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
Put
everything
together to
construct a
personal
meaning for
the text.
Goal of
reading –
Communication
of thoughts and
emotions
between reader
and writer.
• 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. 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
Storytelling
Independent
Reading Reading
Workshop
Supported
Reading
Reading
Area
Shared
- Group 3 sharing
Reading
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
Locating
specific
information
Locating
specific
information
Recognize
the letter
format
Making
inference
(“from 1pm
to 4 pm”)
Locating
specific
information
Locating
specific
information
Making
inference (My
family =>
Mary’s family)
Making
inference
(“I’ll be there
at 12:55pm”)
Locating
specific
information
Making inference
(“We’ll meet at
the entrance of
the zoo.”)
Locating
specific
information
Making
inference
(“She’ll join
us.”)
Locating
specific
information
Recognize
the table
format
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
• 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 –
Somebody
wanted
Group 6 sharing
So
Two ways of using the reader
Module 1
Module 3
Readers
Module 2
Module 4
Module 1
Module 2
Module 3
Reader
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
Comprehension skills
Reading
aloud
Drama
Oral
discussion
Reader
Phonics,
sight words,
vocabulary
Writing tasks
Grammatical
structures
Purposeful and enjoyable reading experience
The reader as part of a module
– Group 2 sharing
Activities / tasks
Games ……..
Other
resources:
Supplementary
Grammar
Phonics …..
Textbook
Big Books
Small readers
Poems / Plays ….
output
authentic and meaningful use of language
guided writing / free writing / reading aloud /
project / drama …….
The reader as part of a module
Module: Food and Drinks
For language focus:
- quantity words; possessive
adj, adv of frequency
- present and past tenses
Task:
My Diet
- make up a menu
Magic Roller Skates
Picky Nicky
For story interest and
reinforcement of language
Teacher’s writing
For more reading inputs
and writing models
-write paragraphs on
their diet for
yesterday, today
and tomorrow
3 textbook units
Readers:
Scaffolding of task
Fill in
leaflet for
Today’s
special
Making a
shopping
list
Asking for
the diet of
Teachers
& classmates
Making up
a menu
Skill Building exercises and activities
- Vocabulary
- Grammar
- Reading comprehension
Read
teacher’s
write-up
on her
healthy
diet
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!
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
School Name
Teacher's name
Tai Po Old Market Public School (Plover Cove)
Chi Tak Public School
Chi Tak Public School
GCEPSA Kwun Tong Primary School
Cho Yiu Catholic Primary School
Cho Yiu Catholic Primary School
SKH St Peter's Primary School (AM)
Chai Wan Kok Catholic Primary School (AM)
Chai Wan Kok Catholic Primary School (AM)
TKT Catholic Primary School (Hoi Fan Road)
TKT Catholic Primary School (Hoi Fan Road)
TWGHs Tam Shiu Primary School
Canton Road Government Primary School
HKFYG Lee Shau Kee Primary School
HKFYG Lee Shau Kee Primary School
Little Flower's School
Wo Che Lutheran School
Ying Yin Catholic Primary School
Ms Ellce LI
Ms LEUNG Wai-ying, Christina
Ms LEUNG Kin-yan, Keyan
Ms Adela CHUNG
Ms Elaine WONG
Ms YIP Chun-yin
Ms Cynthia LEE
Ms Christine LAU
Ms Elke LAU
Ms Carmen LI
Ms CHAN Lai-mui, May
Ms Helen LAM
Ms YU Hing-yin, Marie
Ms HUI Sze-kit, Vivian
Ms LUI Man-chi, Candy
Ms LEUNG Suk-lin
Ms LO Sze-man, Natalie
Ms POON Ho-lan
Group School Tel
1
2
2
2
3
3
3
4
4
4
4
4
5
5
5
5
5
6
26652333
23831069
23831069
23437343
27423701
27423701
25462624
24903463
24903463
21914270
21914270
26064844
23661530
24481011
24481011
26924593
26911426
24762946