Programme, 2016 Professional Development

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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



• Let’s find out what we know about reading

• Go to

• Type in the pin: 46 19 48

• Answer the question:

What is reading?


Reading is not always easy even at the word level:


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



• 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


“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?


(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


- 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


Cartoons and comics


Fables and fairy tales

Personal recounts








Jokes and riddles




Tongue twisters Information










Personal descriptions

Picture dictionaries

Product information







Children’s encyclopaedias



Informational reports

Maps and legends

News reports



Weather reports

Exchanges Cards


Notes and messages

Personal letters



Formal letters

Telephone conversations

Procedural Texts




Recipes Explanatory




Explanations of how and why

Persuasive Texts






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


• 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)



Pearson Bug Club


Oxford Owl

Free Kids Books

Free Guided Reading



Voting and interactive


Mentimeter PingPong


Vote Everywhere





Templates / graphic organisers

Read Write Think

Class Tools






Reference Tools

Google translate Voki

Google images


learnersdictionary .com





Twitter 2.0


Blogger Facebook




Creative tools



Story Jumper

Explain Everything

Puppet Pals 2




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 (

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



• 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


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




Self-monitoring / Active reading

• As you read, type in any words you do not know or questions you have.



Skimming and scanning

• Go to

• Enter the game pin and choose a nickname

• Use the book to find the answers



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




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 Any Questions?




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.

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.


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




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