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? 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 Goal of reading – Communication of thoughts and emotions between reader and writer. Put everything together to construct a personal meaning for the text.

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 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 effective approaches and questioning techniques Developing pupils’ vocabulary building skills Promoting a ‘reading to learn’ culture Introducing a variety of text types

Teaching Strategies for Reading Teacher Support Storytelling Independent Reading Reading Area Reading Workshop Supported Reading Shared Reading - Group 3 sharing

Layout a good foundation for lifelong learning 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) Recognize familiar words in new texts Guess the meaning of unfamiliar words by using contextual or pictorial clues Identify key words for the main idea in a sentence Understand the connection between ideas by identifying cohesive devices, including connective and pronouns Understand 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 world Recognize 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

Writing skills for KS1 (CG, pp.57-58) Reproduce sentences based on teacher’s model 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

Making inference (“from 1pm to 4 pm”) Locating specific information Recognize the letter format Locating specific information Making inference (My family => Mary’s family) Locating specific information Making inference (“I’ll be there at 12:55pm”) Locating specific information

Locating specific information Making inference (“We’ll meet at the entrance of the zoo.”) 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

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) Strategy Here : 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

Identify key words for the main idea in a sentence (“They have a big dinner.”) Guess the meaning of unfamiliar words by using contextual or pictorial clues Understand the connection between ideas by identifying cohesive devices, including connective and pronouns

Writing to contextual cues – from reading to writing - Group 5 sharing 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

Active reading strategies to think, feel and imagine - Group 4 sharing making connections to personal knowledge and experiences finding out story events & predicting development interpreting and reasoning responding with imagination and emotion using cues to work out unfamiliar words

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

Story Grammar – Group 6 sharing Somebody wanted But So

Two ways of using the reader Module 2 Module 1 Module 2 Module 1 Module 3 Module 4 Module 3 Reader Readers Reader as part of a module - as a module on its own 3rd way – a combined model

The reader as its own module – Group 1 sharing - a range of learning objectives Reading aloud Comprehension skills Phonics, sight words, vocabulary Writing tasks Drama Oral discussion Grammatical structures Reader Purposeful and enjoyable reading experience

The reader as part of a module – Group 2 sharing input Activities / tasks input input Games …… .. Other Big Books resources: Textbook Small readers Supplementary Poems / Plays … . Grammar Phonics … .. output authentic and meaningful use of language guided writing / free writing / reading aloud / project / drama …… .

For more reading inputs Vocabulary - Grammar - Reading comprehension The reader as part of a module Module: Food and Drinks 3 textbook units For language focus: quantity words; possessive adj, adv of frequency present and past tenses Task: My Diet - make up a menu write paragraphs on their diet for yesterday, today and tomorrow Readers: Magic Roller Skates Picky Nicky For story interest and reinforcement of language For more reading inputs and writing models Teacher’s writing Scaffolding of task Making a shopping list Asking for the diet of Teachers & classmates Read teacher’s write-up on her healthy diet Fill in leaflet for Today’s special Making up a menu Skill Building exercises and activities Vocabulary - Grammar - Reading comprehension

Authentic reading materials created by teachers – Group 2 sharing Task – Buying things Task – More spaghetti I say Task - Friends in Australia Part 3

Challenges ahead Developing 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!

Using readers as the organizing focus for curriculum planning 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