Incorporating readers
and authentic reading
materials in modular
planning
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Incorporating readers and authentic
reading materials in modular planning
By Keyan Leung
Background
1. Low socio-economic status
2. Over 80% of are new immigrants
3. Performance in the Hong Kong
Attainment Test is very poor. Some
students are in the lower quartile.
4. Wide student diversity.
5. Many students are transitory.
6. Lack in chance for having reading
material at home
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Modular Planning
Purpose
• Make response to the CDC English
Language curriculum Guide.
–
•
•
–
Helping learners develop reading skills
through reading ‘real book’
Raise the pupil interest into reading
Using a task-based approach in learning
Prepare learners to complete the learning
tasks through the reading materials
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Source of reading materials
• Writing by myself
– Good past experience (Miss Leung’s house)
– Raise their interest in authentic reading
materials
• Existing readers
– Match the theme
– Readability of students
– Preparation for learning task through reading
skill developed
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Module 1: Do you know me?
• Integrate Similar Module
- Relationship (I)
Unit 1: Meet my family
Unit 2: Good friends
- My neighbourhood (I)
Unit 2: My home
Unit 3: My street
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Module 1: Do you know me?
Authentic reading materials and readers
1. Miss Leung’s family
— writing up by myself
2. Funny Fred
— existing reader (Big Book)
3. By the stream
— existing reader (Small reader)
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A. Learning grammar in context
i) Grammar rules
inputs from the
reading materials
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A. Learning grammar in context
ii)Practice grammar
rules in contexts
Make sentences with Comparatives
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A. Learning grammar in context
Write a paragraph about their friends
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B. Developing reading skills
i) Develop vocabulary
skill
-Word Wall
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B. Developing reading skills
-
Sight vocabulary
with visual clues and
context from small
reader
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B. Developing reading skills
- Learn the vocabulary
in planned
experiences
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B. Developing reading skills
ii) Read aloud with
appropriate
expressions
- organise the readers’
theatre
-Enjoy being ’Kipper’
because Kipper lost
the teddy.
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B. Developing reading skills
- Read aloud their
writing pieces to
the NET teacher
- Have an authentic
audience (the NET
teacher)
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B. Developing reading skills
- Get the signature
after reading aloud
- Wants to know
more of the new
NET teacher as
well as his
signature
Signature of the NET
teacher
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B. Developing reading skills
iii) Using the language
in contexts
-Learn the language
focus and vocabulary
through an authentic
context
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B. Developing reading skills
Need to use the language
focus and vocabulary to
complete the writing task
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B. Developing reading skills
Need to use the language
focus and vocabulary to
complete the writing task
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B. Developing reading skills
- Answer questions
with different
kinds of reading
skill
Locate specific
information
Inferring skill
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B. Developing reading skills
- Develop a ‘book
concept’
Book Title
Authors & Illustrator
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C. Raise the pupil interest in reading
i) Authentic reading
materials
-Miss Leung’s family as a
motivator of reading
-Real pictures of Miss
Leung’s family
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C. Raise the pupil interest in
reading
ii) Shared Reading
with big book
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C. Raise the pupil interest in reading
iii) Preparation of next
reader
-Introduce Biff (the
main character of the
readers) as Miss
Leung’s best friend
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C. Raise the pupil interest into reading
iv) Shared reading
-Eager to know the ending
-Like the characters very
much
-Treat the characters as
their friends.
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Impact on Learning
• More interested in reading
English book
• At least, they are not afraid of
English.
• Enjoy the reading activities
very much
• Borrow the same series of
books from library
• Can be the assistant of
teachers
• Like the characters very much
• Add their personal value into
the characters
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Impact on Teaching
• The integration was not strong
at the beginning stage.
• Not fully use of the materials
• Began to top-view the overall
module
• More confident to prepare
pupils to ‘read to learn’
• Able to build an integrated
module
• Able to integrate reading into
module
Christina’s presentation
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Incorporating readers and authentic
reading materials in modular planning
By Christina Leung
Task: Eye on the
World
Focuses on
•Reading and writing
skills;
•Grammar practice
•Speaking skill
Task: Eye on the world (part 1 &
2)-- My Pen Pal (Primary6 Book A)
Module 1: Relationships (III)
Unit 3: Friends from other
countries
Unit 1: Visiting relatives
Unit2: Our animal friends
Task: Eye on the world (part 3)–
Miss Leung’s brother (Primary6
Book A)
Module: My neighbourhood (III)
Unit 1: Jobs people do
Unit 2:Choosing a new flat
Unit 3: Different places
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To personalize a unit, some issues may
need to be considered:
Is the topic
appropriate for
my students
learning?
How can I
adapt or vary
the tasks to
meet the
language
learning
requirements?
What do I need
to prepare?
The input is …
What are the
main focus of
reading skills?
Are the
assessment
tasks
appropriate
for my
purposes?
