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Enhancing the Progressive Development of Reading Skills from KS2 to KS3

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Enhancing the Progressive Development of Reading Skills from KS2 to KS3

English Language Education Section Curriculum Development Institute

Education Bureau

(2)

KS2

Construct meaning from texts and locate information and ideas

KS3

Progressing in the Development of Reading Skills from KS2 to KS3

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

knowledge of the world

Understand intention, attitudes and feelings conveyed in a text

Recognise the features of a variety of text types

Understand, interpret and analyse different written texts

Make use of knowledge of the world to make sense of the written text

Skim and scan a text to obtain the main ideas and locate specific information

Acquire, extract and organise information relevant to specific tasks

Understand different feelings, views and attitudes

Identify implied meanings through inferencing

Re-read the text to establish and confirm meaning Recognise recurrent patterns in language

structure

Understand the use of discourse markers

Understand how sentences and parts of a sentence relate to each other

(3)

KS1

KS2

Teaching Strategies for Reading

(4)

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 fea tures and

benefit s

(5)

Independent Reading

• 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 featu res

and

bene fits

(6)

Sharing by Ms Candy Lui HKFYG

Lee Shau Kee Primary School

(7)

Contents

 Objectives of the Seed Project on

Enhancing the Implementation of the Reading Workshops at KS2

 Sharing of tryout experiences -

Using strategic scaffolding, questioning

and prompting to help pupils progress in the development of reading skills and strategies

 Impact on pupil learning

(8)

Objectives of the Seed Project on Enhancing the Implementation of the Reading Workshops at KS2



To help pupils progress in the development of reading skills and strategies



To widen pupils’ exposure to a variety of text types, including both narrative and information texts



To help pupils develop critical thinking skills and creativity



To promote reading across the curriculum



To enhance the interface between the primary and

secondary levels

(9)

Sharing of Tryout Experiences in

Implementing Reading Workshops at KS2

Using strategic scaffolding, questioning and prompting to help pupils progress in the development

of reading skills and strategies

(10)

Selection criteria:

• relevant topic

• level of difficulty

• variety of text types

• linkage between the texts

Reading materials

Information Text (Exposition)

Explanatory Text

(Explanations of how and why)

Narrative Text (Story & Journal) Information Text

G.E. Programme Reading Workshops

Theme: Understanding Technology and Inventions

Book 1:

The Butcher, the Baker…

Book 2:

Nature and Human Inventions

Book 3:

Milo’s Great Invention A website

about Octopus

cards

(11)

Theme: Understanding Technology and Inventions

Q: Why is Milo’s invention great?

Q: What can we learn from inventors?

Focus Questions

Q: How did technology change the way people worked in history?

Q: What inventions were important to people in history and why?

Q: What can

inventors learn from nature?

Q: How do human inventions work like animal body parts?

Q: What small invention is important to people in HK?

Q: What are the uses of an Octopus card?

Q: How does

technology change the way we live?

Book 1:

The Butcher, the Baker…

Book 2:

Nature and Human Inventions

Book 3:

Milo’s Great Invention A website

about Octopus

cards

(12)

Supported Reading

Supported Reading &

Independent Reading

Supported Reading &

Independent Reading

Acquire vocabulary and language structures

Develop basic concepts (Impact of technology

on people’s everyday life)

Compare and contrast ideas

Analyse and apply ideas / information

Evaluate the process and the product of an invention

Reflect on and appreciate the qualities of an inventor

Supported Reading

Theme: Understanding Technology and Inventions

Connect what is read and already known (Impact of technology

on people’s work)

Integrate information

G.E. Text A website about Octopus

cards

Book 1:

The Butcher, the Baker…

Book 2:

Nature and Human Inventions

Book 3:

Milo’s Great

Invention

(13)

Q: How did technology change the way people worked in history?

Q: What inventions were important to people in history and why?

Theme: Understanding Technology and Inventions

Book 1:

The Butcher, the Baker…

(14)

The Butcher, the Baker…

(Supported Reading)

Reading Skills and Strategies

• Use the chapter snapshots to find out the key messages of each chapter

• Identify recurrent use of time phrases to understand a text about history

• Distinguish the main ideas from supporting details

• Extract and organise information by using graphic organisers to facilitate comparison

• Re-read the text to develop broader concepts

Some highlights

Book 1:

The Butcher,

the Baker…

(15)

Where should I begin?

