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Cultivating a Reading Habit through Reading Mentorship Scheme

Cultivating a Reading Habit through Reading Mentorship Scheme. Lita Chau (Lee Kau Yan Memorial School) Annual Sharing Language Learning Support Section 4 th July 2009. Cultivating a Reading Habit through Reading Mentorship Scheme. (Lee Kau Yan Memorial School). Presenters.

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Cultivating a Reading Habit through Reading Mentorship Scheme

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  1. Cultivating a Reading Habit through Reading Mentorship Scheme Lita Chau (Lee Kau Yan Memorial School) Annual Sharing Language Learning Support Section 4th July 2009

  2. Cultivating a Reading Habit through Reading Mentorship Scheme (Lee Kau Yan Memorial School)

  3. Presenters Ms Carrie Wong (Coordinator for Lang Arts-Eng Teacher) Ms Effie Lai (Head of the ERT-Chinese Teacher) Ms Grace Lau (Novice Eng Teacher) Ms Carol Chan (Coordinator for ERS-Eng Teacher) Ms Connie Kan (Eng Panel Head for Junior Forms)

  4. Six Components • Background • Structure • Process • Impact on Mentees • Reflections of Mentors • Way Forward

  5. Background The school has prioritized fostering a reading culture as one of the major concerns in the 3 year plan

  6. Existing Mechanisms to Promote Reading • Morning reading session • 35 minutes per session • 2 sessions per cycle • English / Chinese extensive reading scheme (ERS) • 2 periods per cycle (10-day cycle) • One ERS teacher to 30-40 students

  7. Existing Mechanisms to Promote Reading • Extensive Reading Team • Inviting famous authors to school • Organizing book fairs • Managing morning reading sessions • Marking reading logs • Joining territory wide reading activities • Reading Club • Members meet and share reading on a regular basis • One of the ECA clubs

  8. MR Sessions—limited text types for reading Problems Identified ERS lessons—can’t generate independent reading ERS lessons—insufficient teacher’s attention MR Sessions—compulsive reading & low motivation ERS lessons—no room for expressing opinions

  9. Very few Students have Generated a Reading Habit

  10. Acknowledgement • Reading Strategies • Mentee’s Handbook • CD Rom –Reading Pals Program

  11. Reading Mentorship SchemeMarch—June 2009

  12. Objectives of the Scheme To cultivate a reading habit amongst students • To make reading an enjoyable experience with the rapport established between mentors and mentees • To enable students to read independently with the help of reading strategies • To familiarize teachers with the teaching of reading strategies explicitly in language lessons

  13. Structure of the Scheme Post-scheme questionnaire & interview Briefing session- Pre-scheme questionnaire Online sharing & presentation Schedule the meetings (8 times in April to May) Keep reading records in Handbook Mentees choose books to share with mentor & buddies Set goals and choose books to read Mentor & Mentee Mentor reads stories with reading strategies Mentor reads books with mentees

  14. 10 Mentors • Something about the mentors • Language teachers • Enjoy reading • On voluntary basis • See the importance of reading • Hope students will read • Enjoy reading leisurely with students

  15. 24 Mentees Recruitment of mentees • On voluntary basis • All are non-avid readers • 1 mentor to 2-4 mentees • All are junior formers • Some are reluctant speakers

  16. Preparation Stage

  17. Briefing the Mentors and Mentees

  18. Introducing Reading Strategies at Briefing Session • doing a picture walk • making predictions • making connections • questioning • using pictorial cues

  19. Implementation Stage • Mentors meet mentees and read books with them • Mentors go through language forms and functions and special features of text types with mentees

  20. Mentors Demonstrating the Use of Reading Strategies to Tackle Reading Texts • doing a picture walk • making predictions • making connections • questioning • using pictorial cues

  21. Post Reading Activities • Online sharing • Reading log • Sharing at morning assembly & staff meeting

  22. Reading Log

  23. Reading Log

  24. Mentees Sharing at Morning Assembly

  25. Mentees Sharing at Staff Meeting

  26. Evaluation Tools • Pre / Post Scheme Questionnaire 2.Post Scheme Interview 3.Online Sharing

  27. Online Sharing—Reading Mentors and Buddies Giving Feedback to Mentees Mentor & Buddy’s feedback Mentee’s online sharing Mentor’s feedback to the buddy

  28. Impact on Mentees Results of Pre / Post Scheme Questionnaire

  29. Results of Pre & Post Scheme Questionnaire

  30. What Mentees Have Learned from the Reading Mentorship Scheme

  31. Results of Pre & Post Scheme Questionnaire

  32. Impact on Mentees Communication Skills Experience and Attitudes Knowledge

  33. Communication Skills • Mentees have established and maintained relationships with mentors and buddies • Mentees are eager to express their own opinions, feelings and preferences to mentors and buddies • Mentees are eager to exchange ideas and messages through online sharing

  34. Experience and Attitudes • Mentees find reading an enjoyable experience • Some start to borrow books for self-reading outside class time • Some explore different perspectives in reading the same story • Mentees enjoy reading books from different countries • Mentees feel excited to know different cultures • Mentees have changed their attitudes in reading • Mentees have achieved sense of satisfaction

  35. Knowledge • Mentees display great improvement in written English in terms of content, organization and language through online sharing • Mentees read books of higher word level • Mentees find their vocabulary size enlarged • Mentees have acquired reading strategies and applied them in independent reading

  36. MR Sessions—limited text types for reading Problems Identified ERS lessons—can’t generate independent reading ERS lessons—insufficient teacher’s attention MR Sessions—compulsive reading & low motivation ERS lessons—no room for expressing opinions

  37. Unanticipated Outcomes • Mentees’ writing skills have been improved • Affective domain has strengthened motivation

  38. Facilitating Factors for Changes • Using reading strategies • Careful choice of books • Good rapport • Online sharing • Having fun

  39. A well planned activity can integrate reading, listening, speaking and writing skills Reading strategies enable students to read independently and think critically Motivating students to read is meaningful Students are willing to read Reflections of Mentors

  40. Duration—too short (Prefer 12-16 meetings) Sustainability of the positive impact Heavy teaching and non-teaching duties Mentees have lots of activities during lunchtime and after school Difficulties

  41. Way Forward • Incorporate the Reading Mentorship Scheme in the year plan (2009-2010) • Increase the number of mentees from 24 to 80 • Have two phases (1st Term & 2nd Term) • Reward system to sustain reading interest

  42. Way Forward • Incorporate reading strategies into English lessons • Train senior formers to be reading mentors • Structure opportunities for mentors and mentees to engage in reading

  43. Thank you!

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