Upload
jordan-grant
View
226
Download
0
Tags:
Embed Size (px)
Citation preview
Promoting Reading to Learn through the English Language Education KLA Curriculum
25 October 2007
English Language Education Section
Curriculum Development Institute
Education Bureau
Foundation of Curriculum Leadership and Management Series (3) Role of the Primary School Curriculum Leader in Promoting Reading Culture across the Curriculum
Objectives of Reading to Learn
• Improve students’ language proficiency• Develop students’ thinking skills• Achieve a quality life through reading for
diverse interests, pleasure and needs• Cultivate an open mind towards different
opinions, ideas, values and cultures• Enrich students’ knowledge and
broaden their understanding of life
Basic Education Curriculum Guide: Building on Strengths (Primary 1 – Secondary 3) (CDC, 2002)
Promoting Reading to Learn through the English Language Education KLA
Implementing the Reading Workshops to develop students’ reading skills
Adopting a cross-curricular approach to curriculum planning
Creating a conducive environment in the school to facilitate learning to read and reading to learn
School-based English Language Curriculum
GE Programme• About 60% of the les
son time
Reading Workshops• About 40% of the lesson
time• Closely linked to the lear
ning and teaching in the GE Programme
Reading Workshops
Laying a good foundation for lifelong learning
• Helping learners develop and practise reading skills through reading ‘real books’
• Reading as a springboard for the development of higher order thinking skills, creativity and other language skills
• Developing in learners positive attitudes towards learning English
• Providing coherent and connected learning experiences for the children
• Providing opportunities for learners to take an active role in learning
• Using real books of a variety of text types• Adopting effective teaching strategies
Variety of Text Types
• Information texts• Narrative texts• Exchanges• Procedural texts• Explanatory texts• Persuasive texts
English Language Curriculum Guide (Primary 1-6), p.17
Reading Workshop
s
Storytelling
Reading Aloud
Shared Reading
Supported
Reading
Independent
Reading
Teaching Strategies for Reading
English Language Curriculum Guide (Primary 1-6), p. A29
Five Teaching Strategies for Reading
Sto
ryte
llin
g
Sh
are
d
Read
ing
Read
ing
A
loud
Su
pp
ort
ed
R
eadin
g
Ind
ep
en
den
t Read
ing
KS1KS1
KS2KS2
Developing Students’ Reading Skills
• Do you expose your students to a variety of text types?
• What do you usually do to help your students understand the meaning of difficult words - ask them to look up the dictionary, explain the meaning to them or guide them to use the clues in the text?
• Apart from locating specific information, what other reading skills should we help students to develop?
• Expose students to a variety of text types
• Guide students to use the pictorial clues and
contextual clues to work out the meaning of
difficult words
• Guide students to identify the main ideas, understand the connection between ideas by identifying the cohesive devices, etc.
• Ask open-ended questions to help students develop critical thinking skills and creativity
Planning the Reading Workshops
Theme: Wonderful Seasons and WeatherGE Programme
• One unit from the coursebook
The Seasons
Reading Workshops
• Three books:
Watching the Weather
Hot Sunny Days
Bird Hotel• One poem
Daisy Chain
English Language Curriculum Guide (Primary 1-6), pp. E12-16
Planning the Reading Workshops
Theme: Wonderful Seasons and Weather
Focus questions:• What is the weather like in different seasons?• What is fun to do in different seasons?• What is safe / dangerous to do?• Is it fun to be by ourselves? Why?• How can we enjoy the change of the seasons?
Wonderful Seasons and Weather
InformationText
InformationText
“Watching the
Weather”Supported
& Independent Reading
“Hot Sunny Days”
SupportedReading
“Daisy Chain”Shared Reading
“Bird Hotel”Supported Reading
“Hot Sunny Days”
SupportedReading
NarrativeText
NarrativeText
Cross-curricular Linkage in Curriculum Planning
• Decide on the themes or topics to establish meaningful cross-curricular links
• Draw up an overall plan of Learning Targets and Objectives, relevant learning activities and schedule of work
• Develop and evaluate the learning, teaching and assessment materials and activities
Organising modules of learning to establish meaningful links among concepts and ideas acquired in different KLAs and to help students construct and apply knowledge in the process
English Language Curriculum Guide (Primary 1-6), p.107
Creating a Conducive Environment to Facilitate Learning to Read and Reading to Learn
• Set up a well-equipped library• Provide easy access to reading materials in
different parts of the school, e.g. in classrooms, special rooms, reading corners and student activity rooms
• Encourage students to read a wide range of materials with different subject content and text types
• Display English reading materials (e.g. posters, signs, notices) all around the school
• Arrange book exhibitions
Creating a Conducive Environment to Facilitate Learning to Read and Reading to Learn
• Help students develop the habit of reading by encouraging them to read outside class time, e.g. during morning assembly, recess and after school
• Set up Reading Award Schemes
• Organise Buddy Reading Programmes
• Nurture school reading culture through the role-modelling of teachers and the school head
• Enlist parents’ support in reading programmes, e.g. Story Mums/Dads, Parent-child Reading Scheme
Resources and Support
• English Extensive Reading Grant and the suggested booklists
• Resource packages produced by EDB
• Professional development programmes
• Community resources