2008-2009 english department plk luk hing too primary school “read-to-write” program parent...

2008-2009 2008-2009 English English DepartmentDepartment

PLK Luk Hing Too Primary PLK Luk Hing Too Primary SchoolSchool

““Read-to-Read-to-Write” ProgramWrite” Program

Parent SeminarParent Seminar17 January 200917 January 2009

Why is Reading Important?Reading is the gateway to all other knowledge.

Reading leads directly to success in other subjects. If children

do not learn to read efficiently, the path is blocked to every

subject they encounter in their school years.

Wixon, Peters, Weber & Roeber (1987) Reading is a process of constructing meaning

through the dynamic interaction among the reader, the text

and the context of the reading situation.

Anderson, Hiebert, Scott & Wilkinson (1985) Reading is a lifelong pursuit. Learners should

keep reading in order to have enough practice.

Connections between Reading and

Writing

Dixon and Nessel (1983)• Teachers usually carry out writing activities

after students have well established their oral language and reading abilities.

• Writing content and writing skills should be relevant and

adoptable to what students have obtained during the oral and

reading training.• Writing becomes a natural extension of

reading.

Connections between Reading and

Writing

Richardson and Morgan (2000) • Writing is the true complement to reading

because it enables students to clarify and think critically about

concepts that they encounter in reading.

Brown, Phillips, & Stephens (1992)• Students need to write about what they are

going to read about (prediction).• After reading, students have to write again for

clarification of what was read.• This write-read-write model is also known as

reading-writing connection.

Read-to-Write Program Objectives

1. To promote students’ enabling skills to read by

teaching students reading skills through shared

reading and guided reading in class

2. To help students develop a better reading habit, including home reading habit

3. To assess students’ reading levels regularly

4. To help students raise their reading level through the program

http://itschool.plklht.edu.hk/it-school/

5. To help students read English books independently with minimal assistance

6. To arouse students’ interest in writing and enhance students’ writing skills through different reading activities

7. To enrich teachers’ knowledge and skills in

teaching with appropriate and effective reading strategies

http://itschool.plklht.edu.hk/it-school/

Program Structure

• The program is conducted in the form of “Reading Cycles”

• 1 reading cycle = 5 - 6 lessons

Frequency of Reading Cycles

2 cycles per term

Elements of a Reading Cycle

1. Phonics (started…)

- at the beginning of each lesson

2. Shared Reading (started…)

- whole class reading

3. Guided Reading (to be implemented in second term)

- small group reading

4. Independent Reading (to be implemented in second term)

Flow of a shared reading lesson

Mini phonics lessons (10 mins.)

Shared reading: cover prediction, picture walk prediction, other

while-reading activities (30 – 40 mins.)

Lesson 1 to 4 (or to 5)

Short presentation: depends on the content

of reading activities (10 – 20 mins.)

Writing reading reflections: maybe during

the last or 2nd last lessons

(10 – 20 mins.)

or

Flow of a shared reading lesson

The Last Lesson (5th or 6th)

Mini phonics lessons (10 mins.)

Shared reading: conduct final reading with students, check students’

understanding and memory about the story

(20 mins.)

Oral presentation of reading reflections: invite students to read

aloud their own journals in class individually (30 mins.)

Flow of a guided reading lesson (NET lesson)

Other students: borrow books for

independent reading and finish one reading record

Writing the reading reflections

(20 mins.)

Writing the reading reflections

(20 mins.)

Guided reading with ability group

(A): by LET (20 mins.)

Guided reading with ability group

(B): by NET (20 mins.)

Phonics kick-off lessons: by NET (20 mins.)


1. Phonics• starts with a mini phonics lesson at the

beginning of the lesson • certain phonics skills are taught every two

weeks• these phonics skills are incorporated in the

coming-up reading sessions and teachers guide students to make use of these phonics skills to pronounce unfamiliar words in the reading text

• some phonics games are used to help students reinforce and consolidate their phonics skills

Phonics Games:• Action Alphabets video clip: Clip 2_0:00-01:30

• Word Wall• Minimal Pairs Recognition (Tongue

twisters)• Jumbled Sentences• Action Sounds• Rhyming Words Sentence Making• Bingo

(illustrate by showing sample worksheets)

Samples of vowel shape

Samples of tongue twister

When a big black bug bit a big black bear,

it made the big black bear bleed blood.

Gray geese graze in the green, green grass

Sample of readings

Sample of worksheet

Some useful phonics website

http://www.genkienglish.net/phonics.htm

http://www.starfall.com/n/level-k/index/play.htm?f



http://www.starfall.com/n/level-k/index/play.htm?f


2. Shared Reading• 5 to 6 lessons are spent on teaching one

reader.• It allows the whole class involvement.