Use the chapter snapshots to find out the key messages of each chapter

Make effective use of the reading tools – use Chapter Snapshots to find out the key message of Chapter 4

Q: How did technology change the way people worked in history?

Over the years, technology has helped the way people work ...

Key message from Chapter : Snapshots

Introduce a visual timeline to develop the concept of changes over time

Over the years,

The Butcher,

the Baker…

Contents Page

Chapter Snapshots

Pupil

(16)

Q: How did technology change the way people worked in history ?

4 How Technology Has Helped Us

As time went by...

……….

……….

……….

P.16

At first………

………

……….. Over time..

………

………

……….

P.17

Years ago……….

……….

When machines were invented,...

………

Today………

………

……….

P.18

………..

………..

Over the years…..

………..

………..

………..

………..

……..

P.22

Many things happened in history. How can I find out the changes technology has brought to people?

Identify recurrent use of time phrases to understand a text about history

Teacher

Use questioning and prompting to guide pupils

to identify recurrent use of time phrases in a text about history Over the years, technology has helped the way people work ...

What are the key messages in Chapter 4?

What words can help you know about changes over the years?

Do you see any words about time?

Let me try.

Yes! I see words about time like,

‘as time went by’,

‘at first’ and many others.

The Butcher,

the Baker…

Pupil

Pupil

(17)

Distinguish the main ideas from supporting details

Industry

Years ago, ………. such as ………..

……….…….…… When machines were invented, ………..

………..

Today, ……….. such as ………

………..

………...

………..

P.18

Q: How did technology change the way people worked in history ?

examples main idea

examples main idea

Use prompting to guide pupils

to distinguish the main ideas from supporting details

The Butcher,

the Baker…

•What happened years ago?

•What happened when machines were invented?

•What happens today?

Look for key words and find out the main ideas. Which words can help you find examples to show the main ideas?

Teacher

(18)

The making of things was done in people’s houses.

Factories began to appear.

We have many industries.

When machines were invented

Years ago Today

Organise information by using graphic organisers to facilitate comparison

Q: How did technology change the way people worked in history ?

Now write down the main ideas in the table and compare things that

happened at different times.

What changes has technology brought to work?

Industry

Years ago, the making of things ………...

...was done in people’s houses. When machines were invented, factories began to appear. …………...

……….

Today, we have many industries...

………...

………...

………

P.18

Guide pupils to organise information using a table to facilitate comparison

The Butcher,

the Baker…

Teacher

(19)

Re-read the text to develop broader concepts

Q: How did technology change the way people worked in history?

As time went by At first Over time

The farms

…………..

………

………

…………...

……...

………

………

were invented

Years ago When machines Today

………

……….

…….. in people’s houses.

Factories ……...

………….

……… many industries.

Extend questioning to guide pupils

to construct new meaning through critical re-reading Read the notes in the table again to discuss

what improvement technology has brought.

Has technology brought changes to people worked over the years?

Let me re-read the notes in the table.

Yes. People worked from the farms to industries.

Then, has technology changed the way people worked over the years?

Let me re-read …

Yes. I learn that people’s work has become easier, more convenient, more efficient …

The Butcher,

the Baker…

Pupil Teacher

(20)

Q: What can inventors learn from nature?

Q: How do human inventions work like animal body parts?

Theme: Understanding Technology and Inventions

Book 2:

Nature and Human Inventions

(21)

Nature and Human Inventions

(Supported Reading &

Independent Reading)

Reading Skills and Strategies

• Connect different parts of the book to understand the writer’s key messages

• Compare how animals use the body parts and how humans use inventions

Some highlights

Book 2:

Nature and

Human

Inventions

(22)

Title Contents Page Introductory Chapter

Nature and Human Inventions

………

………

………

………

……

From the Introductory Chapter, I understand that animals have special body parts that help them togrip,keep safe,move fast and find food.

From the Introductory Chapter, I understand that humans also need to do these things –grip,keep safe, move fast andfind food.

So?

Humans make inventions that work like animal body parts.

Q: How do human inventions work like animal body parts?

