Reading Workshop (10:00-12:00)

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Reading Workshop(1000-1200)

• Presenters
• Judy Kwok, Officer of School-based Curriculum
  Development (Primary) Section
• Phyllis Wu Wai Po, Canton Road Government Primary
  School

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Food for Thought
Professional development involves more than
learning knowledge and skills. ..Professional
development amounts to more than a slick,
self-managed portfolio of certificates and
achievements accumulated as individual
credits Teachers who are personally and
professionally developed have evolved a strong
sense of themselves as teachers and as people.
Their ego boundaries, their sense of identity,
are secure enough for them not to feel flooded,
invaded, or overwhelmingly vulnerable when they
are challenged by, evaluated by, or asked to work
with other adults Teaching in the knowledge
society education in the age of insecurity By
Andy Hargreaves
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Issues to address
What is a teachers role in a reading
workshop? What are the possible strategies to
encourage prediction? What to do if the text is
too easy or too difficult?

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A teachers role in a reading workshop
Students
Teachers
Professional judgment

• Choose appropriate books for the students (of
  high interest level, not too easy or not too
  difficult)

Construct meaning

• Deploy various reading strategies like reading
  aloud, shared reading, supported reading and
  independent reading to assist students to read

Texts
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Possible challenges

• Arouse students interest in reading
• Help students become good readers

Teachers
Students
Construct meaning

• the books are chosen by last years English
  teachers
• the books are either too difficult or too easy

Texts
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• Vygotsky believed that if you give a child a
  task, like reading a book, and he does it, then
  you have taught him nothing. The child could
  already do the task, as that task was in his
  current zone of actual development.
• if you give a child a task to do and he cannot
  do it, then you have the chance to teach. If the
  child cannot do the task alone but can do it with
  a more expert persons help, then the task lies
  in what Vygotsky calls the zone of proximal
  development.
• Vygotsky argued that we can teach students
  something new only when the task is within their
  zone of proximal development.
• Improving Comprehension with Think-Aloud
  Strategies
• By Jeffrey D. Wilhelm

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What does a good reader do?

• Use prior knowledge to make sense of new
  information
• Ask questions about the text before, during and
  after reading
• Draw inferences from text
• Monitor comprehension
• Use fix up strategies when meaning breaks down
• Determine what is important
• Synthesize information to create sensory images
• Developing expertise in reading comprehension
• Pearson, P.D. Roehler, L. Dole, J., Duffy, C.
  (1992)

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What are the possible strategies to encourage
prediction?

• Using KWL to encourage prediction (non-narrative
  text -info book)
• Using pictorial cues to encourage prediction

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KWL Strategy (know, what to know, learned) An
instructional reading strategy that is used to
guide students through reading (pre-reading,
while-reading, post-reading activity) A KWL
Chart
K Tell me everything you know about (pre-reading activity) W Tell me what you want to know about (pre or while reading activity) L - Tell me what you learnt (post reading activity)

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• KWL Strategy
• (know, what to know, learned)
• Purposes
• Elicits students prior knowledge of the topic
  of the text
• Sets a purpose for reading
• Helps students to monitor their comprehension
• Allows students to assess their comprehension of
  the text
• Provides an opportunity for students to expand
  ideas beyond the text.
• http//curry.edschool.virginia.edu/go/readquest/st
  rat/kwl.html

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Case 1 T.W.G.Hs. Leo Tung-hai Lee Primary
School Level P.6 Module The World around
us Text Popclock the world at six billion
(information text) No. of sessions 7


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(No Transcript)
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(No Transcript)
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IEPC I close your eyes and imagine the scene,
character, events What can you see, feel, hear,
smell? Share your thinking with a partner. E-
Elaborate tell, describe, or give details of
what you see in your mind. P- Use these ideas
to make some predictions or guesses about the
passages to be read C- Read to confirm or change
your predictions about the passage. The Reading
Teacher Vol. 58 No. 4 Dec 04/Jan 05
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Case 2 Canton Road Government Primary
School Level P.4 Module New Welcome 4B (Unit 7
At home Unit 8 Moving house) Text The old
woman who lived in a vinegar bottle (narrative
text) No. of sessions 7


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Discussion time(3-4 in a group, 5 mins)

• Bear in mind the standards of your students, how
  would you conduct the lesson to encourage
  prediction?

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• Dont just focus on reading, integrate with other
  skills like speaking, writing and listening

What to do when the text is too easy
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Ask students to rewrite the ending of the story
The fairy was very cross. I gave you a little
house. Then I gave you a castle. But you have not
said THANK YOU! So the fairy made the old woman
go home to her vinegar bottle.
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Wong Hoi Yan P.4A

• The fairy made the old woman in the bottle.
  The old woman was sad. She looked at the sky
  because she wanted had a fairy came. A witch came
  to her home. The witch looked like a fairy. They
  made friends. They witch took old woman all the
  money. The old woman was sad and angry.

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Kiki Kwok P.4A

• So the fairy took the old woman returning her
  vinegar house. And then the fairy did not make
  her dream come true. Finally, the old woman
  stayed at home alone. Until one day, a hurter
  called David arrived there. And then he met with
  the old woman. They started to fall in love each
  other. Moreover, he decided to marrige with her
  as soon as possible. Also, the fairy hoped that
  they could live happy. And then the fairy gave
  them a big castle.

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Discussion time(3-4 in a group, 3 mins)

• Bear in mind the standards of your students, how
  would you teach The Happy Prince?

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• Dont aim at using the same strategy to cover the
  whole text, use various strategies to maintain
  students interest

What to do when the text is too difficult