Enhancing the Progressive Development of Reading Skills from KS2 to KS3
English Language Education Section Curriculum Development Institute
Education Bureau
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
KS1
KS2
Teaching Strategies for Reading
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
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
Sharing by Ms Candy Lui HKFYG
Lee Shau Kee Primary School
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
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
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
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
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
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
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…
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…
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
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
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
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
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
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
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
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
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
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
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
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
• 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
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