Promoting Reading across the Curriculum in Primary Schools · learn through reading English texts....
Transcript of Promoting Reading across the Curriculum in Primary Schools · learn through reading English texts....
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Promoting Reading across the Curriculumin Primary Schools
31 October 2018
http://www.shutterstock.com/s/kids+reading+books/search.html
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Why is the ability to read effectively important?
Reading abilities
Academic achieve-ments
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We will look at
What Reading across the Curriculum (RaC)
entails
How to promote RaC in your school
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Reading in the school curriculum –END and MEANS
A skill to be mastered – ENDTo enable pupils to develop the ability to read in a
language
A skill through which knowledge is acquired – MEANSPupils learn through written language (reading and
writing)
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Why teach reading? MEANS –END relationship
For pupils to learn how to read in English
For pupils to learn how to learn through reading
English texts
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Why teach reading?
For pupils to learn how to read in English
For pupils to learn how to learn through reading English
texts
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Reading development
Herber, H.L. and Herber, J. (1993). Teaching in content areas with reading, writing, and reasoning. Boston, MA: Allyn and Bacon.
Herber and Herber (1993)
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Learn to read and read to learn
Learn to read
Learn to crack the code
Learn to read to learn
Learn to get information and ideas in texts
Read to learn
Apply reading ability to acquire information and ideas from text independently
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Reading across the Curriculum (RaC)
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Reading across the curriculum
What RaC entails Promoting RaC in primary schools
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Our school curriculum
11
CHIMATHS
GEN STUDIESART / MUSICI.T.
ENG
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A compartmentalized subject-based curriculum
12
CHIMATHS
GEN STUDIESART / MUSICI.T.
ENG
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Are there any commonalities among these school subjects? If so, what are they?
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CHI
MATHS
GEN STUDIES
ART / MUSIC
I.T.
ENG
?
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Goals, Language, Concepts, Skills, etc.
14
CHI
MATHS
GEN STUDIES
ART / MUSIC
I.T.
ENG Goals, Language, Concepts, Skills, etc
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Language Items/ Concepts – Numbers
Subject General Subject SpecificCardinal number: 1,2,3,4,5,6,7,8,9,10…
Ordinal number:first, second, third…
History: year, dateE.g. BC 1000 VS AD 1000; 1st October, 1949
Mathematics: measurementE.g. one-third = 1/3
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Language Items/ Concepts – ColoursSubject General Subject Specific Red,Orange,Yellow,Green,Blue…
Science: cobalt
Geography: observationRiver/ lake/ reservoir (blue)Vegetation (green)Developed area (purple)
Art: types of colours- Primary colours (red, yellow, blue)- Mixing of colours- Secondary colours (orange, purple, green)
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Another commonality - Reading
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CHI
MATHS
GEN STUDIES
ART / MUSIC
I.T.
ENGReading
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The questions to ask• Are there any reading related
language elements which are common across subjects?
• If so, how are these elements handled in the curriculum?
• If we were to develop reading across the curriculum, whatshould be taught and how to teach them?
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Learn to read and read to learn
Learn to read
Learn to crack the code
Learn to read to learn
Learn to get information and ideas in texts
Read to learn
Apply reading ability to acquire information and ideas from text independently
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Reading across the curriculum - Read to learn
Learn to read
Learn to crack the code
Learn to read to learn
Learn to get information and ideas in texts
Read to learn
Apply reading ability to acquire information and ideas from text independently
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Reading across the curriculum - Read to learn
Learn to read
Learn to crack the code
Learn to read to learn
Learn to get information and ideas in texts
Read to learn
Apply reading ability to acquire information and ideas from text independently
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Read to learn
Reading is taken as meansOverall goal of reading instructionEnable pupils to develop ‘read to
learn’ skills and strategies to learn concepts / ideas / knowledge from text written in English oComprehendoOrganiseoConnectoRecall
text content
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Read to learn Reading is taken as meansOverall goal of reading instructionEnable pupils to develop ‘read
to learn’ skills and strategies to learn concepts / ideas / knowledge from text written in English oComprehendoOrganiseoConnectoRecall
text content
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Promoting RaC in our
schools
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Questions to ask ourselves
In what way is RaC different from our teaching of reading in the English curriculum?Do we need to make a lot of
changes in what we have been doing?If my school does not incorporate
RaC, will my pupils lose out in one way or another?Do my colleagues have the
knowledge and skills to incorporate RaC in our English curriculum?
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Considerations
Reading materials
Teaching objectives
Teaching strategies
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Reading materials
Many books available to pupilsPrint and non-printIntensive and extensive readingDifferent levels of difficulty
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Reading materials - Topics
A great varietyGeneral knowledgeTopics covered in other school subjects – General
Studies, STEM, culture, music, art, etc.Challenging topics catering for more capable readers
Extend what they have learnt in other subjects – for motivation and interest
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Reading materials – in terms of text types
A variety of text types including expository text and narrativeTypical examples
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Working with text types
Developing awareness of text types, their purposes and characteristicsFormat and layoutTitles and headings – bigger font size, summary of
contentLanguage – tense usage, topic fronting, signaling
language functions, etc. Diagrams, illustrations and other pictorial clues
Organisation of information – Rhetorical structures
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Examples of information structure in expository texts
• Objects to be compared• Basis of comparison• Similarities and differences
Comparison and contrast
• Name of the process• Input / output• Number of stages• Change agents• Conditions for change
Description of a process
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Analysis of language use in narratives
Purpose – to narrate a chain of event
• Tense usage – usually past tense• Simple sentence structure • Use of dialogue – present tense• Sequence markers
• Later / Afterwards• Pictorial clues
Linguistic characteristics
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Language use in expository text
Highlight language use to express CausalityChronologyLogicHypothesisComparisonDeveloping arguments, etc.
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Teaching objectives - Learning outcomes
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‘Read to learn’ skills and strategies
Supplementing the general reading skills and strategiesPredict content and text development before readingSummarize text using own words Question the text content Identify important ideas in a text while readingMonitor their readingDraw on background knowledge
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Process simple sentences by identifying meaningful chunksLocate specific information by identifying key wordsLocate details which support the main ideas from different parts of a textUse KWLMake notes
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Search for linguistic clues to meaningPunctuation marksUsing prefix / suffix / synonym / antonym
Reread to confirm their understanding of unfamiliar words or difficult passages in a textTranscode text content (text diagram)Mind mapTree diagramDrawing Flow chartTable
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Teaching strategies
cubeselfstoragehk
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Teaching strategies
Give pupils time to readGive
Avoid reading for pupils Avoid
Ask questions to direct pupils to clues to meaningAsk
Think aloud – demonstrate to pupils how to get meaning from text Think
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Promoting reading across the curriculum
Why promote RaC?
Reading materials – what to read?
Teaching objectives – what to teach?
Teaching strategies – how to teach it?
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In conclusion
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Pupils learn many concepts / ideas from different subjects (which might be disconnected)
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Helping pupils to connect these concepts / ideas / learning experiences
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That is what RaC is about
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Thank you