Making the Most of MiniMuM ResouRces in Reading WoRkshops
English Language Education Section Curriculum Development Institute
Education Bureau
3 May 2014
objectives
To enhance teachers’ awareness of the
resources, both print and non-print materials, available for adoption in Reading Workshops
To explore effective teaching strategies for
optimising the available resources to enhance students’ interest in learning English and their learning effectiveness
2
activity 1
In your group, please discuss the following:
What are the
resources available for adoption
in your
Reading Workshops?
What are your favourite
teaching strategies in your
Reading Workshops?
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coMponents of a school-based english language cuRRiculuM
60%
of English lesson time
40%
of English lesson time
4
40% on
Reading Workshops!
A MUST?
Students’
Reading Skills Development
consideRations in planning
school-based Reading WoRkshops
Key Stage 1 Key Stage 2
Understand the basic conventions of written English
sight read common, phonically irregular words, e.g. are, a, you
recognise beginning and end of sentences
use phonological strategies to decode words, e.g. identifying the onsets and rimes
…
sight read a wide range of common, phonically irregular words, e.g. have, said, was
use knowledge of basic letter-sound relationship to read aloud a variety of simple texts
Construct meaning from texts
guess the meaning of unfamiliar words by using contextual or pictorial clues
understand the information provided on the book cover
recognise the format & language features of common text types, e.g. signs, stories
make predictions about stories, characters, topics of interest
…
use known parts of words or word
association to work out the meaning of unknown parts, e.g. happy/unhappy
recognise recurrent patterns in
language structure, e.g. word order
recognise the format & language
features of a variety of text types, e.g.
journals, letters, menus, reports
… Locate information and ideas
scan a text to locate specific information by using strategies, e.g. looking at repeated words, italics
…
identify details that support the gist or main ideas
…
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five teaching stRategies foR Reading
S tor yte lli ng Sha re d Re ad in g Re ad in g Al ou d S uppo rt ed Re ad in g In dep en den t Re ad in g
KS1
KS2
English Language Curriculum Guide (Primary 1-6), p. A29 8
use of five teaching stRategies foR Reading
available Reading pRogRaMMes at pRiMaRy level
1. EDB NET Section
- Primary Literacy Programme – Reading and Writing (PLP-R/W)(KS1)
- Key Stage 2 Integration Programme (KIP) (KS2) 2. CECES –
The Big Book Approach 3. Read Write Inc.
4. …
School-based
Reading Programmes
school-based Reading pRogRaMMes
Do you use real books with a variety of text types?
Do you choose books of different text types under the same theme?
ouR obseRvation and conceRns
11
Primary students’ interest in reading increased
Successful implementation of KS1 reading programmes
Development of basic reading skills at KS1
Adopting KS1 reading programmes with little thoughts to students’ reading skills development
Reading skills development in KS1 not well sustained in KS2
Uncertainty about how to maximise
existing reading resources
leaRning pRogRession fRaMeWoRk foR Reading
LPF
Identifying students’
strengths & weaknesses
Setting learning objectives
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leaRning outcoMes in Reading
Depth of processing
Range and application of
reading strategies Text complexity
Abstractness
Organisation
Density of information
Level 1 Level 5 Level 8
pRogRession in Reading (1)
Understanding information and ideas
in some short, simple texts,
using some reading
strategies as appropriate
using & integrating a small range of reading strategies as appropriate in a range of texts with some degree of complexity,
Understanding, inferring and interpreting
information, ideas, feelings and
opinions Understanding
and inferring
information, ideas, feelings and
opinions
using and
integrating a range of reading strategies as appropriate
in complex texts,
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Level 1 Level 5 Level 8
Understanding information and ideas
in some short, simple texts,
using some reading
strategies as appropriate
using & integrating a small range of reading strategies as appropriate in a range of texts with some degree of complexity,
Understanding, inferring and interpreting
information, ideas, feelings and
opinions Understanding
and inferring
information, ideas, feelings and
opinions
using and
integrating a range of reading strategies as appropriate
Depth of processing
Text complexity
Range &
application of reading strategies
pRogRession in Reading (2)
in complex texts,
designing Reading activities
Setting appropriate questions,
conducting reading activities and providing feedback
on students’
performance
LPF Consolidating
and
developing students’
reading skills and strategies
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use of books With a single copy
The Giving Tree
Shel Silverstein (1964) USA: Harper Collins ISBN: 0-06-025666-4
Reading
Aloud
use of books With a single copy
The Little Red Hen
(1989) New York: Addison- Wesley Publishing Company ISBN: 0-201-19364-7
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Link to Storytelling Demonstration by Roger Jenkin’s
Storytelling
Sharing Pratas Thai King
use of books With a big book veRsion
All through the Week with Cat and Dog
Rozanne Lanczak Williams (1994) Creative Teaching Press Inc.
