SCT S3 Teaching Reading (25/26)

Match

Match the following

• A lesson which has specific learning objectives for reading

• Gettting Ss to read more outside of class.

• Having a student read a passage to the whole class.

• Aimless phone scrolling

intensive reading

extensive reading

reading aloud

killing time

• intensive reading

• extensive reading

• reading aloud

• killing time

Open Ended

ACT 1: How did your primary and/or secondary English teachers teach Reading? Did they have a 'method' for teaching Reading? (Not more than 40 words.)

ACT: Try Paul's Reading Comprehension Task: The Sab and the Gog
https://app.formative.com/formatives/672c29235de6cbb9e4be41fa

​preparing for this session

• • Choose a chapter from Open English I. Choose one reading passage from this chapter. Then:

    • make a screenshot, and save it as an image file; AND

    • copy the passage and paste it into a WORD document.

• ACT 2: Text Types in 2017 CG

• • 1. Go to Appendix 3 (page A14) of the 2017CG. Scan the page.

  • https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/Curriculum%20Document/ELE%20KLACG_2017.pdf

Word Cloud

Give an example of a text type.

​ACT 3A:

• • 2. Browse the Reading Skills Inventory in the 2017 CG: Apendix 5 -

  • https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/Curriculum%20Document/ELE%20KLACG_2017.pdf

coursebook treatment

​ACT 3B: Treatment in Open English:

• • Scan the Book 1 Matrix to locate your chosen Chapter. Find the Text type, Reading Skills that correspond with your chosen chapter.

  • Then, go to your chosen chapter itself. Find the reading passages.

    • How are the text types exemplified?

    • How are the Reading skills incorporated?

Multiple Choice

Which process was in place when you came to the last part of the text and was able to see the twist of the story?

• top down processing

• bottom up processing

ACT 4: Look through Professor Icy Lee's example.

https://docs.google.com/document/d/1JiQeW6Hkh3nc8qOIQ-pyvvMW4I09QGYQ/edit?usp=sharing&ouid=111601773817425081367&rtpof=true&sd=true PAUL TO CHANGE

Ss read the text again for in-depth understanding of specific parts of passage (often prompted by the comprehension questions

2ND ROUND

Ss read through the whole text for a general understanding and complete a graphic organizer task

1ST ROUND

WHILE-READING

Using Graphic organizers for the FIRST round of while-reading

See Paul's Examples in Notion Further Activities

An example reading lesson

S2: Evolution of Beauty (Paul and Ms Jenny Leung

• • ACT 4: Lesson design Prezi: https://prezi.com/view/JmI6YWKiDEyRNyPMoHSm/

LJ TASK 2: A three-phase Reading lesson design

• For your chosen Open English passage, put down, in point form:

  • Pre-Reading activities: 2 to 3 ideas

  • A While-Reading activity for the first round of reading

  • A post-reading activity

CAPITILIZING on
GENERATIVE-AI

• Paul's Review of 9 apps for Generating Reading Comprehension question set for a passage.

  • https://wakelet.com/wake/c4BvKKoqhQDPQAgDH9nWP

  • ACT 6: Try one of the 9 apps to generate a question set using your Open English passage.

• Diffit for generating a Reading lesson pack

• • ACT 7: Try out Diffit: https://web.diffit.me/

    • Use the WORD file which contains your chosen passage from Open English I.