2015 NCLC - Reading, Writing, and Language Study in a Dual Language Classroom
A commonly held idea among Chinese teachers is that students cannot write stories in Chinese until they have mastered basic words and sentence patterns. We disagree. As a leading dual language school in Hong Kong, we have pioneering in the implementation of dual language reading and writing workshops in Chinese and English. We are amazed by the amount of writing our five-year-old students produce in Chinese. We are also amazed at how much language students have learned through the integration of language study, reading workshops, and writing workshops. Most importantly, because students love to read and write they do both regularly and are growing as readers and writers. How have we achieved this? In this session, a lower- and upper-grade teacher will share with participants our practical teaching pedagogy of language study and reading and writing workshops. We will share tailor-made resources created to meet our students’ needs. Participants will learn effective differentiation tools that they can apply in their classrooms and will walk away with a toolkit to enhance students’ learning in Chinese. Speaker: Wendy Ngai: Wendy has more than 20 years of experience with children. She completed her BEd at Deakin University in Australia, and has been teaching at different international schools in Hong Kong. She incorporated her previous experience in paediatrics to help her engage with students emotionally and intellectually during day-to-day teaching. She recently completed her MEd in Teaching Chinese as a Second Language at the University of Hong Kong, which has enabled her to gain further insight in Chinese language education. Wendy is currently teaching at Chinese International School Hong Kong, where Chinese teaching is highly regarded. She is constantly upgrading her teaching skills through professional development and interaction with teachers around the world. Wendy strongly believes that motivation is the key to successful language learning, and reading & writing workshops enable students to engage in their own ways and develop deeper interest in learning Chinese. Cathy Zhang is currently Head of Chinese Learning at the Chinese International School in Hong Kong. She has been working as an educator for more than 15 years. Cathy earned a Bachelor’s Degree in History and Masters Degree in Education at Hong Kong University. Cathy is passionate about language immersion programs. Cathy leads the Chinese teaching team to plan, develop curriculum, and create resources for the CIS Chinese program. Most recently, she has worked closely with the Teachers College Reading and Writing Project to bring balanced literacy learning in Chinese to the students at CIS.
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2015 NCLC - Reading, Writing, and Language Study in a Dual Language Classroom
- 1. Mission: 求之 Wendy Ngai Primary Chinese teacher Cathy Zhang Head of Chinese Learning 知之 好之 樂之 求之 Lifelong love of learning http://bit.do/cishk
- 4. 天天讀，天天寫，天天學中文 Daily Reading and Writing Literacy Blocks
- 5. I AM Input 聽，讀，看 I = Interesting A = Active M = Meaningful ● 朗讀 Read Aloud ● 共讀 Shared Reading ● 小組讀 Small Group Reading ● 獨立地閱讀 Independent Reading Reading
- 6. Reading Workshop + Support Reading workshop: ● Model skills ● Practise skills ● Apply skills Support: ● Keywords ● Oral practice ● Word activities Language StudyReading
- 8. Why Emergency Words? ● Establish confidence and interest ● Express ideas freely ● Promote creativity Language Study
- 9. How? ● Taught in groups Language Study
- 10. ● Taught by comparisons Language Study How?
- 11. ● Taught with the nitty-gritty How? Language Study
- 12. ● Taught with the nitty-gritty How? Language Study
- 13. Language Study Words to Phrases ● Different uses of the same character ● Word recognition 出現率
- 14. Phrases in Context 心理詞彙 ● Relevant ● Contextual ● Word recognition （出現率） ● Mind the GAP! Language Study
- 15. Writing Everyday ● Environment ● Willingness ● Strategies ● Goals ● Structure ○ Minilesson ○ Work time ○ Sharing Writing Workshop
- 16. Structure & Knowledge Ideas = Question + Research ● Picture → Print ● Simple → Complex ● Sentence Structure Writing Workshop
- 17. Shared Writing 你說我寫 ● Interaction ● Writing with meaning ● Children’s ideas ● Collaborating ● Process Writing Workshop
- 18. Interactive Writing 大家一起寫 Writing Workshop
- 19. Pattern Book Writing 仿作 ● Good starting point ● Easy to work with ● Sentence structure Writing Workshop
- 20. Oral Language 說 Authentic Purpose e.g. show and tell ● Talk about the writing ● Provide keywords (Emergency words) Writing Workshop
- 21. ● Process is important! (plan, write, re-read, edit) ● Instruction ○ Read ←→ write ○ Learn to read → read to learn ○ Write to share Writing Workshop Thinking With a Pencil 啟發思維
- 22. Learning Evidence & Reflection 反思 ● 我愛讀 ● 我讀得多 ● 我讀得越 來越好 ● 我愛寫 ● 我寫得多 ● 我寫得越來 越好
- 23. ● Mentor Texts ● Thinking Prompts ● Shared Writing ● Independent Writing Writing Workshop ● Word study ● Oral rehearsal ● Applying words ● Applying words Case Study－Personal Essay Language Study
- 24. Mentor Texts ● Published Book： Courage 勇氣 ● Teacher’s Writing:父親 ● Published Student’s Writing：運動小子 Reading
- 25. Shared Writing ● I Love Ice Cream 我愛冰淇淋 ● Word List 提供詞彙 各取所需 ● Phrases 詞彙句型表 ● Thinking Prompts 思考工具箱 Language StudyWriting Workshop
- 26. Independent Writing ● Thinking Prompts 思考工具箱 ● Conferring 老師指導 ● Oral rehearsal 口語練習 ● Acquire vocabulary 提供學生需要的詞彙 ● Teaching grammar 情境中學習語法
- 27. Learning Evidence & Reflection 反思 ● Genre ● Collaboration ● Differentiation ● Word Study Routine