Reading information texts with joy and tears T.W.G.Hs. LEO Tung-hai Lee Primary School Ms KWOK Wing-ki, Judy (SSDO) Ms MAK Shuk-han (Panel Head)

Outline What does the Curriculum Guide (2004) say about information texts? What are the expected learning outcomes? (TSA test items) How is reading information texts different from reading other text types? What strategies have been used by teachers Leo Tung-hai Lee Primary School to tackle information texts?

Narrative Texts

Why are information texts so special? Complex within text types (in terms of text features and language) (charts, coupons, expositions, labels, leaflets, lists, menus, notices, personal descriptions, picture dictionaries, product information, rules, signs, tables, time-tables)

Complex across text types (expositions (describe objects/process) classified as information texts in KS1 and explanatory texts (argument, point of view) in KS2) Why are information texts so special?

Concerns at the implementation level Textbook: Equal emphasis for each text type across levels Students’ need: more practice

What are the expected learning outcomes? based on the TSA ( ) expect learners to understand, not to produce focus on identifying text types, understanding text features and comprehending the content

07 TSA P.6 Identify the text type

07 TSA P.6

Identify the text type 07 TSA P.6

07 TSA P.3 Comprehend the text features

07 TSA P.6

Comprehend unfamiliar vocabulary

How is reading information texts different from reading other text types ?

A BIRD IN THE THE HAND

A BIRD IN THE THE HAND Down/Bottom (sensory input: words, format and display method) Top/Up (readers’ expectation, prior knowledge about the topic, associated vocabulary, text types)

06 TSA P.3 Chinese What prior knowledge do our students bring to the classroom?

Reading Workshops Storytelling Reading Aloud Shared Reading Supported Reading Independent Reading Teaching Strategies for Reading Source: Curriculum Guide

choosenon-narrativetexts Introducesupplementaryexercises intodaily T&L The strategies used at Leo Tung-hai Lee Primary School Curriculum level

Teaching Focus Teaching and Learning Activities Purpose (1) Text features Explicit teaching of terminology Use mainly teacher-talk to explain the features awareness building Classroom level The strategies used at Leo Tung-hai Lee Primary School

Teaching Focus Teaching and Learning Activities Purpose (2) Content KWL Word-web to aid comprehension activate top-down processing explain and memorize unfamiliar words

(know, what to know, learned) An instructional reading strategy that is used to guide students through reading (pre-reading, while-reading, post-reading activity) Text Content: KWL Strategy

A KWL Chart K – Tell me everything you know about … (pre- reading activity) W – Tell me what you want to know about… (pre or while reading activity) L - Tell me what you learnt (post reading activity)

A P.6 lesson 1. Revised the book concept and text features, e.g. blurb and contents page etc 2. Pupils predicted what they would learn in the topic ‘Not enough food’ Teaching Steps

3. Group work: KWL (K: What they know about the topic?) 4. Group work: KWL (L: What they want to know about the topic?) Teaching Steps

5. Provided focused questions for silent reading 6. Teacher went through the text with pupils: explained vocabulary, introduced the glossary and index etc 7. Read aloud together 8. Individual work: KWL (L: What have they learnt about the topic? Check their predictions) Teaching Steps

Teacher’s Reflection

choosenon-narrativetexts Introducesupplementaryexercises intodaily T&L The strategies used at Leo Tung-hai Lee Primary School Curriculum level Integrate with the module

A P.5 lesson : Teaching a notice TWGHs Leo Tung-hai Lee Primary School 19 th November 2007 Dear Parents, We will have a Sports Day at Tin Shui Wai Sports Ground on 25 th November 07 (Mon). The following is the timetable for the Sports Day. Time/ Event BoysGirls Grade AGrade BGrade CGrade AGrade BGrade C 9: metre Race / Long Jump 100-metre Race / High Jump Softball Throw 100-metre Race / Long Jump 100-metre Race / High Jump Softball Throw 10:15 60-metre Race / High Jump Softball Throw 100-metre Race / Long Jump 60-metre Race / High Jump Softball Throw 100-metre Race / Long Jump 11:15 Softball Throw Long Jump / 60-metre Race 60-metre Race / High Jump Softball Throw Long Jump / 60-metre Race 60-metre Race / High Jump 12:30 Lunch 1: metre Race 2:30 4X100m Relay Race Teaching focus in mind: (1) Understand text features (grades & events) (2) Recognize target vocabulary (3) Comprehend the notice – high order thinking (application)