ISBN: 0-916119-64-5 19
Shared
Reading
use of books With class sets
Granny Comes to Stay
Jill Eggleton (2001)
Pearson Education Asia Pte Ltd
ISBN: 981-4105-45-7 20
Supported
Reading
activity 2
In your group, please discuss the following:
What are the criteria for selecting reading
materials for your
Reading Workshops?
geneRal pRinciples in
selecting Reading MateRials
Text types Layouts and illustrations
Content Text complexity
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selecting Reading texts appealing to students
Stu den ts ’ p er so nal ex per ien ces Read in g t ex ts
connecting Reading texts With students’ peRsonal expeRiences
Tying in with movies with the same titles or characters
Using fairy tales with a twist
Using books with linked themes
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Students’
Reading Skills Development
consideRations in planning
school-based Reading WoRkshops
available Reading ResouRces – pRinted
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� Is there a class set?
� Is there a big book version?
� Is this a book with a single copy?
Inside school -
• books from:
reading programmes
the school library
the class library
the English Room/
Corner
• books brought back by students
Outside school-
• books in public libraries
effective use of pRinted books
1
Pre-reading
2
While-reading
3
Post-reading
• Introducing the book to students, e.g. book cover, topics
• Guiding students to make
predictions of the book content
• Setting reading questions
• Providing a clear reading purpose
• Teaching reading strategies explicitly
• Focusing on the language, e.g.
phonics, vocabulary, grammar
• Focusing on the content in
follow-up discussions
available Reading ResouRces – non-pRint
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• The Primary English E-learning Resources (PEER) Website (http://peer.edb.hkedcity.net/)
• Hong Kong Public Libraries resources: Naxo’s Spoken Word Library (http://www.hkpl.gov.hk/en/e-resources/e-
books/disclaimer/7578/naxos-spoken-word-library )
• E-books
• Audio books
• Apps with reading materials (free or for subscription)
• On-line reading platforms
• Printed/non-print paired books of related themes (including animated version of a story)
useful Websites foR Reading
http://www.edb.gov.hk http://www.hkedcity.net/
http://www.teachingenglish.org.uk/try http://www.readwritethink.org/
http://www.somers.k12.ny.us/intranet/re ading/strategic_reading.html
http://www.breakingnewsenglish.com/
http://www.lexile.com
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featuRes of e-books
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Audio Books
Reading text/script provided
Audio file with narrations and simple sound effects
Examples:
Naxo Spoken Word Library
Free audio books online http://lightupyourbrain.co m/stories/
Interactive Books
Pictures and/or animations provided
Narrations and sound effects
Reading texts provided and some with ‘karaoke’ function
Basic interactions which allow students to touch screen and have more control in the reading process
Examples:
Free apps for tablets
PEER
http://peer.edb.hkedcity.net/
pRiMaRy english e-leaRning ResouRces (peeR)
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inteRactive e-books in peeR
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Modules No. Texts
Changes 1. Superhero High 2. My Favourite Clothes 3. My Secret Team 4. The Animal Shelter
Food and
Drink 1. The Greedy Hippo
Happy Days 1. The Lantern
2. The Haunted House 3. The Lucky Envelope
4. Computer Game: Dinosaur Dig 5. The Animal Orchestra
6. Santa’s Little Helper
7. Christmas is my Favourite Day 8. Adventure Sports
9. My Favourite Day 10. No Dogs, Please!
11. The First Marathon 12. The Twins’ Week 13. The Mummy
Modules No. Texts
Relationships
1. World Records
2. Why Anansi has Thin Legs 3. My Dad
4. Monster Shopping Trip 5. The Treasure Map
The Magic of Nature
1. Look out, Angel!
2. Planet Earth Museum 3. The Snowman
4. The Cold Planet
5. Ali and the Magic Carpet
We Love Hong Kong
1. What will I be When I Grow 2. up Jobs
3. Eric the Engine 4. Pyramids in Paris 5. Spycat
6. The Great Race
Suggested modules for KS2 (from 2004 ELCG, p.A5)
hong kong public libRaRies ResouRce
Audio Books
effective use of e-books (1)
An interactive e-book from PEER –
The Greedy Hippo
Independent Reading
Introducing the character, Hippo, to students
Asking students to discuss the following:
1. Why were the animals angry with Hippo?
2. How would you describe Hippo?
Why?
Follow-up discussion/activities:
1. What was the biggest problem with Hippo?
2. What advice would you give to Hippo?
3. Add one more character to the story.
4. Change the ending of the story.
Pupils read silently to themselves
Conduct discussions on the content to explore characters, plot, or content in greater depth
Extend the content of the book through follow-up activities e.g.
evaluate, reflect andmake comparison with other books
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effective use of e-books (2)
An audio book:
Grimm: The Elves and the Shoe
Maker
Supported Reading
Introducing the setting and characters to students
Pre-teaching some difficult words to students
Setting questions for students to work on
Pupils read silently to themselves and work on the reading task set for them
Teacher identifies difficulties/
intervenes when necessary
Involving students in discussion and confirming answers
Helping students to use different reading skills to work out the answers
Revisit the text for focused discussions to reinforce different skills
Extend questioning beyond the
kinds of questions that only require pupils to react to factual content
- discuss the main ideas by asking a variety of knowledge and
comprehension questions
- promote critical thinking by asking synthesis, analysis and evaluation questions of the reading content
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activity 3
Refer to the poster provided to your group.
Consider which of the five
teaching strategies for reading can be used in your KS2 Reading Workshops.
Design adequate reading
activities (pre-, while- and post-) for using the poster
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