1 / 23

Whole-School Approach to Reading Promotion at Carmel Secondary School

Explore the impact of integrating extensive reading into the ELT curriculum and promoting reading culture through various initiatives like book exhibitions, reading camps, and parent-child reading schemes.

jnoe
Download Presentation

Whole-School Approach to Reading Promotion at Carmel Secondary School

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Promotion of Reading: A Whole-School Approach Maria Ng Ronica Chan Carmel Secondary School

  2. Outline • whole-school approach • integration of extensive reading into ELT curriculum - salient factors - impact on learning: Jazzy • home-school cooperation • feedback

  3. Background • an EMI school • lower Band 1 intake • students: - mostly from working-class families - little English language support at home - lack exposure to English in everyday life

  4. Whole-School Promotion of Reading • Past: the job of language panels • Now: the job of all panels, librarians, students, parents & PTA • Theme 2000-2002: "Broaden Horizons - Be Active Readers"

  5. Whole-school Promotion of Reading • reading schemes for students and parents • book exhibitions • seminars and workshops on reading conducted by teachers or local writers • visits to public libraries • reading camps • reading-related competitions • publication of a newsletter on reading: "Books for Keeps"

  6. "Ten Thousand and Beyond" Reading Competition • Competition: individual & class awards • Collective Effort: the target of 10,000 books

  7. Parent-Child Reading Scheme(organized by PTA & school library) • a student + family  a log book • student   parent: share reading orally • log book: date, book title and a grade (interest level), parent's/student’s signature

  8. Books for Keeps Teachers, students, & even caretakers contribute • Teachers as readers & role models • Students as readers & resource persons

  9. School Library • provides a comfortable reading area • organizes reading schemes & reading-related activities • promotes reading to parents • stocks books for students and parents • arranges visits to book stores

  10. Student Empowerment • as student librarians • as resource persons – Books for Keeps • select & recommend books for purchase "The selected books are screened by teachers, but the school usually buys the books we recommend because we know what other students want to read.“(Gigi, an S.5 student)

  11. Effectiveness: average number of library books checked out per day

  12. Integration of Extensive Reading into the ELT Curriculum • Formal Curriculum - ERS lessons - Project work on reading habits - Class readers - Home reading • Informal Curriculum - Story-sharing corner

  13. Salient factors • teacher-student/ student-student dialogue: sharing stories orally & in writing • integration of reading & writing: home reading • meaning-making • exploration of language use

  14. student-student dialogue: story-sharing corner • Story-sharing is "interaction of ideas between students of different forms."(Gloria, S.2) • "I prefer students to share their story with us, rather than reading from a script. There should be some interaction."(Vicky, peer-tutor, S.3) • "I ask them to share the story, not just open the book and tell us what it is about." (Kaiser, peer-tutor, S.3) Student Empowerment

  15. teacher-student dialogue: home reading • Jazzy’s home reading entry dated 25 November 1998

  16. 1st March, 1999

  17. Meaning-making • "When I was a story-teller in S.1, I felt nervous. I was afraid of making mistakes. I didn't know how to translate my thoughts from Chinese into English. I then tried to speak, disregarding the mistakes I made...I gained more confidence, and I became a peer-tutor in S.3.“(Jennifer, S.5) • "I learned to be less shy. I had to speak clearly in order to make others understand me. This also helped my oral skills."(Catherine, S.2)

  18. Meaning-making 28th Dec, 1998

  19. Exploration of Language Use • "Usually we don't have much chance to read out the vocabulary we have just learnt, but the story-sharing corner provides a place for us to try out the new vocabulary we've learnt and consolidates our knowledge of new words."(May, S.3)

  20. Exploration of Language Use 17th Nov, 1999

  21. Impact on Learning: Jazzy Home-School Cooperation

  22. Concluding remarks • Reading culture develops over time • Schools can - create opportunities for it to develop - encourage students to interact not only with a text, but with one another about a text - integrate reading with writing (see also Exemplar 5) - explore, experiment, & evaluate  excel (4Es)

More Related