Geography, Economics, English language arts

Text Type

e.g. Procedure in Experiment, Information Report, Short Story

Paragraph / Sentences

Grammar & Rhetorical functions:

e.g., Compare & Contrast;

Defining

Words

Lexical Phrases

Task 4

patterns within the sentence/para patterns within

the text

patterns within the word

Top-down

Bottom-up

A Functional View of Language in Context (Rose, 2005)

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr.

Lo Yuen Yi and Dr. Simon Chan © 2016

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Advantages of a genre-based approach to the teaching of reading and writing?

 It offers us a systematic and meaningful way to teach reading.

 In particular, we can highlight:

 What is the subject matter?

For example, “water cycle” in science,

A fable in English language arts

 Who are involved in the interaction?

For example, an expert informing an expert-to-be about a science concept (in textbooks)

E.g., Fable: adults telling children a story with a moral lesson for

them to learn

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Task 5*

Let’s try what we have learnt so far with the following text

32

Mini-teaching demo

Preservatives

Preservatives are additives that help maintain freshness and quality.

They protect food from spoilage caused by mold,

bacteria, and yeast; and from flavor and color changes due to exposure to oxygen

By law, manufacturers must list all preservatives used together with the amounts on the ingredients part of the label. We often find the names of sodium nitrate and sodium benzoate on the food product labels.

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Task 5 Genre-based approach -

“Preservatives ”

 Curriculum Context

 Text type

 Paragraph / sentence patterns

 Words / lexical phrases

General Studies

“Information Report” (descriptive report )

Defining sentences / Descriptive sentences

words related to “preservatives” (E.g. preservative,

Its primary purpose is to provide a description of one type of things:

preservatives.

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How useful is this to our students' learning?

34 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Different text-types written for

Different Purposes and a Different Audience

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36

Exposure  Automaticity

‘massive amounts of repetitive experience’

develop automaticity

(Segalowitz, 1991, p. 23)

and systematic

^

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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The Genre-based Approach to Reading and Writing Across the

Curriculum

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How to apply the genre-based approach in English and Reading/Writing across the Curriculum?

38

“I’m just an ENGLISH teacher, I don’t know much about information text types…”

“I know nothing about

Science / Maths. / History etc, etc…”

“My students are not in an EMI class…”

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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How to apply the genre-based approach in English and Reading/Writing across the Curriculum?

 We can start small, and with something that we are familiar with (or maybe are doing very well already!).

 Can you guess?

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How to apply the genre-based approach in English and Reading/Writing across the Curriculum?

40

• To promote English reading/writing in English and across different KLAs, information texts are very good resources for the English classroom.

• You can make good use of this opportunity and

become more aware of the importance of teaching information texts with an explicit emphasis on

understanding the features of academic genres (or text types) and detailed reading strategies.

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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• Everyday English is different from academic English

– E.g., Everyday text-types are different from academic text- types

Reading for everyday life and reading for school

subjects: different kinds, different purposes, different ways

Differences

– Contexts

– Text-types

– Academic functions

– Sentence patterns &

vocabulary

Similarity

– Both are important to the language and

cognitive development of our students

It is vital to help our students to develop skills and strategies to tackle everyday texts and academic

texts progressively across different disciplines.

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Text-types in language and content subjects

42

THEME:

Text-types in language subjects

Text-types in content subjects

For example…

Refer to the graphic organizer below, choose a  theme, and think of some possible text‐types  that you can use to teach the content.

Integrated Science: Electric current

Information report

(compositional) Autobiography

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Some common text-types in language and content subjects

Text types commonly found  in language subjects

Text types commonly found  in content subjects

• Email

• Poem

• Story

•News article

• Essay

• Recipe

• Argumentative essay

• Letter to the editor

•Advertisement

• Proposal

• Information report

• Laboratory report

• Essay

•Historical recount

• Manuals

• Explanations on sequence  and process

• Explanations on cause and  effect

• Discussion

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What does Detailed Reading do?

 Supporting learners to read short paragraphs of text, sentence-by-sentence, by guiding them to identify groups of words in each sentence, and

discussing their meanings

 Enabling learners to:

read challenging texts with detailed comprehension

recognise the language choices that writers make

use the content of factual texts to write texts of their own

use the language resources of accomplished writers in their own writing

 Enabling teachers to:

meet the language and content goals of their curricula

support all students to learn at the same level

Adopted from Dr. David Rose, Reading to Learn.

