Professional Development Programme, 2016
Enhancing KS2 Students’ Reading Experiences through Incorporating e- Learning into the School-based English
Language Curriculum
Benjamin Moorhouse
English Language Education Division,
Faculty of Education, The University of Hong Kong
Workshop Objectives
• 1) Developing effective teaching strategies for reading across key stage of learning
• 2) Enhancing learning and teaching of fiction and non-fiction through the use of Supported Reading as a teaching strategy and e-Learning resources
• 3) Exploring e-Learning resources that can be used at different stages of reading – pre-
reading, while-reading and post-reading
The Rundown
1. Development of reading skills and an
effective strategy for reading – Supported Reading
2. The role of e-Learning resources in teaching reading
3. Integrating the use of e-Learning resources into a supported reading lesson
4. Hands-on: Exploring tools and apps we can
use with fiction and non-fiction
Reading
• Let’s find out what we know about reading
• Go to govote.at
• Type in the pin: 46 19 48
• Answer the question:
What is reading?
Reading is not always easy even at the word level:
ghoti
If the ‘gh’ sound in enough is pronounced “f” /f/
and the ‘o’ in women makes the short ‘i’ /i/
sound and the ‘ti’ in nation’ is pronounce ‘sh’ /ʃ/
then it is pounced
fish
• What is this word? slithy
• What do we do when we come across a word
we don’t understand?
1. To read a text on our own and not get
frustrated we need to know…. of the text.
• a) 95%-100% b) 90%-94% c) 85%-89%
2. With support we need to know…. of the text.
• a) 95%-100% b) 90%-94% c) 85%-89%
Go to govote.at
“Reading is much more than the decoding of black marks upon a page; it is the quest for meaning and one which requires the
reader to be an active
participant ” (Cox, 1991, p.133)
• What do we do when we try to read an unfamiliar text?
• What do we know about this text already? How do we know this?
JABBERWOCKY Lewis Carroll
(from Through the Looking-Glass and What Alice Found There, 1872)
`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.
…
P.26, CDC, 2004
Reading Strategies
Reading Strategies
• Inferring
• Previewing
• Identifying genre
• Having a purpose
• Reading actively
• Skimming
• Reading for detail
• Scanning
• Using background knowledge
• Identifying style and purpose
• Inferring unknown vocabulary
Adapted from Nunan, 1999
KS2 KS1
The Development of Reading
• What is the difference between teaching reading at KS1 and KS2?
• How do the learners change?
• How does the focus change?
• How does our role change?
• Students’ interests change
• Students have more experiences and knowledge to draw on when reading
• Students gain more exposure to different types of texts in L1 and L2
• Students grow more independent and self- directed
• Students develop more skills and strategies to help them tackle words and texts
• Shift from ‘learning to read’ to ‘reading to learn’
The Development of Reading
The Development of Reading
KS1 KS2
- Recognise some high frequency words
- Decode words by using knowledge of letter-sound relationship
- Follow predictable texts by
recognising the repeated use of sentence patterns
- Locate specific information by
recognising simple formats and key words
- Follow ideas by understanding simple cohesive devices
- Identify characters, setting and sequence of events in stories
- Make predictions about the content
- Work out the meaning of words and phrases by using knowledge of word formation,
semantic and syntactic clues
- Locate specific information by recognising simple text structures
- Locate details that support the main ideas from different parts of a text
- Identify main ideas and some supporting details explicitly stated in the text
- Make predictions about the likely
development of the text by identifying key words
- Follow ideas by recognising simple text structures and cohesive devices
- Infer information, ideas and feelings by using clues in close proximity
- Infer feelings of characters - Distinguish facts from opinions
(CDC, 2004)
Teacher input
Learner input Today’s focus
P.A29, CDC, 2004
The Development of Reading
Supported Reading
• Purpose is to practise reading strategies that have been modelled in shared reading
• Practise learning to read and experience reading to learn
• Read, talk and think way through the text
• Develop an awareness of styles, structures,
and organisation of particular text types
Teacher’s Role
