Key Stage 2

Integration

Introduction

The Native-speaking English Teacher (NET) Section started developing the Key Stage 2 Integration Programme (KIP) in September 2009 as a three-year project in timely response to the success of the Primary Literacy Programme – Reading (Key Stage 1) [PLP-R] and the Primary Literacy Programme – Reading and Writing (Key Stage 1) [PLP-R/W]. The KIP is designed to support:

• PLP-R and PLP-R/W (project) schools so they can continue the comprehensive and innovative literacy experiences for their Key Stage 2 students; and

• non-project schools which would like to participate in the NET Section’s KS2 literacy programme.

Many PLP-R/W schools have started the KIP and it is anticipated that in the future, more schools with a fully-integrated Primary 1 to Primary 6 English literacy programme will evolve.

Students entering KS2 may have had either a limited or more extensive exposure to a range of language experiences and learning opportunities. The KIP is structured for flexible school-based curriculum development to provide a literacy approach that can uniquely and innovatively build on and reinforce the knowledge and skills that students have accumulated in KS1.

Text Types

Understanding text types helps students use English in various contexts. The KIP workshops* are based on the guidelines from the English Language Curriculum Guide (ELCG) of 2004. All KIP reading and writing workshops are underpinned by a text type approach. The selection of text types is based on an analysis of the most common text types students are required to write, as well as the grammar, vocabulary and topics most commonly studied in the Primary 4 to Primary 6 English language curriculum for KS2.

Key Stage 2

Integration

ProgrammeProgramme

Aims

• To support the development of school-based literacy programme integrating reading and writing skills

• To enhance the professional development for English teachers at KS2

• To improve literacy levels of KS2 students in reading and writing

© Native-speaking English Teacher Section, Curriculum Development Institute, Education Bureau

This is my dream house.It is in the country side.

This is my dream house.It is in the country side.

* The KIP workshops refer to the lesson plans and the learning and teaching resource materials.

Overview of Reading and Writing

in the KIP

Overview of Reading and Writing

in the KIP

• Reading and Writing Workshops: Each workshop consists of detailed lesson plans, teacher resources, student resources, curriculum links, textbook adaptation advice and supplementary materials

• KIP Teacher Manual for teachers

• Resources for Professional Development for teachers

• Levelled Books Inventory to facilitate the purchase of guided reading books

• Programme for Enhancing Reading Skills for teachers

• My English Home Reading Record for students

• My Word Bank for students

• Parent Support Package to facilitate the establishment of the parent-school networking

• Integration and Textbook Adaptation Support Materials for school-based curriculum development

Programme Materials

The KIP commences in Primary 4 with the use of shared reading and guided reading with a KS2 focus. Exposure to authentic literature is also promoted through reading aloud experiences, whilst a home reading programme commences to promote good reading habits and attitudes. This reading foundation serves as a springboard for students to engage in authentic writing, speaking and listening experiences. A process approach to writing is used to develop in students self-managed writing skills that prepare them to become independent, effective writers in readiness for KS3.

Schools which participate in the KIP receive the following essential resources:

© Native-speaking English Teacher Section, Curriculum Development Institute, Education Bureau

Primary 4

Primary 5 and Primary 6

Timing and Sequence

of the KIPTiming and Sequence

of the KIPImplementation of the KIP begins in Primary 4 and continues through Primary 5 and Primary 6. Schools work through three stages of skills and knowledge development during the Setting-up, Implementation and Independence Stages. The programme is structured as follows:

Primary 5 and Primary 6

Terms 1 and 2

Reading 1 or 2 single lessons per week

• Reading Workshops: Shared Reading and/or Guided Reading and/or Reading Aloud

• Self-managing Reading Activities

• Home Reading

• Integration and Textbook Adaptation

• Phonics and High Frequency Word resources for use in the General English Programme

Writing 1 double lesson per week

• Process Writing Workshops

Primary 4

Term 1Reading 1 or 2 single lessons per week

• Reading Workshops: Shared Reading and/or Guided Reading and/or Reading Aloud

• Self-managing Reading Activities

• Home Reading

Writing 1 double lesson per week

• Schools new to Process Writing start with 7 single mini-lessons for Writing

• Schools experienced in Process Writing start with Process Writing Workshops

• Integration and Textbook Adaptation

• Phonics and High Frequency Word resources for use in the General English Programme

Term 2Reading 1 or 2 single lessons per week

• Reading Workshops: Shared Reading and/or Guided Reading and/or Reading Aloud

• Self-managing Reading Activities

• Home Reading

Writing 1 double lesson per week

• Start/continue with Process Writing Workshops

* Each KIP lesson = 35 - 40 minutes

© Native-speaking English Teacher Section, Curriculum Development Institute, Education Bureau

Shared ReadingShared Reading

Shared reading is an important teaching strategy to assist students to learn the process of reading. Shared reading texts for KS2 expose students to the structure and features of various text types and provide an opportunity for teachers to model higher level reading strategies and involve students actively.

