Chiu Sheung School HK

PLP-R
Presented by Andrew Ma
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Education and Manpower Bureau(EMB)

PLP-R is a two-year pilot programme produced by the Advisory Teaching, NativeSpeaking English Section (NET), Education and Manpower Bureau (EMB). It provides directions and guidance for the teaching of literacy with a focus on reading as well as the tools necessary for the assessment of the student, needs and the knowledge of how they read. Reading is fundamental to learning a language.
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PLP-R Team

LETs, CA Native-Speaking English Teacher NET Supervision and guidance AT

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Our Reading Room

Primary 1, 2 and 3 students have one double lesson (70 minutes) per week. Lessons are conducted in the reading room which is flooded with print, such as alphabet charts, posters, poems, songs, high frequency words, sight words. The learning environment is important in arousing students' interest in studying and using English. The reading room is comfortable and spacious.
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Reading Room
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Reading Room
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Reading Room
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Reading Room
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Reading Room
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Book Leveling

Leveling gives us an important information about students reading ability A reading level indicates whether children need:
an easier book a more difficult book

We did leveling for all P.1, P.2, and P.3 students

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The Teaching Strategies:

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1. Reading Aloud 2. Story Telling 3. Shared Reading 4. Guided Reading 5. Independent Reading 6. Home Reading
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1. Reading Aloud

The teacher reads aloud a text. Reading aloud is short but provides a very good opportunities to observe the teachers positive attitudes towards reading and for literate behaviours to be shaped. Reading aloud to learners allows students to enjoy stories they cannot yet read, it models how to read aloud with fluency, exposes children to a wide variety of books and can involve students of all levels and abilities.
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2. Story Telling

The teacher tells a story with the use of pictures or real objects and puppets or storyboards to support students' understanding of the content. Students participate in the story and develop listening and reading skills. The teacher uses the intonation, gestures, facial expressions, body language to make the story more interesting.
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The teacher introduces the setting and characters of the story and invites students to guess what the story is about. Students are invited to predict the next part of the story. Teachers ask stimulating questions to check students' understanding of the story. Students are invited to mime different characters and sequence pictures based upon the content of the story.
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3. Shared Reading

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Every shared reading lesson is carefully coplanned. We use the big books. Students sit in front of the teacher. Warm-up activities - children sing songs, or work in pairs and ask each other various questions e.g. Whats the weather like today? Is it hot today? Yes, it is. No, it is not hot today.. After warm up : - HFW - New sounds We familiarize the students with the cover of the book, the author and the illustrator. 15

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We discuss the cover page title, author and pictures. We introduce content words. Students make predictions. First reading: The teacher reads the story aloud. (intonation, facial expression, gesture) The teacher points to the words as he reads. Children do not read. At the end of the page the teacher asks what might happen on the next page. Second reading: Reading together with students. Teachers ask different types of questions. 16

Follow-up activities (e.g sequence pictures, match sentences and pictures). Conclusion (poems, rhymes, songs).

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4. Guided Reading

The teacher works with a small group of students, who have individual learning needs. Students read a book together with the teacher and individually.

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5. Home Reading

The teacher helps students to select books at their independent reading level to be read at home with the guidance of their parents. The Home Reading Programme (HRP) provides students with opportunity to:

share positive reading experiences with parents and guardians. practise the skills and strategies they have learned during the Literacy Sessions. develop positive attitudes to reading and a lifelong interest in and enjoyment of books.
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Reading Strategies

1. Semantic Strategies 2. Grammatical (syntactic) 3. Phonological 4. Graphological 5. Graphophonic

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1. Semantic Strategies

Finding out about the meaning. Students read for the meaning and identify unfamiliar words by using clues in the pictures provided (pictorial clues) and in the context of the story (contextual clues) and comparing what they are reading to what they already know(prior knowledge).

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2. Grammatical (syntactic)

Finding out about the language structure, e.g. sentence structure, word order. Students study sentence structure and identify unfamiliar words by, for example: looking at the verb tense and attending to spelling patterns and identifying root words(prefixes, suffixes, verb endings, endings, plurals).
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3. Phonological

Finding out about the sound of language e.g. rhyme, onset and rime, individual sounds.

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4. Graphological

Finding out about the language in print e.g. letter and words shapes, clusters, sight words, punctuation.

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5. Graphophonic

Finding out about the relationship between sounds and letters, differences between sounds and letter names.

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Big Books

Our students have already read the following Big Books: - Where is Max? - Bens bath - The fish and the cat - Dont be late - Over in the meadow - Whats the time Grandma Wolf?
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Story Telling

We have also introduced the stories for children: - Goldilock and the Three Bears - Three Billy Goats Gruff - The Gingerbread Man - The King of the Mountain Children take active part in role playing, they love to be the Gingerbread Man or the King of the Mountain.
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New Sounds

Our students have already learned the following new sounds.

Where is Max?
P.1 and P.2 - initial sounds m (e.g.moon), f (e.g.fan), b (e.g.book), g (e.g.gift), a (e.g. ant) P.3 - final sounds d (e.g.bed), m (e.g. drum), n (e.g. pen), p (e.g. cap), s (e.g. bus) - initial sound th (e.g.think)

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Bens bath
P.1 and P.2 - initial sounds d (e.g. door ), w (e.g.wind), i (e.g. insect), o (e.g. octopus), c ( e.g. can) P.3 - final sound f (e.g. shelf), g ( e.g. leg), k (e.g. book ), t (e.g.cat), and initial sh (e.g. ship)

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The fish and the cat

P.1 and P.2 - initial sounds l ( e.g. like ), s (e.g. sun), e (e.g. egg), r (e.g. red) P.3 - final sound sh (e.g. fish )

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Zero Noise Signal

Our children know Zero Noise Signal to keep children quiet and draw their attention to new activities we clap hands 3 times. Students must stop doing their activities and keep quiet and listen to the teachers.

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Guided Reading

We are working with small groups of students of similar level. Each student has a chance to read a book under the supervision of the teacher. Every guided reading lesson is divided into 3 steps:

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1st Step

We introduce the book, students have to recognize some reading terminology - title, name, cover, author, illustrations, illustrator, etc. We ask different types of questions literal, interpretive and inferential. Students skim the book, talk about illustrations in the book, and identify words that might not know.
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2nd Step

Reading the text, students follow the text from top to bottom, left to right, turn pages correctly, recognize initial sounds in words, relate pictures to words. We use FINGER TECHNIQUE, students point to the words while reading. They read together with the teacher, but also they read individually one by one. Students have their own books.

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3rd Step

Revisiting the text, we ask students to retell the story, we ask them as many different questions as possible to check their understanding, we check their phonics knowledge, students also talk about their own experiences.

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We have already read the following books in our guided reading lessons:

A Picnic Playing Outside My Toys I See Patterns Whose Forest Is It? My Bugs

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Conclusion

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Through shared and guided reading lessons,we can draw students' attention to the use of specific grammar items and structures in context. After repeated reading and re-reading of the same text over a period of several lessons (shared reading lessons), students internalize the target grammar items and structures without too much conscious effort. We deliberately highlight some words during reading and re-reading and help our children achieve the development of high frequency words and content words.

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Conclusion

The learning and reading activities during our lessons provides students with opportunities to use skills in an Integrated Manner. Children develop their listening, speaking and reading skills whenever they are introduced to the books through Story Telling, Reading Aloud, Shared or Guided Reading.
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Eventually all those different teaching strategies will lead our children to the final stage of their development as the successful reader Independent Reading.

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Thank you very much and have a good day!

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