1. Effective Strategies to Enhance the Implementation of the Reading Workshops of the English Language Curriculum at KS2 English Language Education Section Curriculum Development Institute Education Bureau 13 March 2010 Collaborative Research & Development (“Seed”) Project for 2010 – 2011

2. Objectives of the Project Enhancing the Implementation of Reading Workshops at KS2 To help pupils progress in the development of reading skills and strategies from KS1 to KS2 reading skills To enhance teachers’ skills and strategies in conducting Reading Workshop at KS2, especially supported reading and independent readingskills and strategies To enhance teachers’ questioning skills to help pupils develop critical thinking skills and creativity

3. Objectives of the Project Enhancing the Implementation of Reading Workshops at KS2 To widen pupils’ exposure to a variety of text types, including both narrative and informative texts To develop appropriate learning, teaching and assessment tasks / materials To promote reading across the curriculum

4. Make predictions Development of Reading Skills 1. Understand the basic conventions of written English KS1 2. Construct meaning from texts 3. Locate information and ideas Follow left to right directionality Use knowledge of basic letter-sound relationships to read out simple words Guess the meaning of unknown words by using pictorial and contextual clues Identify key words for the main idea in a sentence Understand the information on the book cover and contents page Recognise the features of some common text types Scan a text by looking at repeated words, words in bold, italics or capital letters Sight read common words

5. Development of Reading Skills 1. Understand the basic conventions of written English KS1 2. Construct meaning from texts 3. Locate information and ideas KS2 Work out the meaning of unknown words by using word association, visual clues, context & knowledge of the world Recognise the features of a variety of text types Understand intention, attitudes and feelings conveyed in a text Sight read a wide range of common words Use knowledge of letter-sound relationships to read aloud a variety of simple texts Skim a text to obtain the main ideas Scan a text by using strategies such as looking at headings and repeated phrases Identify details that support the gist or main ideas Understand the information provided on the book cover, index and glossary

6. Teaching Strategies for Reading KS1 KS2

7. Supported Reading 1.An effective strategy that provides the instructional setting to teach reading strategies and skills 2.An appropriate occasion to present manageable challenges that encourage reading for meaning 3.A teaching strategy to enable pupils to practise new strategies for making sense of a text 4.An effective strategy to encourage pupils to take control of the first reading, give a critical response, and talk about messages and meaning in the text 5.A good opportunity to foster critical thinking through questioning 6.An opportunity to develop positive attitudes by involving pupils in discussion Key features and benefits

8. Independent Reading A teaching strategy to conduct with young learners who have acquired some skills and strategies in reading, through shared reading and supported reading A good opportunity for pupils to try out the reading strategies they have developed in a new context A teaching strategy requiring little teacher support and a lot of pupil input Key features and benefits

9. Sharing by Candy Lui HKFYG Lee Shau Kee Primary School

10. (1) Planning for a reading cycle  identify the theme  choose suitable reading materials  set focused questions  design an overall plan (2) Impact on student learning (3) Impact on teachers

11. Have you helped save the Earth? Narrative Texts (Story, Poem) Information Text (Leaflet) Information Text (Instructions) Book 1 How to Have a Green Day Q. How can we help save the Earth in our school and at home? Leaflet Earth Saviour Environmental Test Q. How much have we done to save the Earth? Book 2 Our Fragile Environment Q. How can we help save the Earth in our daily life (besides what we can do at home and at school)? Q. Why do we need to save our Earth? Planning for a Reading Cycle

12. Impact on student learning Students are exposed to a variety of text types Students have acquired a range of reading skills Students’ knowledge is enhanced by reading across the curriculum Students have developed their critical thinking skills and creativity

13. Impact on teachers Teachers have developed the skills and strategies in conducting Reading Workshops, especially supported reading Teachers’ questioning techniques are enhanced Teachers have developed the skills and strategies in handling information texts A collaborative culture in school is fostered

14. Project Title: Effective Strategies to Enhance the Implementation of Reading Workshops of the English Language Curriculum at KS2 Project Code: EE0110 Duration: September 2010 to August 2011

15. Schools Participating in the Project Seconded Teachers School Project Coordinators Project Teachers School Project Coordinators Project Teachers “Seed” Schools “Network” Schools

16. “ Seed ” Schools Schools are expected to:  nominate 1 experienced and committed English teacher to be seconded to the English Language Education Section of CDI for a period subject to mutual agreement;  allocate a common lesson/period of time per week/cycle for teachers ’ collaborative lesson preparation;  set aside a period of time in the scheme of work to try out at least 3 sets of learning, teaching and assessment materials developed by the seconded teacher and other project teachers of the same school; and  assist in the collection of evidence (by supporting classroom observations, including video-recording a substantial number of tryout lessons and interviewing pupils/teachers) on the processes of change and impact on pupil learning.

17. “ Network ” Schools “ Network ” Schools are expected to:  nominate teachers to participate in professional development programmes and experience sharing sessions; and  try out the developed materials and activities in their own schools.

18. Seconded Teachers Seconded teachers are expected to:  work in close collaboration with CDI officers, English language teachers of their own schools and other “ Seed ” Schools;  assist in reviewing related literature;  participate in professional development programmes;  develop learning, teaching and assessment materials with other project teachers of the same school;  try out the developed learning, teaching and assessment materials to promote the development of reading skills and strategies;

19. Seconded teachers are expected to:  collect evidence (by supporting classroom observations, including video-recording a substantial number of tryout lessons and interviewing students/teachers) on the processes of change and impact on student learning;  assist in analysing and interpreting the data collected; and  assist in the dissemination of tryout experiences/good practices. Seconded Teachers

20. Project Proposal [Education Bureau Circular Memorandum No. 26/2010 Staff Interflow Schemes 2010 (Appendix C)] Part I My school wishes to take part in the following “Seed” Project(s) in 2010/11 Project title: Effective Strategies to Enhance the Implementation of the Reading Workshops of the English Language Curriculum at KS2 Project code: EE0110 Name of CDI Section: English Language Education Section Other projects the school is participating in: Part II School information School name, address… Contact person Name and signature of School Head

21. Project Proposal Part III Proposal details Title of “Seed” project with project code School particulars  reasons for conducting the project  commitment of teachers  willingness to share findings with other schools  previous experiences in school-based curriculum projects Proposal details  mode of participation: “Seed” Schools/“Network” Schools  objectives  how the project fits in with the curriculum needs of your school  availability of resources  action plan with schedule, number of classes/students, expected deliverables (e.g. learning, teaching and assessment tasks to be developed or tried out) and evaluation methods

22. Part IV: Secondment of teachers - Submit Appendix B & its annexes 2 and 4 for each teacher nominated Deadline for Application: 31 March 2010 Project Proposal

23.  by post to the following: EDB Human Resources Management Unit Room 1625, 16/F, Wu Chung House, 213 Queen’s Road East, Wanchai, Hong Kong. (Application for Staff Interflow Schemes 2010) Sending in your application:

24. Enquiries Administrative matters: Mr Allen Lai2892 5846 Professional matters: Ms Emilie TONG2892 6571