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Planning for Active Reading – based on the reader “Hansel and Gretel”

Tai Kok Tsui Catholic Primary School (Hoi Fan Road). Planning for Active Reading – based on the reader “Hansel and Gretel”. Adviser: Nancy Tse (Curriculum Development Officer) Teachers: Adeline Cheung, Joyce Chan Maria Lau, Jolla Chau. Starting point.

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Planning for Active Reading – based on the reader “Hansel and Gretel”

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  1. Tai Kok Tsui Catholic Primary School (Hoi Fan Road) Planning for Active Reading – based on the reader “Hansel and Gretel” Adviser: Nancy Tse (Curriculum Development Officer) Teachers: Adeline Cheung, Joyce Chan Maria Lau, Jolla Chau

  2. Starting point • prior experience of teaching readers • just read a part of the story and asked questions, and then read some more • a boring procedure of reading line by line & checking on students’ understanding of the details • difficult to motivate students and get active responses • look for an alternative way to teach a reader

  3. What we learnt about teaching reading to early readers • Comprehension is an active process of constructing meaning Research findings. • There are 3 basic components in reading.

  4. What “Active Reading” means to us finding out story events & development making connections to old knowledge and life experiences looking for deeper meanings Active Reading responding with imagination and emotion solving reading problems = Purposeful and enjoyable reading

  5. How we planned our lessons • Setting clear overall learning objectives • Dividing story into sections and designing reading and thinking activities • Setting assessment criteria

  6. Planning reading and thinking activities • Discussingteaching reading strategies, and planning our lessons • Detailed planning of key questions and an analysis of strategies practiced • Putting in different types of questions requiring students to visit the 3 components of reading • In the classroom we would stay alert and listen carefully to student’s responses, be ready to provide the hints and prompts

  7. Planning reading and thinking activities • We tried the questions on ourselves • Some of the inference questions were not easy to answer • Free-response questions also stimulated a lot of imaginative answers from all of us.

  8. Highlights of our lessons

  9. Observations and reflections • A challenge for teachers to try to teach the reader in this way • Not done enough on vocabulary building • Oral prediction may not be enough • Students should eventually learn to ask questions

  10. Discussion

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