Connect different parts of the book to understand the writer’s key messages

Book 2:

Nature and Human Inventions

Book 2:

Nature and Human Inventions

Nature and Human Inventions

Contents

Nature ………

How………

How………..

………

………

………

………

……

Guide pupils to use different parts of the book, the layout and graphics, to connect ideas and construct meaning

(23)

Q: How do human inventions work like animal body parts?

Animal body parts

How animals use their body parts

Human inventions

How humans use their inventions

Ch 2 Limpet - suction foot

Suction cups

Ch 3 Tortoise - shells Helmets

Ch 4 Ch 5

Prompting

What do animals do with the special body parts?

What do humans do with the inventions?

Compare how animals use the body parts and how humans use inventions

hold on………

……….

pull its head ……….

………

put glass windows………..

……….

……

protect ……..

Book 2:

Nature and Human Inventions

Guide pupils to

• look for action words to understand how animals use the body parts and how humans use inventions

• construct a table to make comparison

Encourage pupils to apply the reading strategies acquired to read other chapters independently

(24)

Q: Why is Milo’s invention great?

Q: What can we learn from inventors?

Theme: Understanding Technology and Inventions

Book 3:

Milo’s Great Invention

(25)

Milo’s Great Invention

(Supported Reading &

Independent Reading)

Reading Skills and Strategies

• Use the features of a story to establish a purpose for reading

• Infer the writer’s key message by evaluating how the character solved his problem

• Read the text independently from different perspectives to confirm meaning and reinforce the writer’s message

Some highlights

Book 3:

Milo’s Great

Invention

(26)

Beginning

Middle

Ending

Milo’s problem:

Milo’s solution Mom’s solutions

What did Milo do to solve his problem?

Milo didn’t love peas.

He needed to get rid of peas

.

Milo invented ‘Peas-Be-Gone’.

?

Use the features of a story to establish a purpose for reading

Q: Why is Milo’s invention great?

Milo’s mom suggested:

(1) just say ‘I don’t like peas’

(2) put peas in mashed potatoes

Milo’s Great Invention

p.3

Milo’s Great Invention

p.24

Book 3:

Milo’s Great Invention

Guide pupils to read purposefully using the text type features of a story

(27)

stared at the peas   

hid the peas in shirt pocket

  

would invent a machine to get rid of peas

  

would start working on the machine

  

got the peas off the plate   

fed the peas to the dog   

cut a hole in the table   

thought of a way to get rid

of peas   

Prompting

Use strategic scaffolding and prompting to guide pupils

to evaluate how the character solved his problem to find out the writer’s key message

How many ways did he try? How many ways did he think aboutgetting rid of peas?

How many times did he fail?

Infer the writer’s key message by

evaluating how the character solved his problem

Q: Why is Milo’s invention great?

What does the writer want to tell us?

Book 3:

Milo’s Great Invention

Sept 25 Journal

Milo’s Great Invention

p.4

Milo’s Great Invention

p.5

Sept 26 Journal

Milo’s Great Invention

p.8

Milo’s Great Invention

p.9

Good Poor

Good Poor

(28)

Read the text independently from different perspectives to confirm meaning and reinforce the writer’s message

Writer’s perspective Milo’s perspective

With teacher’s help, we have already read Milo’s journals to understand how Milo

invented his machine.

Now read Milo’s story of invention told by the writer on your own.

•What steps did Milo take to solve his problem?

•What did these actions tell us about making inventions?

•Is it easy to make an invention? Why?

•What can we learn from inventors?

Set reading tasks to require pupils

to read independently to confirm meaning and reinforce the writer’s message

Supported Reading

Independent Reading

Q: What can we learn from inventors?

Book 3:

Milo’s Great Invention

Pupil

Teacher

Teacher

(29)

Impact on pupil learning

Pupils are exposed to different text types, including both information texts and narrative texts

Pupils have gained knowledge about the features of different text types (e.g. exposition, explanation, story, journal)

Pupils are more able to apply a broader range of reading skills and strategies to handle different text types (e.g. making

effective use of different reading tools, distinguishing main ideas from supporting details, making inferences,

organising information using graphic organisers)

Pupils are more ready to give a critical response to the book content

Pupils are more confident and interested in reading English

books, including information texts

(30)

參考文獻

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