44 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Understanding “connecting reading and writing” through demos

 2 demonstrations

Demo #1 in session 2, focusing on reading and writing across the

curriculum with science subjects

Demo #2 in session 3, focusing on reading and writing across the curriculum with humanities

subjects

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Importance of reminding our students…

 Using reading and writing strategies:

 Pros and cons of the strategies

 Limitations

 Creativity

 Limitation of genre-based pedagogy

 Genre-based pedagogy and other methodologies

46 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Let’s have a break!

 We’ll move on to Session 2 when you return.

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*Disclaimer

The material developers and facilitators do not own the copyrights of the text excerpts shown. The respective

copyrights are owned by the respective publishers credited in the materials.

48 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Texts for Task 3

Text 1: “Inserting animation” in “Computer and Information Technology: Computer Literacy Course for Junior Secondary, Basic Modules, 2A” (pp. 182-183). Hong Kong: Longman Hong Kong Education. (2007)

Text 2: “Hello, Hong Kong!” in “Developing Skills Freeway, 1A” (p. 80). Hong Kong: Aristo Educational Press Ltd. (2007)

Text 3: “How is land used in the urban areas of Hong Kong?” in “Exploring Geography, 1A, Second Edition”

(pp. 40-41). Hong Kong: Oxford University Press. (2007)

Text 4: “Five Little Chickens” in “Fancy Food Work”, My Pals are Here: Reading Ladder, Primary 5 (pp. 2-3).

Hong Kong: Educational Publishing House Ltd. (2005)

Text 5: “A New Life is Born” in Mastering Science, 1A (p. 134). Hong Kong: Oxford University Press. (2010)

Text 6: “The Fertile Crescent” in World History Express, 1A, second edition (pp. 80-81). Hong Kong: Ling Kee Publishing Co. (2010)

Text 7: “Come to My Party” in My Pals are Here! English for Hong Kong, 4A (pp. 16-17). Hong Kong:

Educational Publishing House Ltd. (2005)

Text 8: “A murder mystery” in Thematic Anthology, Set A, Book 1 (pp. 132-133). Hong Kong: Oxford University Press (China) Ltd. (2009)

Text 9: “The Earth’s Climate and Environment” in Primary General Studies 4A (pp. 14-15). Hong Kong: New Asia Publishing House. (2010)

Text for Task 5

Grade 4 Science (Unit 3- Food & Nutrition, p. 66). Published by Sarasas Affiliated Schools.

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Professional Development Programme 2016-2017:

Enriching and Extending Students’ Learning Experiences through Reading and Writing across the Curriculum at the Secondary Level

Session 2

Facilitators

Organized by the INSTEP, Faculty of Education, The University of Hong Kong and commissioned by the Education Bureau, The Government of the HKSAR

1 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Science is one of the 8 Key Learning Areas (KLAs) of the HK school 

curriculum 

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Direction

 The emphasis of science education is to enhance students' scientific thinking through progressive learning activities that involve planning, measuring, observing, analyzing data, designing and evaluation

procedures, and examining evidence. Learning science will enable our students to lead a fulfilling and responsible life by encouraging them to learn independently, deal with new situations, reason critically, think creatively, make wise decisions and solve problems.

 Through science activities, students should develop an interest in science and thus they will be motivated to become active learners in science. Students should also develop an understanding of science, technology and society (STS). They should be able to make informed decisions based on evidence.

 Students with high ability or a strong interest in science need more challenging learning programmes. These programmes should stretch the students' science capabilities and offer opportunities for students to develop their potential to the full.

(from: http://www.edb.gov.hk/en/curriculum-development/kla/science-edu/index.html )

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5 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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7 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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How is Science Education realised in schools?

Subjects offered Primary education • General Studies

• Science Junior secondary

(S.1 – S.3)

Science (S1 – 3) (i.e. “integrated science”)

Senior secondary (S.4 – S.6)

• Physics

• Chemistry

• Biology

• Integrated Science

• Combined Science

More details & curriculum documents: http://www.edb.gov.hk/en/curriculum-

Let’s

focus on

these

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Language features of science texts (General)

 Technical terms/ subject specific terminology

e.g. molecule, polymer, polymerisation, superconductor, element, compound, chemical change, acid, alkali, mitochondria, chloroplasts

 Complicated noun phrases

e.g. “The number of motichondrai in a particular cell depends on the cell’s energy needs.”

e.g. “A vacuole is a fluid-filled space within the cytoplasm, surrounded by a membrane called the tonoplast .”

