Foundation of Curriculum Leadership and Management Series
(3) Role of the Primary School Curriculum Leader in Promoting Reading
Culture across the Curriculum
Promoting Reading to Learn through the
English Language Education KLA Curriculum
25 October 2007
English Language Education Section
Curriculum Development Institute
Education Bureau
Objectives of Reading to Learn
• Improve students’ language proficiency
• Develop students’ thinking skills
• Achieve a quality life through reading for
diverse interests, pleasure and needs
• Cultivate an open mind towards different
opinions, ideas, values and cultures
• Enrich students’ knowledge and broaden
their understanding of life
Basic Education Curriculum Guide: Building on Strengths
(Primary 1 – Secondary 3) (CDC, 2002)
Promoting Reading to Learn through
the English Language Education KLA
 Implementing the Reading Workshops
to develop students’ reading skills
 Adopting a cross-curricular approach to
curriculum planning
 Creating a conducive environment in
the school to facilitate learning to read
and reading to learn
School-based
English Language Curriculum
GE Programme
Reading Workshops
• About 60% of the
lesson time
• About 40% of the lesson
time
• Closely linked to the
learning and teaching in
the GE Programme
Reading Workshops
• Using real books of a variety of text types
• Adopting effective teaching strategies
• Helping learners develop and practise reading skills through
reading ‘real books’
• Reading as a springboard for the development of higher
order thinking skills, creativity and other language skills
• Developing in learners positive attitudes towards learning
English
• Providing coherent and connected learning experiences for
the children
• Providing opportunities for learners to take an active role in
learning
Laying a good foundation for lifelong learning
Variety of Text Types
•
•
•
•
•
•
Information texts
Narrative texts
Exchanges
Procedural texts
Explanatory texts
Persuasive texts
English Language Curriculum Guide (Primary 1-6), p.17
Teaching Strategies for Reading
Storytelling
Independent
Reading
Reading
Workshops
Supported
Reading
Reading
Aloud
Shared
Reading
English Language Curriculum Guide (Primary 1-6), p. A29
KS1
Independent
Reading
Reading
Aloud
Supported
Reading
Shared
Reading
Storytelling
Five Teaching Strategies for Reading
KS2
Developing Students’ Reading Skills
• Do you expose your students to a variety of text
• Expose
types? students to a variety of text types
• What do you usually do to help your students
• Guide
students
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• Ask open-ended questions to help students
develop critical thinking skills and creativity
Planning the Reading Workshops
Theme: Wonderful Seasons and Weather
GE Programme
Reading Workshops
• One unit from the
coursebook
 The Seasons
• Three books:
 Watching the
Weather
 Hot Sunny Days
 Bird Hotel
• One poem
 Daisy Chain
English Language Curriculum Guide (Primary 1-6), pp. E12-16
Planning the Reading Workshops
Theme: Wonderful Seasons and Weather
Focus questions:
• What is the weather like in different seasons?
• What is fun to do in different seasons?
• What is safe / dangerous to do?
• Is it fun to be by ourselves? Why?
• How can we enjoy the change of the seasons?
Wonderful Seasons and Weather
“Watching
the
Weather”
Supported &
Independent
Reading
Information
Text
“Hot
“HotSunny
Sunny
Days”
Days”
Supported
Supported
Reading
Reading
Information
Text
“Daisy Chain”
Shared
Reading
Narrative
Text
“Bird Hotel”
Supported
Reading
Narrative
Text
Cross-curricular Linkage in
Curriculum Planning
Organising modules of learning to establish meaningful
links among concepts and ideas acquired in different KLAs
and to help students construct and apply knowledge in the
process
• Decide on the themes or topics to establish
meaningful cross-curricular links
• Draw up an overall plan of Learning Targets and
Objectives, relevant learning activities and schedule
of work
• Develop and evaluate the learning, teaching and
assessment materials and activities
English Language Curriculum Guide (Primary 1-6), p.107
Cross-curricular Learning
Creating a Conducive Environment to Facilitate
Learning to Read and Reading to Learn
• Set up a well-equipped library
• Provide easy access to reading materials in
different parts of the school, e.g. in classrooms,
special rooms, reading corners and student
activity rooms
• Encourage students to read a wide range of
materials with different subject content and
text types
• Display English reading materials (e.g. posters,
signs, notices) all around the school
• Arrange book exhibitions
Creating a Conducive Environment to Facilitate
Learning to Read and Reading to Learn
• Help students develop the habit of reading by
encouraging them to read outside class time, e.g.
during morning assembly, recess and after school
• Set up Reading Award Schemes
• Organise Buddy Reading Programmes
• Nurture school reading culture through the rolemodelling of teachers and the school head
• Enlist parents’ support in reading programmes,
e.g. Story Mums/Dads, Parent-child Reading
Scheme
Resources and Support
• English Extensive Reading Grant and
the suggested booklists
• Resource packages produced by EDB
• Professional development programmes
• Community resources
Thank you