1. Providing the Hooks to Get into Books Language Learning Support Section 14 October 06

2. Programme Part 1 Essential elements of RW Part 2 Walking through the school-based exemplars developed in 05-06 Break Part 3 Developing school-based materials Part 4 Designing reading assessment & analyzing TSA reading paper Part 5 Round up / Q and A

3. Objectives of the workshop Introducing the essential elements of Reading Workshops Learning from school-based exemplars Devising teaching materials to take home Designing and analyzing reading assessment papers

4. Part 1: Essential elements of Reading Workshops

5. Reading Workshops are … “specially devoted to the development of reading skills. They can help learners acquire language knowledge e.g. grammar & vocabulary in appropriate contexts. They are conducted on a regular basis & take up less than half of the Eng lessons.” (English Language Curriculum Guide P1-6 2004 p.99)

6. Task One Look at Task Sheet One. Find as many examples as you can for the different text types. Time allowed: 5 mins.

7. Text types Narrative texts Information texts Exchanges Procedural texts Explanatory texts Persuasive texts (English Language Curriculum Guide P1-6 2004 p.17)

8. Five Teaching Strategies for Reading In the Reading Workshops, teachers should plan for: Reading to their pupils (storytelling, reading aloud) Reading with their pupils (shared reading, supported reading) Reading by their pupils (independent reading)

9. Planning Reading Workshops Identify a theme Decide on the teaching strategies and the reading skills to be taught Plan the lessons and devise learning and teaching materials for each book Devise assessment tasks Choose books for the Reading Workshops

10. Criteria for selecting books Based on a theme Rich & good quality illustrations Right difficulty and interest level A variety of text types Relevant topics well-written in terms of styles and language

11. Task Two What reading skills do we teach? “Round table” ~ Brainstorming activity

12. A summary of reading skills in KS1 and KS2 English language Education Key Learning Area, English Language Curriculum Guide (P.1-6), CDC, EMB, 2004, p.55-57 Reading skills to be developed

13. Integrate reading with other skills Integrating the four language skills (e.g. speaking, writing) Teaching generic skills through reading (e.g. critical thinking, problem-solving, creativity…etc)

14. Part 2: Walking through the school-based exemplars developed in 2005-2006

15. I. Lesson Demonstration Level: P.5 Book: Dog’s Diary Publisher: Longman

16. 1. Read the lesson plan thoroughly. 2. Work on your own to identify the reading skills covered in the three phases of the Reading Workshop. 3. Share your answers with a partner. 4. Share your answers with other participants. II. Activity: Think-pair-share

17. III. Read and Match 1.Read the L & T materials carefully 2.Think about what reading skills are covered 3.Match your materials with the reading skills shown 4.Run out to show your answer and explain it

19. Part 3: Developing school-based materials

20. Practical session 1.Pick a book 2.Select one page or a few pages 3.Consider reading skill(s) to be taught 4.Devise an activity or a activity sheet for teaching the skill(s) 5.Produce the draft materials 6.Share your ideas with other groups

21. Part 4 :  Designing reading assessment paper  Analyzing TSA reading paper

22. Assessing reading Purpose:  Find out how well students are reading  Give timely feedback and assistance to students  Adjust the teaching plan

23. Designing reading assessment tasks Questions to find out students’ development of:  Book concept  Reading strategies  Critical thinking skills Reference: BC descriptors (reading KS2) http://cd1.emb.hkedcity.net/cd/eap_web/bca/index3.htm

24. Book concept Skills in making predictions Critical thinking skills

25. Using personal knowledge & contextual clues Scanning, critical thinking skills

26. 1 2 3 4 5 6 7

27. Using pictorial & contextua l clues Making inferences Making predictions Using phonics to sound out the words Using ‘ so ’ to understand the causal relationship

28. Any Questions? Thank you for your participation!