 Modality

 e.g. “However, many scientists think that the evidence is not conclusive. More studies should be done to find out the effects of using mobile phones on

health.”

(adapted from: Dr. Flora Kan. (2012). Session notes for Course for Secondary School Teachers on Teaching Personal, Social & Humanities Education (PSHE) Key Learning Area in the English Medium 2011-

2012 . )

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• Sentence structures/ patterns

- Use of conditional sentences

e.g. “If the disease is left untreated, the tooth may become loose and eventually fall off.”

- Use of the passive voice

e. g. “All nucleic acids are built up from similar repeating subunits called nucleotides.”

“Glycogen, starch, and cellulose are examples of polysaccharides.

They are made up of glucose molecules joining in different patterns.”

- Use of relative clauses

e.g. “Enzymes are important proteins that regulate almost all biochemical reactions that occur in cells.”

(Dr. Flora Kan. (2012). Session notes for Course for Secondary School Teachers on Teaching Personal, 10

Social & Humanities Education (PSHE) Key Learning Area in the English Medium 2011-2012 . )

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 Text structures

- With some fixed structures/ frameworks of presenting ideas

e.g. Introduction  Illustration under different sub-headings (with paragraphs and topic sentences)  Conclusion

 Text Purposes

- To introduce/ define a term/ concept

e.g. to define photosynthesis

- To explain the processes or development of something

e.g. to explain the water cycle

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Difficulties our students face

1. Abstract & complicated concepts (content)

2. Technical terms/ Vocabulary

3. Complex sentence structures

4. Different types of registers/ genres

 In both comprehension & production

 How can Reading and Writing Across the Curriculum

help alleviate these problems?

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From Reading to Writing Example 1

13

READING

To read a sequential explanation

WRITING

To write a narrative

Level: junior secondary

Theme / Topic: water cycle (IS)  water cycle (English) Genre: sequential explanation  story (narrative)

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Again, when we go through these suggested activities

Think from the teachers’ perspective:

-What is the activity design?

-What is the purpose of the activity?

-Is there any visible pedagogy to be used with this activity? What do I have to be

explicit?

-How to connect or apply this activity in my daily teaching?

Think from your students’ perspective:

-What do my students have to do?

-Is this activity at the right level for my students?

-How will my students respond to this activity?

Activity Design Purpose Visible pedagogy

Connection

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From Reading to Writing Example 2

15

READING

To read classification report

WRITING

To write a script

Level: junior secondary

Theme / Topic: classification (IS)  script for drama or readers’ theatre (English)

Genre: classification reports  script

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Discussion #1

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Debriefing Demonstration #1

17 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Discussion and reflection

 What do you think of the suggested activities?

 Have you identified any strategies / skills used?

 Do you think you can apply some of these strategies / skills? Why or why not?

Think from the teachers’

perspective:

-What is the activity design?

-What is the purpose of the activity?

-Is there any visible pedagogy to be used with this activity? What

do I have to be explicit?

-How to connect or apply this activity in my daily teaching?

Think from your students’ perspective:

-What do my students have to do?

-Is this activity at the right level for my

students?

-How will my students respond to this

activity?

Activity Design Purpose Visible pedagogy

Connection

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Let’s take a break!

19

 We’ll proceed to Session 3 after the break.

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Disclaimer

 The material developers and facilitators do not own the copyright of the text excerpts and videos used in this session.

Copyright is owned by the respective publishers credited

in the materials.

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Sources of texts

 Example 1 Text 1: “The Water Cycle” in “Mastering

Science, 1B” (pp. 85-86). Hong Kong: Oxford University Press. (2010).

 Example 1 Text 2: Adapted from “The Water Cycle” in

“Interactive Science, 1B” (p. 83). Hong Kong: Longman Hong Kong Education. (2010).

 Example 2 Text 1: “Classifying Living Things” in “Mastering Science, 1A” (pp. 82-88). Hong Kong: Oxford University Press. (2010).

