中国气象局部门规章规范性文件清理工全文案例分析电子版

Onestepfurther–integratingreadingstrategiesintothecurriculumFebruary28,2008GladysWong(EDB)IrisNg(PuiTakCanossianPrimarySchool)GermaineWu(PuiTakCanossianPrimarySchool)雷达物位计*B72.2%C23.4%D1.7%U0.8%HKA20.9%B7.4%*C40.6%D30.4%U0.8%2008-TSA-ENG-P3LocatespecificinformationInferencing3ERW1-Part2A6ERW1-Part4HKA17.6%B16.5%C26.1%*D39.2%U0.6%2008-TSA-ENG-P6Howwellhaveourstudentsperformedinreadingcomprehension?InferencingHKA18.7%B22.8%*C31.7%D26.6%U0.2%InferencingStudentscouldidentifysomekeywordswiththehelpofpictorialcuesinanotice….studentswerestillnotcapableofidentifyingkeywordsinlongertextssuchasstories.Studentscouldidentifythemainideasinacomicsuccessfully….Theywerestillunabletoidentifymainideasembeddedinlongertextssuchasapostcard.Studentscouldmakesimpleinferencewithstraightforwardcontextualclues….studentswerestillweakinmakinginferencesinlongertextssuchasstoriesandpostcards.(TSAreport,2008)P3Students’performanceinTSA(reading)?…studentswere,byandlarge,abletolocateinformationinachartandextractspecificinformationfromtexts,…Theirskills,however,didnotextendtointerpretingunfamiliarwordsorexpressionsinacontextorextractingspecificinformationfromlongerreadingpassages.Moststudentscouldinterpretimpliedmeaninginshort,simplereadingtexts;howeveralmosthalfthestudentshaddifficultyusinginferenceskillstointerpretthemeaningofatextanddeducingmainideasfromsupportingdetails.(TSAreport,2008)P6Students’performanceinTSA(reading)?Whatareourstudents’mainproblemsinreadingcomprehension?ProblemsindealingwithlongtextsProblemsintacklingquestionsrequiringhigherorderthinkingskillsnoideaastowhereandhowtolookforclueslimitedvocabHavenotbeen‘taught’theskillsLackexperienceorknowledgetointerpretand/orinferWhatdidschoolsdototackletheproblems?–curriculumlevelIncludeavarietyofskillquestionsindailyworksheetsandassessmentpapersTeachstudentstherequiredreadingstrategiesReadmoreMakesurestudentsreadratherthanmerely‘look(at)’or‘see’booksMakesurewetestwhatweteachMakesurewereally‘teach’thestrategiesReadinglesson=post-readingquestion-and-answersessions(Durkin,1978-79;Pressley,Wharton-McDonald,Hampston,&Echevarria,1998)Aretheteacherawareofthereadingskillsthequestionsaretesting?It’spossiblethatstudentsgettherightanswerbychance.Theexplanationmaynotbepracticalforstudentsbecausetheyoftendonotknowwheretostarttacklingthequestions.1.Teacherdesignsreadingcomprehensionquestions2.Studentsanswerthequestions3.Iftheansweriscorrect,teacherinterpretsthatstudentspossesstherequiredreadingskill.4.Iftheanswerisincorrect,teacherexplainshowtheanswercanbearrived.Whatdidschoolsdototackletheproblems?–learning&teachingPuiTakCanossianPrimarySchool’schoiceThereality:-Therearesomanyreadingskillsstudentsneedtolearn.-Thelessablestudentsgiveinwhenfacingalongtext.-Studentsaretoousedtodirectlifting.-ProblemsinaccommodatingthereadingskillstrainingStarttrainingthebasicstepsintacklingreadingcomprehensionquestionsDesignownreadingmaterials–toprovideapedagogicalcontextBeginbyteachingtheelementaryreadingskillsIntegratereadingskillstrainingintheEnglishcurriculumIntegratethereadingskillstrainingintotheEnglishcurriculumAP4exampleModule4FantasticHongKongReading-LetterstoandfromtheNET;textbookpassagesListening–conversationbetweenNETandherbrotherLanguageforms&functions–usebecausetogivereasons;use‘wouldliketoaskforandexpresspreferences;add‘ed’and‘ing’toverbstoformadjectivesWriting–replylettertoNETSpeaking–discusstheitinerarybBloom’sTaxonomy(theCognitiveDomain)KnowledgeRecalldataorinformationComprehensionUnderstandthemeaning,translation,interpolation,andinterpretationofinstructionsandproblemsApplicationUseaconceptinanewsituationorunprompteduseofanabstractionAnalysisSeparatesmaterialorconceptsintocomponentpartssothatitsorganizationalstructuremaybeunderstoodSynthesisBuildastructureorpatternfromdiverseelementswithemphasisoncreatinganewmeaningorstructureEvaluationJudgmentsaboutthevalueofideasormaterialsLocatespecificinformationKnowledgeRecalldataorinformationComprehensionUnderstandthemeaning,translation,interpolation,andinterpretationofinstructionsandproblemsPronounreferenceskillsInterpretthegiveninformationtosolveproblems1stphaseoftraining–walkingontwolegs1.Readthequestionscarefully2.Underlinethekeywords3.Gobacktothepassageandfindthekeywords4.Readonesentencebackwardandonesentenceforward(i.e.theimmediatecontext)5.ChecktheMCoptions1stphaseoftraining–walkingontwolegsCanyouseethe‘magic’ofourtraining?thestepsareexplicitlytaughtstudentsarerequiredtopracticeandthinkaloudthestepsaimforhabitformationStudents’attitudetowardsthetrainingofmagicsteps60(95.23%)YESNO3(4.77%)No.ofstudents(%ofstudents)No.ofstudents(%ofstudents)YES45(71.422%)NO18(25.58%)Doyouthinkthemagicstepscanhelpyoutacklereadingcomprehensionquestions？Doyouthinkyouhavemasteredthemagicsteps？No.ofstudents(%ofstudents)YES53(84.12%)NO10(15.88%)Willyouusethemagicstepstohelpyoutacklethereadingcomprehensionquestionsinfuture？Canthest