• Provide scaffolding to the learners as they use their reading strategies and previous knowledge to
understand the meaning of texts
– Introducing the text
– Remind students of specific reading strategies
– Draw learners’ attention to specific features of the text – Prompt, coach and question learners to guide learners to
construct meaning from the text
• Semantic, syntactic, graphophonic
– Extend the text through follow-up activities that create
links to other text, develop creative and critical thinking
– Create a positive environment
17 Categories of
Text Types∗
Examples of Text Types for Key Stage 1
Additional Examples of Text Types for Key Stage 2 Narrative
Texts
∗ Cartoons and comics
∗ Diaries
∗ Fables and fairy tales
∗ Personal recounts
∗ Poems
∗ Rhymes
∗ Songs
∗ Stories
∗ Accounts
∗ Autobiographies
∗ Biographies
∗ Jokes and riddles
∗ Journals
∗ Myths
∗ Plays
∗ Tongue twisters Information
Texts
∗ Charts
∗ Coupons
∗ Expositions
∗ Labels
∗ Leaflets
∗ Lists
∗ Menus
∗ Notices
∗ Personal descriptions
∗ Picture dictionaries
∗ Product information
∗ Rules
∗ Signs
∗ Tables
∗ Time-tables
∗ Announcements
∗ Catalogues
∗ Children’s encyclopaedias
∗ Dictionaries
∗ Directories
∗ Informational reports
∗ Maps and legends
∗ News reports
∗ Pamphlets
∗ Questionnaires
∗ Weather reports
Exchanges ∗ Cards
∗ Conversations
∗ Notes and messages
∗ Personal letters
∗ Postcards
∗ E-mails
∗ Formal letters
∗ Telephone conversations
Procedural Texts
∗ Directions
∗ Instructions
∗ Procedures
∗ Recipes Explanatory
Texts
∗ Captions
∗ Illustrations
∗ Explanations of how and why
Persuasive Texts
∗ Advertisements
∗ Posters
∗ Brochures
∗ Discussions
∗ Expositions
∗ The sequence of the categories of text types presented here is not a prescriptive one to be followed strictly for learning and teaching .
CDC, 2004, p.25
What is our students’ experience of reading inside and outside of school? How are they different?
Inside Outside
• Teacher selected
• Selected for language learning
• Often followed up with comprehension activities
• Need to read even if they find the text boring or don’t like it
• Often textbook based
• Inauthentic reading experience
• Student selected
• Selected based on students’ own interest
• Usually no follow-up
• Stop reading if they get bored or don’t like the book
• Wide range of sources –
newspapers, magazines, notices, story books, games, on-line
resources
• Authentic reading experience
e-Learning and Reading
• What feelings come into our minds when we think about e-learning in the classrooms?
• How do we think our students will react?
• Who has tried using e-Learning
in your reading lessons?
• Why do we need e-Learning in the English primary classroom?
• Equip students with the skills they need for today and the future
• Bridge the home school divide
• E-learning can be motivating, engaging, interesting
• Cater for diversity
• Develop creativity
“Digital Disneyland” (Smith, 2013)
E-
books
Pearson Bug Club
PEER
Starfall.com
Oxford Owl
Free Kids Books
Free Guided Reading
Others…
Voting and interactive
tools
Mentimeter PingPong
Kahoot
Vote Everywhere
Zeetings
Socrative
Others…
Templates / graphic organisers
Read Write Think
Class Tools
Educreations
bubble.us
Coogle
Popplet
Others…
Reference Tools
Google translate Voki
Google images
Flikr
learnersdictionary .com
Wolfra-Alpha
Others…
Web
Twitter 2.0
Youtube
Blogger Facebook
Edmodo
Others…
Creative tools
Toondoo
Makebeliefs
Story Jumper
Explain Everything
Puppet Pals 2
Glogster
Others…
Something to think about before we continue:
“Probably the most important point to make is that any use of technology needs to be
integrated into your lessons, and it needs to
support your language aims. There is clearly no point in using technology for technology’s sake.
Unless it enhances the lesson in some way, don’t
use it.” (Hockley, 2015)
How can we use these tools to enrich our KS2 reading classrooms?
Topic: Fiction Vs Non-fiction
What differences are there between fiction and non- fiction texts?
In groups brainstorm the differences.
How would we ‘traditionally’ teach the difference between
fiction and non-fiction texts?
• Let’s look at three different e-Learning tools we can use to enhance interaction, critical thinking skills and language learning
1)Youtube video
1)Interactive Venn Diagram (classroomtools.net)
2)Kahoot Quiz
• What is the benefit of these different
approaches? Which one do you think would be more effective with KS2 learners? Why?