 Example 2 Text 2: From

http://www.kidzone.ws/animals/animal_classes.htm

21 Materials developed by Dr. Tracy Cheung, with contributions from Prof.

Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Professional Development Programme 2016-2017:

Enriching and Extending Students’ Learning Experiences through Reading and Writing across the Curriculum at the Secondary Level

Session 3

Facilitators

Organized by the INSTEP, Faculty of Education, The University of Hong Kong and commissioned by the Education Bureau, The Government of the HKSAR

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PSHE is one of the 8 Key Learning Areas (KLAs) of the HK school curriculum 

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Overarching aim

The PSHE KLA aims to enable students to:

- understand themselves, society and the world at large

- maintain a healthy personal development

- contribute to the well-being of the family, the local community, the nation and the world as confident, informed and responsible persons

(from: http://www.edb.gov.hk/index.aspx?nodeID=2406&langno=1)

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Curriculum framework: key strands/ themes of PSHE

 schools develop their own curriculum

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How is PSHE realised in schools?

Subjects offered Primary education • General Studies Junior secondary

(S.1 – S.3)

• Economic and Public Affairs

• Religious Education

• Geography

• History

• Integrated Humanities

• Social Studies

• Civic Education

• Life and Society Senior secondary

(S.4 – S.6)

• Liberal Studies (Core subject)

• Economics

• Geography

• History

• Tourism and Hospitality Studies

• Ethics and Religious Studies

• Chinese History

Let’s

focus on

these

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Language features of humanities texts (General)

 Technical terms/ subject specific terminology

e.g. League of Nations, ceasefire, trade liberalisation, equilibrium, mantle, asthenosphere; eco-tourism

 Complicated noun phrases

e.g. “The reduction in production costs and the rise in productivity help enterprises become more competitive and earn more profits.”

e.g. “The development of medicine, natural sciences, space exploration, transport and communications was rapid in the 20

th

century.”

 Modality

e.g. “Earthquake-proof buildings should be constructed in order to prevent collapse.”

“Without his military service, Italian unity would not have been achieve.”

(adapted from: Dr. Flora Kan. (2012). Session notes for Course for Secondary School Teachers on Teaching Personal, Social & Humanities Education (PSHE) Key Learning Area in the English Medium 2011-

2012 . )

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• Sentence structures/ patterns

- Use of conditional sentences

e.g. “If/ When a market price is above the equilibrium price, quantity supplied will be greater than quantity demanded.”

- Use of the passive voice

e. g. “The independence of East Timor was maintained as a result”

“Chemical industries and oil storage should be located far away from residential areas.”

“It is suggested that in the next decade, the number of tourists of the following age groups will …”

- Use of relative clauses

e.g. “Enterprises outsource their production stages to countries and regions that can produce goods more efficiently or at a lower cost.”

(Dr. Flora Kan. (2012). Session notes for Course for Secondary School Teachers on Teaching Personal, 7

Social & Humanities Education (PSHE) Key Learning Area in the English Medium 2011-2012 . )

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 Text structures

- With some fixed structures/ frameworks of presenting ideas

e.g. Introduction  Illustration under different sub-headings (with paragraphs and topic sentences)  Conclusion

 Text Purposes

- To introduce/ define a term/ concept

e.g. to define market equilibrium & earthquakes

- To describe the processes or development of something

e.g. to describe the trends of tourism development

- To explain the causes of some phenomenon

e.g. to explain the causes of earthquakes

- To explain the effects of some phenomenon

e.g. to explain the effects of economic globalisation; to explain the effects of price floor/

price ceiling/ quota

- To express personal opinions on some issues

e.g. to evaluate the impact of globalisation; to evaluate the effectiveness of the UN

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Difficulties our students face

1. Abstract & complicated concepts (content)

2. Technical terms/ Vocabulary

3. Complex sentence structures

4. Different types of registers/ genres

 In both comprehension & production

 How can Reading and Writing Across the Curriculum

help alleviate these problems?

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From Reading to Writing Example 1

10

READING

To read an information report

WRITING

To write a letter to the editor

Level: junior secondary

Theme / Topic: land use (Geography)  land use (English) Genre: information report  letter to the editor

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Again, when we go through these suggested activities

Think from the teachers’ perspective:

-What is the activity design?