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Prior knowledge:
Nationality,
paraphrasing
Shared reading
(relates to writing):
Teachers’ write-up,
E-books
Mini reading tasks:
Kai’s Letter
Set an
authentic
context:
Web Material of
HK Live it. Love it
Eye on the
world
Part 1: My
Pen Pal
Lang. focuses
Revision on simple
present tense,
pronoun, gerund,
Reading skill:
Writing
Task:
Letters to
Pen Pal
Conjunction:
because, so
Vocabulary Items:
Jobs, Sports
Book concept,
inferring,
predicting,
scanning,
note taking
Part 2: In
Malaysia
Part 3: Miss
Leung’s
brother
Speaking skill:
Mini writing tasks:
Places in HK ,
Vicky’s House
Ask Qs,
Speaking
confidence
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Lang. focuses
•simple present tense,
She finds …
He puts …
He likes …
•Gerund
He likes watching…
…both like skating and
skiing …
•Conjunction:
…because…
•Vocabulary Items:
Jobs: librarian, fireman
Sports: skating and
skiing, rugby, cricket …
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Teachers’ write-up
Authentic reading material to arouse students’
interest in reading.
Students know Miss Walker and Mr. Voller
since P.5
Chris Martin is the son of our NET.
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Prior knowledge:
Nationality,
paraphrasing,
question words
Who are Kai
and Joyce?
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Prior knowledge:
Nationality,
paraphrasing,
question words
Who are Kai and
Joyce?
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(An E-Book) Vicky Is Clever
(An E-Book) Vicky Enjoys Day-Dreaming
http://elibrary.hkedcity.net/browse/sortlist.asp?sort=lang#
Reading skills
•Identify book titles, authors’ names, contents
pages, page numbers
Story Map
•Predicting the content using the book covers,
picture cues, prior knowledge and personal
experience
•Who is in the
story?
•Guess the meaning of unfamiliar words by using
pictorial cues
•Where does the
story take place?
•Identify key words for the main ideas in a
sentence.
•Guess the topic and the likely development of
the topic by using personal experiences and
knowledge of world
•When does it
happen?
•What is it about?
(extract from “English Language Curriculum Guide 2004”, pp.55-56, Reading Skills for
KS!)
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Objectives of incorporating readers and authentic reading materials in modular
planning
increasing the quantity and variety of reading texts
promoting reading skills for on-going independent learning
teacher asks relevant and interesting questions relate to the text esp. challenging
questions related to Ss’ application, analysis.
Reading a few pages of the story
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Locate information
Ask for family members; father’s job
Confused Ss in
understanding
pictorial cues
Reading skills:
•recognizing key
words (for
business)
Vicky’s father gone overseas for
business. Mother took her
Sister, Wenny and Brother,
Arthur to Grandpa’s home.
•factual
information that
can be easily
scanned from the
paragraph
•understanding
the meaning by
picture cues
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Locating information:
Where did they go? What did
they buy?
Making inference:
T asks “How old is Granny?”
“Is she healthy?” “Why/ Why
not?”
Ss need to find out that Wenny
is Vicky’s elder sister.
Wenny went to the markets
with Granny to buy some food
for dinner.
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Individual reading
Doing the
reading task
Reading it again. It’s
page 1.
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Henry read it words by
words.
He did not take any
notes during shared
reading and individual
reading.
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Andy did not get the
idea of note taking.
He did not know the
meaning of reindeers.
Oscar read questions
first then wrote down
the relevant points.
He tried to explain
what a businessman
does.
He wrote down Vicky’s
favourite sports and
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food.
•Locate information
•Make inferences
Arthur is in brown or
gold hair.
•Make inferences
Henry wrote that
grandfather is retired.
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It is a
reasonable
guess.
Andy did not get the inferring skill.
He wrote that her brother is ten years old.
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By Oscar
By Tommy
By Henry
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Grammar practice:
Third person singular
Ss did the exercises
correctly.
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BCA writing demand
Finish the story in 30 words
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Peer checking and doing corrections
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By Tommy
Tommy got the
correct information.
But he made lots of
grammatical
mistakes
Finished peer
corrections!
She likes playing …
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is
Marked by Iris
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Writing:
Interest and fun are the strongest motivators for writing.
Teachers get pupils to write for fun and help them build up the confidence
in writing.
Teachers get pupils to write in authentic materials and gradually guide them
to write about less familiar topics.
Students are encouraged to write paragraphs.
A mini writing & speaking task:
“Get To Know 6A” By Advanced
students in 6A
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I’m Henry
Yeung.
Written by
Oscar Wong
A mini writing task named “Get
To Know 6A”
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Favourite activities
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Interview class
teacher, Miss Lai.
By May
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Writing Task: Letters to Pen Pal
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Grammar practice:
Third person singular
Tommy did the exercise correctly but
he made lots grammatical mistakes.
By Tommy
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Chinese English
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Tommy’s address
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This is an email from
May’s pen pal.
hello may.
i have not heard from you for a while!
i hope sometime you can come to
new zealand - christchurch
to see what a great place it is to live!
goodbye,
your old penpal,
leisha
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