Suggested Follow-up Activities
Learners’ possible problem(s) (for reference only)
- Learners are not able to recognize repeated expressions in short and simple literary / imaginative texts.
Suggested Follow-up Activities
| Learning Unit | Description | Problem addressed (see above) | Suggested duration (minutes) | For Students' Self-access |
|---|---|---|---|---|
Happy to Read Aloud |
Learners learn the rime 'ock' from reading riddles and rhymes. They also learn to appreciate repeated sentences in a rhyme through participating in chiming. Related Module: Fun and Games |
|
55 |  |
Haunted House |
By reading a story about a haunted house, learners predict what they will see, feel, hear and smell. They learn the vocabulary related to these senses. Related Module: Using My Five Senses |
|
35 | |
King Kong and Ken |
Learners identify words with different onsets and rimes and develop an enjoyment of the basic sound patterns of English through participating in action rhymes. Related Module: Me, My Family and Friends |
|
65 | |
Other Resources
Teachers may refer to the following resources or experiences for further information in planning and preparing their learning and teaching activities:
- Education Department. (1997). Syllabuses for Primary Schools: English Language (Primary 1 - 6). Hong Kong: Curriculum Development Council.
-
International Reading Association:
http://www.reading.org/ - International Reading Association (reading and writing about ideas):
http://www.readwritethink.org/ - Language Arts - Yahooligans
http://www.yahooligans.com/School_Bell/Language_Arts/ - Children's BBC:
http://www.bbc.co.uk/cbbc/ - Children's Stories (with picture clues):
http://www.antbee.com/More.asp - Funny Poetry for Children:
http://www.meadowbrookpress.com/Poetry/index.cfm - Semantic Rhyming Dictionary:
http://www.rhymezone.com/
Teaching Strategies (Reading):
Online Resources:
| Title | Abstract | Remarks |
|---|---|---|
| The Research Project on the Development of Learning, Teaching and Assessment Materials of English Language to Enhance Effective Learning Teaching in Primary Schools |
The research project aims to provide school-based support to participating schools in strengthening their students’ vocabulary learning, reading and writing skills, through offering intensive, onsite and school-based professional support including professional development activities, collaborative school-based learning and teaching material development, as well as research. |
Related Materials: Other key learning objectives |
| The Research Project on Building Online Assessment Resources to Empower Both Frontline Professionals and Students: Connecting Reading and Writing across Key Stages 1 to 2 (ELE) |
The research project aims at investigating and developing effective approaches to enhance online assessment and developing e-assessment packages (including the provision of feedback and LT materials) for connecting reading and writing at primary level. |
Related Skills: KS2 Reading KS2 Writing (*All reading tasks are |
| Study of Using Assessment Data to Enhance Learning and Teaching (English Language Education) Phase I — Analyzing Multiple Choice Items in the 2008 TSA Reading papers for Primary 3, Primary 6 and Secondary 3 |
This document reports an analysis into a set of 2008 Territory-wide System Assessment (TSA) reading papers, students' performances and the facility indices. The objective of this work is to identify students’ learning problems, and the dimensions in which weaknesses in students’ performance are manifest. It is hoped the identification of these learning problems will lead to reliable and accurate estimates of possible causes of prospective students’ learning problems, resulting in the development of some school-based diagnostic assessment tools, the outcomes of which will inform future teaching and learning. |
Related Skill(s) and BC(s):
KS1 Reading:
KS2 Reading:
KS3 Reading: |
| Study of Using Assessment Data to Enhance Learning and Teaching (English Language Education) Phase II |
The objectives of this Study aree to i) empirically verify some students’ key reading problems observed in the Phase-I Study; ii) ascertain causes of reading difficulties for the students while they were reading; and iii) make use of what has been observed from the tests and interviews data to inform and enhance the teaching and learning of reading in the pilot schools. Findings of the Study have implications for the teaching of reading in both primary and secondary schools, and especially in teaching students reading skills which may enhance their performance in reading, with specific reference to the Territory-wide System Assessment (TSA) reading papers. |
Related Skill(s) and BC(s):
KS1 Reading:
KS2 Reading:
KS3 Reading: |