Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

DAY 1 INTRODUCTION TO THE PRIMARY LITERACY PROGRAMME -

READING AND WRITING (PLP-R/W) KS1

&

THE TEACHING OF READING

Advisory Teaching Team

NET Section, CDI, EDB

OVERVIEW OF THE 3-DAY WORKSHOPS

Day 1

• Introduction to Primary

Literacy Programme - Reading

and Writing (PLP-R/W) KS1

• The Teaching of Reading

August

Day 2 • Unit of Work –

Reading and Writing August

Day 3

• Integration of PLP-R/W and

School-based General English

Programme

• Monitoring and Assessment for

Learning in PLP-R/W

September

OBJECTIVES

To provide an overview of the PLP-R/W

To develop an understanding of how to teach different

reading strategies

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

PART 1: INTRODUCTION &

HEAR WE GO

HEAR WE GO AND PLP-R/W

Develop students’ phonological awareness

Develop students’ four language skills with a focus on reading and writing

Introduce students to a range of text types

Address learner diversity through the use of a range of teaching strategies and graded materials

Integrate closely with the school-

based English programme

LEARNING AND TEACHING RESOURCES

Phonological Awareness

Programme

Reading and Writing

Programme

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

STRUCTURE OF THE PROGRAMME

Hear We Go R/W

Unit 1

R/W

Unit 2

R/W

Unit 3

R/W

Unit 4

R/W

Unit 5

R/W

Unit 6

Primary 1 2 full weeks

(18 lessons)

4 lessons per week

4 lessons per week

4 lessons per week

4 lessons per week

4 lessons per week

4 lessons per week

Primary 2 1 full week

(8 lessons)

4 lessons per week

4 lessons per week

4 lessons per week

4 lessons per week

4 lessons per week

4 lessons per week

Primary 3 1 full week

(8 lessons)

4 lessons per week

4 lessons per week

4 lessons per week

4 lessons per week

4 lessons per week

4 lessons per week

Optional: P4 (Year 4) Continue with Keys2, Tel.com, DTS, SuRE, WIELD,

Setting Up – P1 (Year 1)

Focus on shared reading & shared writing

Implementation – P2 (Year 2)

Focus on guided reading Optional focus on guided writing for Units 10 to 12

Independence – P3 (Year 3)

Focus on guided writing Optional focus on developing own unit(s) on PLP-R/W big books

Integration (Year 1 to 3)

Integrating PLP-R/W and GE lessons

PLP-R/W STAGES AND SUGGESTED

3-YEAR TIMELINE

Hear

We Go

HEAR WE GO

P2

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

HEAR WE GO UNITS

phonological awareness

auditory discrimination

an understanding of instructional and

functional language

Phonological Awareness impacts directly

on students’ ability to read.

The activities have been designed to allow students

to settle into the school and the Programme, and at

the same time to acquire and develop:

PHONOLOGICAL AWARENESS IS:

the ability to pay attention to the sound structure of language, i.e. sounds, syllables, onset and rime, words, rhymes, rhythms, and sentences

a broad term that includes phonemic awareness

ELEMENTS IN THE UNITS OF WORK

Listening Activities and Games

Rhyming

Awareness of syllables

Words and Sentences

•Good Morning

•Open Shut Them

•Dance Your Fingers

•Everybody Do This

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

ACTION MOVEMENTS

Action movements are important to the reading

process because they strengthen the connection

between the left and right hemispheres of the

brain

The action movements used in this unit help to

stimulate the brain and heighten cognitive

function.

BEFORE THE LESSON

1. Co-planning

• Unit of Work English Room/Classroom

With/Without the NET

How to adapt/

combine two lessons

• Resources What to prepare

How many sets needed

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

BEFORE THE LESSON

1. Co-planning

Equipment (pg. 5 or 6) Name cards

Group names

Stationery

Classroom Management (pg. 3 or 4) Small group/whole group movement

Zero noise signal

Voice meter

Reward system

Instructional language

2. Resource preparation (pg. 5 or 6)

DURING THE LESSON

• Read the assigned session from the unit of

work • P1 – Session 2

• P2 – Session 3

• P3 – Session 2

• Practise the assigned activity and

demonstrate how to teach the activity to

the rest of the groups

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

PART 2: THE TEACHING OF READING

READING ALOUD AND STORYTELLING

Individually read the statements

about the two teaching strategies

Tick the statements that you see

modelled during the reading aloud

and storytelling demonstrations

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

READING ALOUD DEMONSTRATION

Read with appropriate expression and pace

Stop and show pictures where appropriate

Make eye contact

Prompt students to think about the story

HOW TO CONDUCT READING ALOUD

Work in groups of four

Choose a HWG book

Each member practises reading a few pages

Rotate and read aloud the book to the group

members

READING ALOUD

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

STORYTELLING

The purpose is:

to show how a narrative is organised

to model the fluency and expression of spoken English

to develop listening skills

to provide students with an enjoyable English experience

to stimulate students’ interest in reading

to begin to develop students’ comprehension skills

Storytelling involves teachers

telling stories based on real

books, authentic texts or their

own made up stories.

HOW TO CONDUCT STORYTELLING

Watch the demonstration

of Storytelling. http://www.etvonline.hk/tc/digitalplay.html?video=entd011pee

THE PURPOSE OF STORYTELLING IS

to show how a narrative is organised

to model the fluency and expression of spoken English

to provide students with an enjoyable English experience

to stimulate students’ interest in reading

to develop listening skills

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

School-

based

English

Curriculum

Lesson

Reflection

Co-teaching

Adaption

Co-planning Parent

Support

Integration Links with other

subjects

Professional

Development

Resources

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

UNIT OF WORK

TEACHING SCOPE AND SEQUENCE

• Refer to the pages that relate to the level

you are teaching, i.e. p.79 – 82 Primary 1.

