Reading for Breadth and Depth

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Reading across the Curriculum:

Reading for Breadth and Depth

Regional NET Coordinating Team

Native-speaking English Teacher (NET) Section

Collaborative Research and Development (“Seed”) Projects for the 2020/21 School Year

(Project code: NT0920)


Contents Why reading across the curriculum (RaC) in the English Language classroom

● What a target project unit looks like

● Our support model

● Application procedures



Why RaC

in the English Language classroom


Common phenomena

● Inadequate practice to make connection between learning and life experiences/global issues

● Reading experience limited to the textbook

● Reading for surface meaning instead of deeper understanding of text

● Not aware of how readers might be influenced by a text

● Perception of English as an academic subject rather than a tool to access other subjects

● Motivation to read mostly extrinsic or instrumental, rather than intrinsic




Our approach

to motivate students to read more and

read deeper

with critical eyes to explore topics and understand issues e-6f5e-4537-a265-a9c25ddfd158 /655bb1a5-a806-4532-8f2b-7dccb9904365


Project objectives

● enhance English teachers’ understanding of RaC and ability to integrate it into the school-based curriculum

● develop teachers’ ability to identify, select and use appropriate print and non-print texts of a variety of text types and themes to enhance students’ motivation and confidence in English language learning

● sharpen teachers’ skills in scaffolding their students’ reading, viewing, analysing and responding skills development;

● expand teachers’ ability to design suitable learning, teaching and assessment activities to support students’ reading skills development and to engage them in appreciating the value of cross-curricular reading

● develop teachers’ ability to identify opportunities for students to connect their learning

in English lessons (e.g. reading strategies and knowledge of topics) to their experiences

in real life or learning in other KLAs



What a target project unit looks like

(A unit being co-developed with

an RaC “Seed” project school in the 2019/20 school year)


Features of a project unit

● Content and language links with other KLAs

● Immediacy of topic in students’ daily life

● Multiple texts - (textbook passages and) authentic, varied text types, multimodality

● Development of reading skills and strategies

● Strategies that hook students’ interest in reading, e.g. questioning the text, setting purpose of reading and exploring different perspectives on a topic

● Student products for assessment


Choice of topic and selection of reading texts


English textbook: New Treasure Plus 2A Module: Humans and the environment Unit 3: Save our planet!

Springs from any passage in the SoW

that relates to the module Links to topics the

students have learnt in other KLAs

Little or no technical

content Immediacy in

the students’ life experiences



Content or perspectives not


At the students’

reading levels

Reading texts

Present different perspectives on

an issue

Contains language focuses prominent

in other KLAs



e.g. Single-use plastics

Focus question

e.g. What is the global impact of single-use plastics?

Carefully selected and well sequenced authentic textswith cross-curricular content and language links

Content links, e.g.

How plastic pollution causes air pollution

Why recycling might not be a solution for plastic pollution

Language links, e.g.

Text type, e.g. infographics

Grammar items

Language functions

Lesson objectives (Language / Skills / Values & attitudes)


Assessmentof / for / as learning

Gradual release of responsibility Multiple readings

of text

Assessment tasks, e.g.

(1) Create an infographic.

Unit framework


1 Text

2 Text

3 Texts

Text 4



Pre-project learning activity: Single-use plastic tally


● To draw students’ attention to the waste from their use of single-use plastics

● To provide data for students to create infographics in a later stage of the unit after they have learned the text type for assessment purpose

Language focus:

● Vocabulary of single-use plastics

● I used/threw away/threw out/ditched…


Texts to be used - Example 1

Plastic Pollution - YouTube Purpose:

- To provide background knowledge of the topic - To ‘hook’ students’ interest

- To set the purpose of reading other texts in a later stage of the unit

- To expose students to a video infographic

Major learning activity:

- EDpuzzle (flipping the classroom) s/89efb2c5-a667-4528-85de-2a84af7508e3


Texts to be used - Example 2



● To provide background knowledge of the topic

● To teach how to read information texts by understanding text structure and paragraph construction

● To provide opportunities for students to practise the language focus learned in previous lessons

Major learning activity:

● Jigsaw reading s/89efb2c5-a667-4528-85de-2a84af7508e3

The “Five R’s” for Fighting Plastic Pollution at: -rs-fighting-plastic-pollution/

Adapted texts of The “Five R’s” for Fighting Plastic Pollution at the students’ reading levels


Texts to be used - Example 3


● To connect classroom learning to students’ life experiences

● To provide opportunities for students to (i) practise the language focus learned in previous lessons, and (ii) connect learning activities to their life experiences

Major learning activities:

● Jigsaw reading (Note-taking and oral presentation)

● Think-pair-share (Commenting on info and ideas in the text with reference to own situation) s/89efb2c5-a667-4528-85de-2a84af7508e3

Five ways to live a life with less plastic waste in Hong Kong

(Young Post online) kong/article/104384/five-ways-live-life-less-plastic-



Texts to be used - Example 4



● To teach how to read and create infographics

● To provide opportunities for students to (i) make text-to-text connections, and (ii) consolidate the topic-related content learned in previous lessons c5-a667-4528-85de-2a84af7508e3

Infographics A sample at: mages/uploaded_images/7-one-swap- items.jpg

Major learning activities:

● Puzzle (cut-ups of the sample infographic) and guided

practice of reading infographics

● Creating infographics using the data collected from the pre- project activity


Main assessment tasks - An example that caters for learner diversity

Creating an infographic

Option Mode of


Language skills involved

A - Create an infographic using the data from the pre-project activity:

Single-use plastic tally

Print ● Interpret raw data to design an infographic

B - Same as the above, except that the Infographic is in the video format

Non-print (Video) ● Interpret raw data to design an infographic

● Plan a storyboard, write a script and voice over

C - Create an infographic poster using the information in the video ‘Plastic Pollution’

Print ● Synthesise information in the video to design an infographic



Our support model


Personnel Involved in the RaC ‘’Seed’’ Project

1 - 2 Support Officer(s) from the Regional NET

Coordinating Team

Project Teachers English teachers

- Project Coordinator

- English teacher(s) of the project class(es)

Non-English teachers - Optional

Support from the senior management of the school


Gradual release of responsibility

Support officer’s responsibility

Project teacher responsibility

“I do it.”

“We do it.”

“You do it.”

“You do it alone.”







Schools that we are looking for

- Partners, not service recipients - Curriculum flexibility

- Committed project teachers amenable to new ideas and pedagogical suggestions

- Students with basic reading competency

- Sustainability



Application procedures


Important dates 9 Mar 2020 ● Deadline of application

EDB Circular Memorandum No. 6/2020 (Appendix A(25)) 6E.pdf

(Application Form with a school proposal) Mar - May 2020 ● Project briefing if needed

● Vetting visit (Meeting and class visit(s)) June 2020 Announcement of application results

Enquiries General (Life-wide Learning Section)

Ms Christy NG Tel: 2892 5824


Project-related (NET Section) Ms Eva CHIU

Tel: 3549 8359





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