Notes/Rules: Athletes should be punctual for every event. Athletes should wear their sports uniform and sports shoes. Athletes should be responsible for the disqualifications caused by breach of rules and regulations. Athletes who enter more than one event should bear a risk of time clash. This may result in their own decision to give up one event or the other. All the audience should NOT disturb the events to proceed. All the audience should NOT bring any leisure games. All parents are welcome to join our Sports Day but not for children under 3. Please sign the reply slip and return it to the class teacher on 20th November. If you have any questions, please contact Miss Lam at Thank you. Teacher ’ s Concern: Without any support, students may not be able to guess word meaning (a challenge)

1. Elicited prior knowledge (Have you ever joined Sports Day?) 2. Used mind map to help Ss decode the information in the notice. Teaching Steps

Mind Map for organizing information Sports Day People Athletic Events Ball Games Date Kinds of sports Athlet e Audience - Long Jump - -Badminton - -Boys: Grade A /B/C - Venue - teachers - Time - --

3.Teacher read aloud the rules with Ss and asked Ss to circle the words 4. Asked Ss to use word web to guess the meaning of the vocabulary 5. Asked Ss to discuss the cases in pairs or groups Teaching Steps

Use Word Web to organize new words - on time - not to be late Rules Punctual - do not bring Gameboys - prevent something happened - cannot be continued - break the regulations - two things happen at the same time Give Up - cannot do one of the two things - cannot join the events or competitions

No.CasesReason s e.g. Peter is a Grade B athlete and he wants to join 100- metre Race and High Jump. Can he join them ? No. Because of Note 4. High Order Questions- Focus on Application

No.Cases Yes / NoBecause of e.gKathy wears her beautiful dress to join the Long Jump event. Can she join the event? NoNote 2 Cater for Learner Diversity

Graded Worksheet TWGHs Leo Tung-hai Lee Primary School 19 th November 2007 Dear Parents, We will have a Sports Day at Tin Shui Wai Sports Ground on 25 th November 07 (Mon). The following is the timetable for the Sports Day. Time/ Event BoysGirls Grade AGrade BGrade CGrade AGrade BGrade C 9: metre Race Softball Throw 100-metre Race Softball Throw 10:15 60-metre Race Softball Throw 100-metre Race 60-metre Race Softball Throw 100-metre Race 11:15 Softball Throw Long Jump High Jump Softball Throw Long JumpHigh Jump 12:30 Lunch 1: metre Race 2:30 4X100m Relay Race

Notes/Rules: Students should be punctual for every event. Students should wear their sports uniform and sports shoes. Students should prepare their food and drinks. Students should do the warm-up exercise before joining the events. Students should NOT disturb the events. ( Walking across the track is not allowed.) Students should NOT bring their Gameboy or playing cards. All parents are welcome to join our Sports Day. Please sign the reply slip and return it to the class teacher on 20th November. If you have any questions, please contact Miss Lam at Thank you.

1. Who wrote the notice ? 2. Who should read the notice ? 3. When should I return the reply slip to school ? 4. How many athletic events on the Sports Day ? 5. If I have any questions, what should I do ? 6. If I am the audience, can I wear school uniform on that day ? Why ? 7. If I don’t know the grade John belongs to, do I know at what time he can join the 200- metre Race ? Why ? 8. Can I bring my Gameboy on that day ? Why ? Core Part: Consolidation work at home

Teacher’s Reflection Text features : use explicit teaching Text content : use KWL and Mind/Word Web – thinking tools to decode information

Extended Activity: Collect information texts Ask students to collect a particular type of text Ask Ss to read an authentic text, complete the worksheet (focus on text features only)

Conclusion Modular planning: Integrate with the theme Teaching focus (Skill, Knowledge, Attitude) Spiral learning (repeated learning) Small teaching steps (text features, text content) Reinforcement

Thank you!