planning of reading across the curriculum€¦ · set target reading skills and learning to learn...
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Planning of Reading across the Curriculum
source: The Government of Hong Konghttps://cd1.edb.hkedcity.net
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Outline1. Background
2. Making connection between learning in the English and the GS subjects
Shatin Tsung Tsin School
3. Making connection between learning in the classroom and in real life situations
Mary of Providence Primary School
4. Reflection
Planning of Reading across the Curriculum
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Challenges faced by our students
• Coping with the exponential growth of information and knowledge
• Globalisation and competition
• Meeting the learning demands at the secondary level
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The key – Reading, reading, reading
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Reading habit
Reading skills &
strategies
Reading atmosphere and culture
Reading interest
Making connections
The key – Reading, reading, reading
Reading across the curriculum
Reading skills & strategies
Reading habit
Reading interest
Reading atmosphere and culture
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Why Reading across the Curriculum
• To help students make connections between the reading texts across various KLAs and their life experiences, prior knowledge and global affairs.
• To enable students to gain knowledge of different areas and apply reading skills and strategies to retrieve different types of content knowledge
• To help students extend their horizons, construct knowledge, enhance their creativity and develop positive values.
Source: Basic Education Curriculum Guide for Primary 1 – 6 (2014)
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School practices in promoting Reading across the Curriculum
Mary of Providence Primary School
Shatin Tsung TsinSchool
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Student characteristics
• Average to high performance in English• Most students do not reject reading, yet there is diversity
in their interest in and habit for readingCurrent practices in promoting reading
• Explicit teaching of reading skills and strategies • Adoption of reading schemes • Positive experience in teacher collaboration in promoting
reading
Students’ development needs
Subject development focus
• Prepare senior primary students for learning at the secondary level
• Developing lifelong learning capabilities among students
Promotion of reading across the curriculum – making links between the formal and the informal curricula
Planning of the reading curriculum
to achieve learning to learnInformal curriculum
Formal curriculumØ Key features of each module
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English LibraryGeneralStudies
Set common themes for cross-subject collaboration
Set target reading skills and learning to learn skills
Adopt tools to help students process & organise learning
Increase the quantity and types of reading/viewing materials
Provide opportunities for sharing of reading/learning experiences
Ø Reading schemes • Buddy reading
programme• Extensive reading
scheme• Library periods
Ø Life-wide learning projects
• Study tour
Case 1Shatin Tsung Tsin School
Making connection between learning in the English and the GS subjects
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• Deepen the knowledge about environmental protection
• Apply reading skills and strategies in reading non-fiction books and newspaper
English curriculum
Library
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Planning of the ‘Save our Earth’ module
• Read extensively on environmental protection
• Teach reading skills and strategies explicitly
• Teach the use of graphic organizers to find out main ideas
GS curriculum
• Resource management
• Library periods
Sub-themes: Environmental Protection + Endangered AnimalsTarget group: a class of 30 P.6 studentsPeriod: 4 weeks
Design of the RaC project
Knowledge BuildingEnglish G.S.
Content
Language
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• Causes and solutions of environmental problems
• Effects of environmental problems
Lexical setsExamples: air pollution, fumes, smoke, power stations, factories, use public transport, plant more trees
Lexical setsExamples: global warming, greenhouse effect, ozone hole, acid rain(effects of air pollution)
Grammar structures• Use so much and so many to talk
about the quantities of things (e.g. The traffic makes so much noise.)
• Use should / should not to talk about ways of protecting the environment (e.g. We should stop leaving the tap on.)
• Use connectives to add ideas and to show the cause-effect relationship (e.g. also, as a result)
Useful verbs• Air pollution causes acid rain. • Water pollution causes red tides.• Water pollution affects the
ecosystem and human health.
Design of the RaC project
Design of the RaC projectEnglish G.S.
Reading skills Skills of reading non-fiction texts
Application of reading skills
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• Locate specific information ð Look at contents page, headings, illustrations and captions
• Skim for main ideasð Find out the topic sentences
ð Use graphic organizers to organize the causes, effects and
solutions
• Understand information presented in charts and graphs
• Read non-fiction texts of different topics (e.g. light pollution, noise pollution, environmental problems)
• Extensive reading scheme to encourage students to read non-
fiction books
Design of the RaC project
English General StudiesLearning outcomes
Save our Earth
Design of the RaC project
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• Write an article about the causes, effects and solutions of environmental problems
• Present a group project to show the causes, effects and solutions of an environmental problem
• K-W-L chart• Hold group discussion to
reflect on what have been learnt
English EnglishG.S.