A shared text, usually a big book, needs to be read a number of times, each involving a different focus and increasing student participation. In shared reading sessions, teachers must model, indeed role play, the 'thinking' that a reader goes through. The teacher may role play stumbling on a difficult word, and demonstrate a number of graphophonic, syntactic and semantic strategies to decode the word or understand its meaning.

Reading AloudReading AloudSecond language learners may seldom have a lot

of opportunities to hear oral reading of authentic English texts. Reading aloud is not only essential for

this purpose, it helps to generate a curiosity about English books and develop a genuine interest in reading.

The purpose of reading aloud in KIP is for students to enjoy hearing a ‘good story’. Reading aloud involves the teacher reading

aloud authentic literature, i.e. a book with literary worth, rather than a ‘reader’, i.e. a book designed

to scaffold reading skills development, to the class. It is the approach that provides maximum teacher support: the teacher reads while the students listen and enjoy!

© Native-speaking English Teacher Section, Curriculum Development Institute, Education Bureau

Process writing focuses on the development of writing skills through the various steps involved in drafting and redrafting a piece of work. It acknowledges the process that authors, or authentic writers, use when writing. These steps of pre-writing, drafting, revising, editing and publishing, are recursive, i.e. the steps can be revisited as many times as the author requires to make the piece satisfactory. Thus, the emphasis in process writing is as much on the process as on the product.

The steps of process writing need to be made explicit to students through a range of teaching strategies such as modelling and shared writing, interactive writing, guided writing, conferencing and feedback, and through cooperative learning tasks. Thinking about or reflecting on the steps of writing needs to be modelled, using support props such as word banks, posters, writing samples and other materials.

Process Writing

Guided Reading

Process Writing

Guided ReadingGuided reading is a teaching strategy that aims to scaffold students as they read a common text in a small group according to their reading level. After matching students to their respective book levels, students in the same group have similar learning needs as they read with the support of the teacher for an intensive interactive experience.

In this learner-centred approach, students are guided to apply reading strategies which they have seen modelled through shared reading. When students omit or misread a word, the teacher guides them to decode for meaning, using graphophonic, syntactic and/or semantic reading strategies.

A guided reading session in KIP usually involves two teachers to manage a reading group each, whilst the other half of the class engages in self-managing activities, usually related to a previous reading experience. The two halves of the class swap activities in the middle of the session or in the following session.

© Native-speaking English Teacher Section, Curriculum Development Institute, Education Bureau

Home ReadingHome reading provides a positive and informed home-school connection, as research has shown that reading at home greatly enhances the development of reading skills, strategies and fluency. Home reading can develop positive attitudes to reading and a lifelong interest in and enjoyment of books.

In the KIP, students participate in a take-home reading programme, providing students with opportunities to choose their own reading materials for independent reading. Students can share positive reading experiences with parents and other people, while practising the skills and strategies they have learned during their reading workshops.

Home Reading

• knowledge of text types and related grammar items and structures;

• knowledge of vocabulary and vocabulary-building strategies, e.g. content words, high frequency words, prefixes/suffixes, synonyms/antonyms and collocations;

• phonological awareness; and

• spelling, revising and editing strategies.

The KIP reading and writing workshops aim to provide students with experiences that integrate listening, speaking, reading and writing to create motivation and deeper learning. Carefully threaded through the KIP reading and writing workshops, and associated materials, are links to the development of:

The KIP reading and writing workshops are designed to complement the school and textbook programme. Therefore, curriculum space needs to be made through textbook adaptation.

The KIP includes advice and resources to assist teachers to integrate the KIP and the General English Programme into a school-based curriculum to enable more learner-centred English literacy learning to occur.

Integration and

Textbook AdaptationIntegration and

Textbook Adaptation

© Native-speaking English Teacher Section, Curriculum Development Institute, Education Bureau

© Native-speaking English Teacher SectionCurriculum Development Institute

Education Bureau

Telephone: (852) 3549 8300Facsimile: (852) 2334 8707

E-mail: attpnet@edb.gov.hk