reading in the english classrooms -teachers’ dialogues english kla sharing session 4 th december...
TRANSCRIPT
Reading in the English Classrooms
-Teachers’ Dialogues
English KLA Sharing session
4th December 2004
School-based Curriculum Development (Primary) Section
Curriculum Development Institute
Erh! How to say the following words?
- reading - Reading
The teaching of reading at Reading
adopts an integrative approach
Which University can be considered as the most
legitimate in the teaching of reading?
Yes, it’s
The University of Reading!
How does a proficient reader read?How does a proficient reader read?
• Activates prior knowledge & develops anticipation
• Predicts as he reads
• Decodes words instantaneously and reads in meaningful chunks
• Cross-checks cues and monitors his reading to make sense
• Re-reads, confirms, or self corrects the miscues
Making use of various cues to construct personal meaning
Core understandings about learning to read
• Reading is a construction of meaning from written text. It is an active, cognitive and affective process that involves complex thinking.
• Students need to be able to use semantic cues (background knowledge), syntactic cues (knowledge of language patterns) and graphophonic cues (knowledge of letters and sounds) in a coordinated and fluent manner to access meaning from print.
Reading is an extremely complex process. e.g.• See and perceive the
symbols• Follow the sequence
of words (L R)• Associate symbols
and sounds• Associate symbols
and meanings• Follow the
grammatical patterns• Relate ideas to past
learning/ experiences• Make inferences and
evaluate the ideas• Deal with personal
interests and attitudes that affect the task of reading
Put everything together to construct a personal meaning for the text.
Goal of reading –
Communication of thoughts and emotions between reader and writer.
• Students need to apply a wide range of reading strategies to comprehend, interpret, evaluate and appreciate text.
• Motivation and engagement in the reading task are essential for success.
• Reading and writing are interconnected
• Background knowledge and prior experiences are critical to the reading process.
• Social interaction is essential in learning to read: thinking and talking promote students’ understanding.
• Students’ background knowledge of their first language facilitates the development of competency in reading.
• Literacy learning occurs both at home and at school and the connections between them enhances student learning.
Core understandings about teaching reading
Students learn best when teachers employ a variety of instructional approaches to model and demonstrate reading knowledge, strategy and skill.Reading skills and strategies need to be taught explicitly within the context of authentic reading and writing activities.Assessment and evaluation (teacher monitoring and students’ self-monitoring) inform instruction and are vital to student success.
Students need to learn how to read critically. The use of multiple resources and a wide variety of text fosters student interest and learning.
Students need to be immersed in rich literacy environments.
Students need extensive opportunities to read fiction, non-fiction and other forms of print.
Reading can lead students to develop an understanding of and respect for diverse cultures.Early intervention is critical to ensure success for students at risks
Components of a School – based English Language Curriculum
• General English Programme
• Reading Workshops
• Intervention Programme
• Enrichment Programme
Promoting Reading to Learn
• Strengthening ‘learning to read’
Developing pupils’ reading strategies by using effectiveapproaches and questioning techniques
Developing pupils’ vocabulary building skills
• Promoting a ‘reading to learn’ culture• Introducing a variety of text types
Teaching Strategies for Reading
IndependentReading
Storytelling
ReadingArea
SharedReading
SupportedReading
ReadingWorkshop
- Group 3 sharing- Group 3 sharing
Reading Workshops• Taking up about 40% of the English lesson time• Closely linked to the learning and teaching that take place in the
General English Programme• Adopting effective teaching strategies• Reading as a springboard for the development of higher order
thinking skills, creativity and other language skills• Providing coherent and connected learning experiences for the
children
• Developing in learners positive attitudes towards learning English• Providing opportunities for learner to take an active role in learning• Helping learners develop and practise reading skills through
reading ‘real books’.• Using real books of a variety of text types
Layout a good foundation for lifelong learning
Reading skills for KS1 (CG, pp.55-56)
Guess the meaning of unfamiliar words by using contextual or pictorial clues
Understand the connection between ideas by identifying cohesive devices, including connective and pronounsUnderstand the information provided on the book
cover, contents page and page numbers
Guess the topic and the likely development of the topic by using personal experiences and knowledge of the worldRecognize the format and language features of
some common text types, e.g. signs, stories
Locate specific information in a short text in response to questions
Recognize familiar words in new texts
Identify key words for the main idea in a sentence
Writing skills for KS1 (CG, pp.57-58)
Provide personal ideas and information based on a model or framework provided
Use appropriate formats and conventions of short written texts such as greeting cards, notes, personal letters, signs
Express imaginative ideas with the help of cues
Reproduce sentences based on teacher’s model
Making inference (“from 1pm to 4 pm”)
Locating specific information
Recognize the letter format
Locating specific information
Making inference (“I’ll be there at 12:55pm”)
Locating specific information
Making inference (My family => Mary’s family)
Locating specific information
Recognize the table format
Locating specific information
Locating specific information
Making inference (“She’ll join us.”)
Guess the meaning of unfamiliar words by using contextual or pictorial clues
Locating specific information
Making inference (“We’ll meet at the entrance of the zoo.”)
Understand the connection between ideas by identifying cohesive devices, including connective and pronouns
Recognize familiar words in new texts (“I’m too small.”)
Here, Hidden, Head (3H) StrategyHere : Locate the answer right there in the story, easy to
find. The words used to make the question and the words for making the answer are right there in the same sentence - Read the lines
Hidden: Think and search as the answer is there in the story but a little harder to find. You will not find the words in the questions and the words in the answer in the same sentence – Read between the lines
Head: Locate the answer on my own. The answer is not in the story but in my head – Read beyond the lines
Guess the meaning of unfamiliar words by using contextual or pictorial clues
Identify key words for the main idea in a sentence (“They have a big dinner.”)
