Reading Workshops – From Reading to Writing A School-based Reading Curriculum St. Mary’s Canossian School

Background A new Curriculum Guide issued in 2004 mentions the implementation of Reading Workshops at schools

The school was one of the seed schools of PLPR in 2004 Adapt PLPR to develop school-based reading programme for P3-P6

(school-based reading programme) (PLPR) (school-based reading programme) (PLPR) (PLPR) P6P5P4P3P2P1 Development of the school-based reading curriculum

Curriculum Planning Strategies Deployment of English teachers Selecting and buying books Briefing for teachers and parents Professional development for teachers Co-planning meetings Time allocation and a teaching schedule Unit plans and teaching packages Co-planning sharing sessions

Pr. 1, 2 PLPRPr. 3, 4 Reading Workshops Pr.5, 6 Reading Workshops T1, T2, T3, T4, T5, T6 + NET T1, T2, T3, T4, T7, T8 + NET T5, T6, T9, T10 + NET T1, T3, T4, T9, T7, T10 + NET T2, T4, T5, T9 + NET T1, T2, T5, T6, T11, T12

P3P4 FictionNon-fictionFictionNon-fiction Charlie and the chocolate factory The fisherman and his wife Grumpy BearRabbit rescue The hot porridge pot A friend in need Really good scare Sitting pretty MasksLost FoodTake a seat

Reading Unit Plans Prepared by teachers during co-planning meetings Include teaching steps and different levels of questioning Reading skills to be covered Suggested extended activities: writing tasks, role-play, presentation

Reading SkillsP1P2P3P4P5P6 Use letter/sound relationships to read new words  Recognize familiar words in new texts  Guess the meaning of unfamiliar words by using contextual or pictorial clues  Book concepts  Understand the information provided on the book cover  Guess the topic and the likely development of the topic by using personal experiences and knowledge of the world  Make predictions about stories or characters  Locate specific information in a text in response to questions  Recognize the format and language features of a variety of text types  Understand intention, attitudes and feeling conveyed in a text  Recognize the presentation of ideas through headings, paragraphing, spacing, italics, bold print and punctuation 

Text-types of writing tasks -character analysis -lyrics writing -poster -product description -procedural writing -story map -riddle poem -story ending -creative writing

Continuous development of the curriculum Amendment of unit plans : after lesson observation, co-planning meetings after TSA evaluation following the focus of school-based curriculum development each year e.g. reading to learn, task-based learning, questioning skills, assessment for learning

Thank you!