• Why might they be better or worse than traditional approaches?
• What do we have to think about when we are
selecting e-Learning resources?
Think about…
• Different e-Learning resources depending on the type of text and skills we want to focus on
• Different e-Learning resources depending on the interests of the learners
• Different e-Learning resources depending on the age, ability and readiness of the learner
• Different e-Learning resources depending on the readiness of the teacher
• Different e-Learning resources depending on
the school’s technology infrastructure
e-Learning and Supported reading
• The stages of Supported Reading
–Pre reading
–Reading the text
–Post reading
Pre-reading
• Setting the scene
• Activate the learners schema on the topic, genre etc. This will engage the students, activate their prior knowledge and prepare them for reading the text.
• Book Introduction
• The teacher asks questions about:
- the features of the cover - Title, author, illustrator - the illustrations
- look at the content page, blurb etc.
• Strategy Checking
– The teacher reminds students of different strategies they have been working on that can support them when reading
e-Learning and Pre-reading
• Readwritethink
• Mentimeter
Other options: Ping Pong, Class tools, Everywhere vote
Activate the students’ schema on the genre and topic:
Reading the Text
• Students get the opportunity to read the book
• Teacher monitors the students’ reading
• Students can be asked to read the whole book or part of the book
– In supported reading this is usually done silently
• The teacher supports by coaching, providing prompts and questions
• Time can be given for students to discuss the
book and ask questions
e-Learning and Reading the Text
• Researching unknown vocabulary / checking inferring of vocabulary is correct
Other options: Merriam-Webster’s Learner’s Dictionary / Google Translate / Flickr
WolframAlpha
Google images
Search for the following words from the book using Wolfram-Alpha and /or
Google images:
• P.6 Mongoose / Africa / Asia / paws
• P.9 terrific / burrow
• P.10 grubs
• P.13 claws
• P.22 snuggle
• P.27 hiss
Other options: Merriam-Webster’s Learner’s Dictionary / Google Translate / Flickr
• Self-monitoring / Active reading
• Skimming / Scanning
Mentimeter
Kahoot
Self-monitoring / Active reading
• As you read, type in any words you do not know or questions you have.
Mentimeter
Skimming and scanning
• Go to Kahoot.it
• Enter the game pin and choose a nickname
• Use the book to find the answers
Kahoot
Returning to the text
The teacher may:
• Ask comprehension questions about the book to check understanding
• Refer to certain pages and discuss the content
• Briefly reteach specific skills
• Focus on summarizing skill
Responding to the text
Students are encouraged to share their personal responses. This could be through a discussion or follow-up task
• Verbal responses
• Written responses
• Image responses
Analyzing the text
Find key words, target HFWs, target sounds, patterns, teaching focus
Post Reading
• Reading Comprehension
• Summarising
e-Learning and Reading the Text
Mentimeter
Kahoot
Hands-on: Reading Responses
• Each group will get one of the following e-
Learning resources to explore. Think about how you could utilize it in the supported reading of the book, Meerkats.
• Share with the group, how to use the resource
and possible ways it could be integrated into a
supported reading lesson of the book, Meerkats
Q and A
Go to govote.at Any Questions?
Mentimeter
References
• Curriculum Development Council. (2004). English Language Curriculum Guide:
Primary one to six. Author: HKSAR.
• Daniel. N. & Hughes, J. (2013). The e-Learning Handbook for Primary School Teachers. http://taccle2.eu
• Graham, J. & Kell, A. (2000). Reading Under Control: Teaching reading in the primary School. London: Routledge
• Hockley, N. (2015). Five things you always wanted to know about technology and young learners (but were too afraid to ask). English Teaching Professional: 97 (p.
66).
• Lanir, L. (2012). Ebooks and Digital Reading. Modern English Teacher: Vol21:4 (p.34-37)
• Moorhouse, B. (Forthcoming). Increasing in-class participation with online tools.
Teacher Trainer Journal
• Moorhouse, B. (2016). iPads. Learning tools or toys? Modern English Teacher.
Vol25:2 (p.27-28)
• Nunnan, D. (1999). Second Language Teaching and Learning: Heinle & Heinle