Understand the connection between ideas by identifying cohesive devices, including connective and pronouns
Guess the topic and the likely development of the topic by using personal experiences and knowledge of the world
Express imaginative ideas with the help of cues
Writing to contextual cues – from reading to writing Writing to contextual cues – from reading to writing
- Group 5 sharing- Group 5 sharing
Active reading strategies-to think, feel and imagine
finding out story
events & predicting
development
interpreting and reasoning
making connections to personal knowledge and experiences
using cues to work out unfamiliar words
responding with
imagination and
emotion
- - Group 4 sharingGroup 4 sharing
• Variations in the curriculum design and teaching strategies attempted by schools –focus of teachers’ dialogues in the sharing sessions
Group 1 - Using readers as the organizing focus for curriculum planning
Group 2 - Incorporating readers and authentic reading materials in modular planning
Group 3 - Shared reading in local English classroom
Group 4 - Enhancing creativity through reading
Group 5 - Integrating BC skills into daily teaching and learning
Group 6 - Improving learners’ writing through explicit story structure instruction
Somebody
wanted
So
Story Grammar – Group 6 sharingGroup 6 sharing
But
Two ways of using the reader
- as part of a module - as a module on its own
Module 1
Module 3
Module 2
ReaderReaders Reader
Module 1Module 2
Module 3 Module 4
3rd way – a combined model
The reader as its own module – Group 1 sharingGroup 1 sharing
- a range of learning objectives
Purposeful and enjoyable reading experience
Reading aloud
Comprehension skills
Phonics, sight words, vocabulary
Writing tasksDrama
Oral discussion
Grammatical structures
Reader
Textbook
The reader as part of a module – Group 2 sharing
Activities / tasks
Games ……..
Other resources:
Supplementary Grammar Phonics …..
Big Books
Small readers
Poems / Plays ….
input input
input
guided writing / free writing / reading aloud / project / drama …….
outputauthentic and meaningful use of language
The reader as part of a moduleModule: Food and Drinks
3 textbook units
Readers: Magic Roller Skates
Picky Nicky
Teacher’s writing
For language focus:- quantity words; possessive adj, adv of frequency- present and past tenses
For story interest and reinforcement of language
For more reading inputs and writing models
Task: My Diet - make up a menu -write paragraphs on their diet for yesterday, today and tomorrow
Fill in leaflet for Today’s special
Making a
shopping list
Asking for the diet of Teachers
& classmates
Making up a menu
Read teacher’s write-up on her healthy
diet
Scaffolding of task
Skill Building exercises and activities- Vocabulary - Grammar - Reading comprehension
Authentic reading materials created by teachers
–– Group 2 sharingGroup 2 sharing
• Task – Buying things
• Task – More spaghetti I say
• Task - Friends in Australia Part 3
Challenges aheadDeveloping a balanced reading program
- phonological awareness, phonics, word recognition, fluency & comprehension
Integrating readers and authentic reading materials into the curriculum using different approaches - reading-to, shared reading, guided reading, independent reading & home reading
Equipping teachers with the right skills and attitudes – Expertise matters!
Group Topic Room No. Facilitator
1 Using readers as the organizing focus for curriculum planning
303 (3/F) Josephine Wong
2 Incorporating readers and authentic reading materials
in modular planning
304 (3/F) Ernest Tse
3 Shared reading in local English classroom
305 (3/F) Gladys Wong
4 Enhancing creativity through reading
306 (3/F) Eve Chan
5 Integrating BC skills into daily teaching and learning
307 (3/F) Judy Kwok
6 Improving learners’ writing through explicit story structure instruction
Conference Room (G/F)
Joyce Yip
Contact of teacher presenters
School Name Teacher's name Group School TelTai Po Old Market Public School (Plover Cove) Ms Ellce LI 1 26652333Chi Tak Public School Ms LEUNG Wai-ying, Christina 2 23831069Chi Tak Public School Ms LEUNG Kin-yan, Keyan 2 23831069GCEPSA Kwun Tong Primary School Ms Adela CHUNG 2 23437343Cho Yiu Catholic Primary School Ms Elaine WONG 3 27423701Cho Yiu Catholic Primary School Ms YIP Chun-yin 3 27423701SKH St Peter's Primary School (AM) Ms Cynthia LEE 3 25462624Chai Wan Kok Catholic Primary School (AM) Ms Christine LAU 4 24903463Chai Wan Kok Catholic Primary School (AM) Ms Elke LAU 4 24903463TKT Catholic Primary School (Hoi Fan Road) Ms Carmen LI 4 21914270TKT Catholic Primary School (Hoi Fan Road) Ms CHAN Lai-mui, May 4 21914270TWGHs Tam Shiu Primary School Ms Helen LAM 4 26064844Canton Road Government Primary School Ms YU Hing-yin, Marie 5 23661530HKFYG Lee Shau Kee Primary School Ms HUI Sze-kit, Vivian 5 24481011HKFYG Lee Shau Kee Primary School Ms LUI Man-chi, Candy 5 24481011Little Flower's School Ms LEUNG Suk-lin 5 26924593Wo Che Lutheran School Ms LO Sze-man, Natalie 5 26911426Ying Yin Catholic Primary School Ms POON Ho-lan 6 24762946