Teacher use the front cover to discuss about the authors and illustrators and let students predict the content.

• It can arouse students’ interest and motivation to read the story so as to check whether their prediction is correct or not. video clip: Clip 1_07:21-09:02


2. Shared Reading (continue)

Yaden (1988)• There are repeated readings of the story

over several days.• The first reading is for enjoyment, such as

“picture walk”. Students can predict the storyline with the help of picture clues.

video clip: Clip 1_11:14-12:22, 18:35-19:30, 21:31-22:28, 22:53-24:12, 26:10-27:22

• The second reading is focus on extending comprehension skills. The third reading is focus on language and

vocabulary.



Fisher and Medvic (2000)• Children can write reflections during the

shared reading cycles, or to write personal reflections in a journal or literature log (reading log) after participating in a whole cycle. (see samples)

Samples of Reading Log

sequencingcharacter

hunt

Samples of Reading Log

mind map(character relationshi

p)

Samples of Reading Logextensions of the

story

Samples of Reflexive Journals

reading diary timeline

Samples of Reading Reflections reflection

s

summary



• Students can have chances to read aloud their reflexive journals during the last lesson of the reading cycles.

• Students became more motivated in writing the reflexive journals because they found others appreciated their works. They tended to write with richer content and longer sentences in the second reading cycle.

video clip: Clip 2_21:36-25:17

How to do the reading How to do the reading reflections?reflections?

The title<Tiramisu>

The author<Rosaline Lee Fung>

a summary

Who?

When?

Where?

What?

interesting or not Do you like the story? What have you learnt?

What’s your personal experience?


3. Guided Reading

• By using the PM Benchmark Assessment Kit, teachers

have assessed students into different ability groups

according to their reading levels.• Starting from the second term, teachers

will do guided reading with 2 ability groups per

week during the NET lessons.• Around 7 to 8 students who are within 2 to

3 different reading levels will be grouped into one

ability group.

Background• levelled texts (Level 1 to 30)• reading assessment• helps identify reading levels that reveal students’

comprehension ability• adopted in foreign countries, especially Australia

Design of the books• most high frequency words• repeated words and sentence patterns

Assessment• Read Aloud• Retelling• Comprehension questions

Reading AssessmentPM Benchmark

Reading AssessmentPM Benchmark

P. 1 Assessment ResultTotal number of students: 114

Level that most students attained: Level 1 (80 students)

The highest level that students attained: Level 16 (3 students)

P.1 PM Benchmark Assessment (October 2008)

80

135 4 1 0 0 5 0 0 0 2 0 0 1 3

0

20

40

60

80

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Reading Level

Stud

ent (

114)


Levels that most students attained: Level 2-6 (75 students)

The highest level that students attained: Level 17 (1 student)

P. 2 PM Benchmark Assessment Result (October 2008)

4

14

7

16

26

12

3 3

86

2 31 2 1 0 1

0

5

10

15

20

25

30

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Level

No.

of st

uden

ts(1

09)



The highest level that students attained: Level 21 (1 student)

P. 3 PM Benchmark Assessment Result (October 2008)

0

5

10

15

20

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Level

No. o

f stu

dent

s

P. 4 Assessment ResultTotal number of students:108


Highest level students attained: Level 24 (1 student)

P.4 PM Benchmark Assessment Result (October 2008)

02468

10121416

9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Level

Num

ber

of Stu

den

ts


3. Guided Reading (continue)

• Teachers guide students to read the book with appropriate reading strategies (e.g. reciprocal approach).

• Different ability groups use different leveled readers.

• It can cater different students’ reading needs and

interests. • Students can learn to read in an

interactive small group learning environment.

• The content of the readers is relatively short, so that

each student can have enough chance to practise some

reading skills.


4. Independent Reading

• While two ability groups are having guided reading, the other students can read books independently in the classroom and finish one reading record worksheet.

• After students have finished guided reading, they go back to their seats and start to write their reflections on the “Reading Log” worksheets.


5. Home Reading

• Students are recommended to borrow books from school library or public library for home reading.

• Students have to record their reflections in the Reading

Log worksheet.• Encourage students to read aloud the book

to parents. Parents can also ask them some questions about the content (characters, events, etc.) of the book.

Parent Sharing Session• 2R Thomas Fung’s mother-What does Thomas’s favorite pastimes?

-How often does Thomas read English books?

-How often does Thomas go to the bookshop or public library with parents?

-What kinds of books does Thomas read?

-How often do you read with Thomas?

-Are there any special strategies when you read with Thomas?

-Does Thomas talk about/retell the content of the books he read with you?

-Do you set any reading goals for Thomas?

-How do you guide or help Thomas to read?

-Do you buy books for Thomas as presents?

That’s the end of this seminar.

Thanks for coming!

Q & A Session

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