Examples of Learning ResourcesOrganise the ideas of causes, effects and solutions of environmental problems
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Examples of Learning Resources
Distinguish between causes and effects
English
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Examples of Learning ResourcesUse so much and so many to talk about the quantities of things
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Examples of Learning Resources
Extensive reading scheme to encourage students to read non-fiction books
Students borrow nonfiction books of environmentalprotection from the library and complete the graphicorganizers.
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Super Readers’ Scheme
Learning outcomes - EnglishWrite an article about environmental problems (causes, effects and solutions)
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Learning outcomes - English
• Students are able to showthe audience the causes,effects and solutions of anenvironmental problem intheir project presentation.
• Students are able to synthesize what they have learnt from English and G.S. lessons and the books they have read.
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Learning outcomes of - General StudiesUse the K-W-L chart to organise the previous knowledge, decide what to find out and summarise the ideas learnt
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Role of the Libraryü Enrich the resources (non-fiction books of English and G.S.) in
the library.
ü Recommend and display the non-fiction books.
ü Display related newspaper clippings.
ü Read non-fiction books of environmental protection in library
lessons.
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How would students benefit from this RaC project?
ØEnhance students’ understanding of a topic
(environmental protection)
ØEquip students with a wider range of skills
and strategies of reading nonfiction texts
ØIncrease students’ reading amount and
variety of nonfiction books
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Case 2Mary of Providence Primary School
Making connection between learning in the classroom and in real life situations
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Informal curriculum(Outside the classroom)
Formal curriculum(Inside the classroom)
Design of a two-year reading project
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English+
Library
Year: 2014/15Target group: All P.5 studentsUnit: Fun with study toursCurriculum planning features:
Greater variety and quantity of reading materials
Coverage of reading skills & learning to learn skills
Authentic and challenging tasks to prepare students for real life needs
Year: 2015/16Target group: 24 P.6 studentsLife-wide learning project: A 4-day study tour to SingaporeCurriculum planning features:
P Extensive reading on the places to visit in Singapore
P Further practice of learning to learning skills
P Engaging students in planning, documenting and managing their learning
What happened in the classroom?P.5 Unit 4: Fun with study tours
Learning tasks Objectives/Features
1. Read a blog to find out the travelling experience of Ken
• Read for specific information• Learn the features of a blog
2. Practise booking of flight online • Expose students to real life tasks• Practise IT skills• Follow instructions
3. Read hotel reviews and choose a hotel
• Develop critical thinking• Learn the features of a review
4. Conduct research on different scenic spots and recommend a place to visit
• Read extensively on different places• Take notes• Synthesise information
5. Write a travel blog on a place visited
• Integrate reading with writing• Elaborate and organise ideas
6. Review peer’s travel blog against a set of criteria
• Promote self-reflection and peer learning
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What happened outside the classroom?A study tour to Singapore
1. Pre-trip training (Oct 2015 – Mar 2016)
Tasks Objectives/features
Prepare an introduction of a place to visit in Singapore
• Develop reading & research skills• Develop summarising skills• Set learning outcomes
Present the place to the whole group
• Practise presentation skills (confidence,eye-contact, interaction)
• Give and respond to feedback
Make learning pledges and a reminder list on what to prepare/do before, during and after the trip
• Develop self-management skills (e.g. goal setting)
• Develop higher order thinking skill(categorise items on the reminder list)
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What happened outside the classroom?A study tour to Singapore
1. Pre-trip training (Oct 2015 – Mar 2016)
Tasks Objectives/features
Prepare questions for the visit and the interview
• Develop self-directed learning skills (set learning expectations)
Video-tape their own presentation (introducing a place at the school)
• Learn advanced IT skills (photo and video-taking)
• Integrate the use of multiple skills (IT, writing, presentation)
• Prepare for the post-trip sharingShare the videos produced by each group and give feedback
• Promote peer assessment and reflection
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What happened outside the classroom?A study tour to Singapore
2. During and Post-trip activities (May - July 2016)
Tasks Objectives/features Engage in different learning tasks actively
• Practise communication skills• Foster collaboration• Enhance proper attitude and behaviour
Capture and reflect on their learning every day
• Consolidate learning skills (note-taking,summarising, organising learning)
• Apply advanced IT skills (taking photos and videos)• Encourage on-going reflection
Conduct post-trip sharing
• Consolidate presentation skills• Build a language rich environment at school
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Reflection
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Build on students’ strengths• Positive learning attitudes• Good language foundation
Build on teachers’ strengthsExpertiseInterest
DedicationCollaboration
Build on existing programmes
Reading schemesLibrary periods
Flexible curriculum arrangementsTeachers’ professional discretion on the use of textbook to create
space for learning
Holistic planning