• Identify the letter sounds taught,

the main tasks and General English links

UNIT OF WORK

READING LESSONS

Come prepared for the co-planning meeting (e.g. textbooks,

units of work, integration support package, resources)

Read page 9, Unit Outcomes, in the unit of work

Discuss how the activities will

be taught in PLP-R/W lessons.

Make suitable adaptations if

required.

Plan the GE lessons which

integrate PLP-R/W and

GE/textbook topics

BEFORE THE LESSON –

CO-PLANNING

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

Prepare for all lessons

Manage (e.g. labelled, laminated, stored, correct

number of copies for activities)

Adapt for the needs of the students (e.g. content, size)

BEFORE THE LESSON – RESOURCES

(PAGES 12 – 14)

Prepare Materials

Trays for Storage of Stationery Action Alphabet Flashcards Words of the Week / Weather Chart / Thematic Posters High Frequency Words / Sounds of the Week Content Words The ‘Wall’ Big Book Display Cart

Co-teaching reinforces a collaborative learning

environment for students

Teacher to teacher interactions model and encourage

spontaneous language

Teachers support each other to carry out activities

effectively

Co-teaching provides more opportunities for teachers

to interact with students individually/small groups

IN THE LESSON – CO-TEACHING

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

Consistent routines across all lessons and classes are

established (e.g. zero noise signal)

IN THE LESSON – CLASSROOM MANAGEMENT

IN THE LESSON – CLASSROOM MANAGEMENT

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

Use flexible groupings to

support students’ learning

Diversify teaching

strategies based on

students’ needs

Have suitable expectations

IN THE LESSON –

CATERING FOR LEARNER DIVERSITY

Link GE lessons to support PLP-R/W

Practise skills, strategies and content in both PLP-R/W

and GE lessons

Assessments cover both PLP-R/W and GE skills,

strategies and content

INTEGRATION

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

Let’s have a look at some PLP-R/W lessons.

VIDEO

A SHARED READING LESSON

READING STRATEGIES

Would we say the words in

this order?

Does this sentence make

sense?

Does this picture match

the word?

I don’t know this word. I will

sound it out.

English Language Curriculum Guide p. A28

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

DECODING SKILLS POSTER

READING SESSIONS: BEFORE THE READING

Tell-Check

In pairs

Watch the video of the Before the

Reading session

After that, A describes the teaching to

B

B checks the teaching by referring to

the Unit of Work

READING SESSIONS: BEFORE THE READING

This part of the session is when:

the students enter the room and are settled

ready to start the lesson. This is the teachers’ opportunity to set the tone of the lesson

the students learn high frequency words and

phonics

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

WHAT IS SHARED READING?

“Shared reading is an effective teaching

strategy in which the teacher and the class

read aloud a common text together. Repeated

reading and re-reading of the whole text over

a period of several days helps young learners

develop, practise and apply reading skills and

strategies.”

(ELCG 2004, p. A31)

PHOTOS –

CHILDREN ENJOYING SHARED BOOKS

VIDEO OF SHARED READING

Watch the video of the Reading the Text section

After the video you will have an opportunity to

demonstrate the Shared reading section to your group

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PLP-R/W (KS1)

READING THE TEXT

The teacher:

draws students’ attention to the book title, author’s name and illustrations on the book cover

guides students to predict the content of the book he/she is going to share read with them

does a picture walk

opens the book and reads the story once, using natural pace, pause, intonation and stress

does not stop to explain vocabulary or ask comprehension questions in the first reading

asks questions

PREPARE A BOOK FOR SHARING

In pairs, prepare a PLP-R/W book to

share

Each partner demonstrates aspects of

Shared Reading

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PLP-R/W (KS1)

READING SESSIONS: AFTER THE READING

This part of the session is when:

the teacher reinforces the particular reading strategy the students will be practising

the students practise using the modelled reading strategies through a range of activities and independent reading

The session concludes when learning is consolidated through revisiting main teaching points. There may be opportunities for songs, rhymes or poems and/or the teacher reading aloud a related book.

OBSERVATION ACTIVITY

Observe the presenters’ demonstration

Record what they are doing with the

“students”

Feedback

SUBSEQUENT READINGS IN

READING THE TEXT

Teacher:

re-reads the story a second time, inviting

learners to join in …

involves the learners more and more in

reading the book, until they can read the

whole book aloud confidently

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

ACTIVITY

Work in pairs and read the following pages

Identify the teaching focus for the subsequent reading:

– P1 (pages 22, 31 and 44)

– P2 (pages 26, 30 and 36)

– P3 (pages 22, 32, 37, 41 and 52)

Each group feeds back an example

STUDENTS’ WORK

Repeated reading of the big book reinforces the

structures and the vocabulary that the students

will be using in their writing.

SMALL GROUP READING

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PLP-R/W (KS1)

HOME READING

Turn on your phone

Go to Kahoot.it

A QUIZ

REFERENCES

http://www.indiana.edu/~pietsch/callosum.html

Dennison, P. & G. (1985). ‘Personalized Whole

Brain Integration,’ Edu-kinesthetics, Inc. USA

Hannaford Carla, (2005). ‘Smart Moves: Why

Learning Is Not All In Your Head,’ Great River

Books, Utah.

Day 1- Introduction & Hear We Go

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PLP-R/W (KS1)

We would like to thank the following schools:

Sir Ellis Kadoorie (Soojunpo) Primary School

SKH Holy Carpenter Primary School

Shaukiwan Tsung Tsin School

Lam Tseun Public Wong Fook Luen Memorial

Primary School

HKTA Ng Lai Wo Memorial School