-What is the purpose of the activity?

-Is there any visible pedagogy to be used with this activity? What do I have to be

explicit?

-How to connect or apply this activity in my daily teaching?

Think from your students’ perspective:

-What do my students have to do?

-Is this activity at the right level for my students?

-How will my students respond to this activity?

Activity Design Purpose Visible pedagogy

Connection

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Applying the Reading to Writing Approach to an alternative module

For gifted students / senior form students

Outline of the alternative module:

 Reading

 Reading an information article

 Writing

 Writing “personal opinions”

 Speaking and listening

 “Drama-in-education”

12 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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From Reading to Writing Example 2

READING

To read descriptive text

WRITING

To write a recount

Level: junior secondary

Theme / Topic: historical buildings (History)  historical buildings (English)

Genre: descriptive text  recount

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Discussion #2

14 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Debriefing Demonstration #2

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Discussion and reflection

 What do you think of the suggested activities?

 Have you identified any strategies / skills used?

 Do you think you can apply some of these strategies / skills? Why or why not?

16

Think from the teachers’

perspective:

-What is the activity design?

-What is the purpose of the activity?

-Is there any visible pedagogy to be used with this activity? What

do I have to be explicit?

-How to connect or apply this activity in my daily teaching?

Think from your students’ perspective:

-What do my students have to do?

-Is this activity at the right level for my

students?

-How will my students respond to this

activity?

Activity Design Purpose Visible pedagogy

Connection

Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Let’s take a break!

 We’ll move on to Session 4 when you return.

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Disclaimer

The material developers and facilitators do not own the respective copyright of the extracts of texts and videos shown. The respective copyrights are owned by the

respective publishers credited in the materials.

18 Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

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Professional Development Programme 2016-2017:

Enriching and Extending Students’ Learning Experiences through Reading and Writing across the Curriculum at the Secondary Level

Session 4

Facilitators

Organized by the INSTEP, Faculty of Education, The University of Hong Kong and commissioned by the Education Bureau, The Government of the HKSAR

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Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

Mini practice (group discussion & presentation)

2

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Facilitating professional dialogues and reflection in the programme

Examples and demonstrations

Discussions and reflections

Action plans

Sharing and mini-presentations

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Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

Mini group presentation (Part A)

4

• First, form groups of 4-5.

• Next, work with your group mates and design a lesson outline to connect reading and writing.

 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.

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a suggested planning template to help you

brainstorm ideas

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Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

Mini group presentation (Part B)

6

• Continue to work with your group mates and brainstorm how are you going to implement or try out some of the strategies you learnt today.

 You have appropriately 15 minutes to design your action plan.

• Then, each group will have 5 minutes to present your action plan outline to group. Other participants please give constructive

feedback.

How are you going to implement some of the strategies?

What are you going to do next?

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a suggested action plan template to help you

brainstorm ideas

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Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

Summary of the Programme

8

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What we have discussed in the workshop

Session 1 to 3 will focus on the following issues:

An overview of students’ development of reading and writing skills at Key Stage 3

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

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

Session 4 will focus on the following issue(s):

Providing participants with opportunities to design appropriate tasks and activities to help students develop their skills in selecting, extracting, summarising and interpreting relevant information, ideas and views from multiple texts of different types, as well as a possible action plan for them to try out ideas they learnt in the workshop

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Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

Before we say goodbye…

10

Please complete and return the evaluation form.

We value your feedback and would like to learn from you

as well.

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Disclaimer

 The material developers and facilitators do not own the copyrights of the text excerpts shown. The respective copyrights are owned by the respective publishers

credited in the materials.

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Materials developed by Dr. Tracy Cheung, with contributions from Prof. Angel Lin, Dr. Lo Yuen Yi and Dr. Simon Chan © 2016

Source of texts

 Text(s) for the Session 4

 Example 1: Longman Elect JS3A Plus: A coursebook companion, Unit 2, pp. 10-13, 16-17

 Example 2: Oxford English 2A, Unit 3 Clean Up, pp. 47-51

& 63

 Example 3: Progress Now 2, Unit 6 reality TV, pp. 34-39 &

56-57

 Example 4: Star Summit 5A, pp. 12-16 & 30-34

 Example 5: Upstream, Intermediate, pp. 20-21 & 32-33

12

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