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Introduction
The Native-speaking English Teacher (NET) Section started
developing the Key Stage 2 Integration Programme (KIP) in
September 2009 as a three-year project in timely response to
the success of the Primary Literacy Programme – Reading (Key
Stage 1) [PLP-R] and the Primary Literacy Programme – Reading
and Writing (Key Stage 1) [PLP-R/W]. The KIP is designed to
support:
•PLP-R and PLP-R/W (project) schools so they can
•non-project schools which would like to participate in
continue the comprehensive and innovative literacy
experiences for their Key Stage 2 students; and
the NET Section’s KS2 literacy programme.
Many PLP-R/W schools have started the KIP and it is anticipated
that in the future, more schools with a fully-integrated Primary 1
to Primary 6 English literacy programme will evolve.
Students entering KS2 may have had either a limited or more
extensive exposure to a range of language experiences and
learning opportunities. The KIP is structured for flexible schoolbased curriculum development to provide a literacy approach
that can uniquely and innovatively build on and reinforce the
knowledge and skills that students have accumulated in KS1.
Aims
• To support the development of school-based literacy programme
integrating reading and writing skills
• To enhance the professional development for English teachers at KS2
•To improve literacy levels of KS2 students in reading and writing
Text Types
This is my dream house.
It is in the country side.
Understanding text types helps students use English in various contexts. The
KIP workshops* are based on the guidelines from the English Language
Curriculum Guide (ELCG) of 2004. All KIP reading and writing workshops are
underpinned by a text type approach. The selection of text types is based on
an analysis of the most common text types students are required to write, as
well as the grammar, vocabulary and topics most commonly studied in the
Primary 4 to Primary 6 English language curriculum for KS2.
This is my dream house.
It is in the country side.
* The KIP workshops refer to the lesson plans and the learning and teaching resource materials.
© Native-speaking English Teacher Section, Curriculum Development Institute, Education Bureau
Overview of
Reading and Writing
in the KIP
The KIP commences in Primary 4 with the use of shared
reading and guided reading with a KS2 focus. Exposure
to authentic literature is also promoted through reading
aloud experiences, whilst a home reading programme
commences to promote good reading habits and
attitudes. This reading foundation serves as a springboard
for students to engage in authentic writing, speaking
and listening experiences. A process approach to writing
is used to develop in students self-managed writing skills
that prepare them to become independent, effective
writers in readiness for KS3.
Programme Materials
Schools which participate in the KIP receive the
following essential resources:
• Reading and Writing Workshops: Each workshop
consists of detailed lesson plans, teacher resources,
student resources, curriculum links, textbook
adaptation advice and supplementary materials
• KIP Teacher Manual for teachers
• Resources for Professional Development for teachers
• Levelled Books Inventory to facilitate the purchase of
guided reading books
• Programme for Enhancing Reading Skills for teachers
• My English Home Reading Record for students
• My Word Bank for students
• Parent Support Package to facilitate the establishment
of the parent-school networking
• Integration and Textbook Adaptation Support
Materials for school-based curriculum development
© Native-speaking English Teacher Section, Curriculum Development Institute, Education Bureau
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of the KIP
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Implementation of the KIP begins in Primary 4 and continues through Primary 5 and Primary 6. Schools work
through three stages of skills and knowledge development during the Setting-up, Implementation and
Independence Stages. The programme is structured as follows:
Primary 4
Term 1
Term 2
Reading
Reading
1 or 2 single lessons per week
1 or 2 single lessons per week
•
Reading Workshops: Shared
Reading and/or Guided Reading
and/or Reading Aloud
•
Reading Workshops: Shared
Reading and/or Guided Reading
and/or Reading Aloud
•
•
Self-managing Reading Activities
•
•
Self-managing Reading Activities
Home Reading
Home Reading
Writing
Writing
1 double lesson per week
1 double lesson per week
•
Schools new to Process Writing
start with 7 single mini-lessons for
Writing
•
•
Schools experienced in Process
Writing start with Process Writing
Workshops
•
•
Integration and Textbook Adaptation
Start/continue with Process Writing
Workshops
Phonics and High Frequency Word resources for use in the General English
Programme
Primary 5 and Primary 6
Terms 1 and 2
Reading
Writing
1 or 2 single lessons per week
1 double lesson per week
•
Reading Workshops: Shared
Reading and/or Guided Reading
and/or Reading Aloud
•
•
•
Self-managing Reading Activities
•
•
Integration and Textbook Adaptation
Process Writing Workshops
Home Reading
Phonics and High Frequency Word resources for use in the General English
Programme
* Each KIP lesson = 35 - 40 minutes
© Native-speaking English Teacher Section, Curriculum Development Institute, Education Bureau
Shared
Reading
Shared reading is an important teaching strategy
to assist students to learn the process of reading.
Shared reading texts for KS2 expose students to
the structure and features of various text types and
provide an opportunity for teachers to model higher
level reading strategies and involve students actively.
A shared text, usually a big book, needs to be read
a number of times, each involving a different focus
and increasing student participation. In shared
reading sessions, teachers must model, indeed role
play, the 'thinking' that a reader goes through.
The teacher may role play stumbling on a difficult
word, and demonstrate a number of graphophonic,
syntactic and semantic strategies to decode the word
or understand its meaning.
Reading Aloud
Second language learners may seldom have a lot
of opportunities to hear oral reading of authentic
English texts. Reading aloud is not only essential for
this purpose, it helps to generate a curiosity about
English books and develop a genuine interest in
reading.
The purpose of reading aloud in KIP is for
students to enjoy hearing a ‘good story’.
Reading aloud involves the teacher reading
aloud authentic literature, i.e. a book with literary
worth, rather than a ‘reader’, i.e. a book designed
to scaffold reading skills development, to the class.
It is the approach that provides maximum teacher
support: the teacher reads while the students listen
and enjoy!
© Native-speaking English Teacher Section, Curriculum Development Institute, Education Bureau
Guided Reading
Guided reading is a teaching strategy that aims to scaffold students
as they read a common text in a small group according to their
reading level. After matching students to their respective book
levels, students in the same group have similar learning needs as
they read with the support of the teacher for an intensive interactive
experience.
In this learner-centred approach, students are guided to apply
reading strategies which they have seen modelled through shared
reading. When students omit or misread a word, the teacher guides
them to decode for meaning, using graphophonic, syntactic and/or
semantic reading strategies.
A guided reading session in KIP usually involves two teachers to
manage a reading group each, whilst the other half of the class
engages in self-managing activities, usually related to a previous
reading experience. The two halves of the class swap activities in the
middle of the session or in the following session.
Process Writing
Process writing focuses on the development of writing skills
through the various steps involved in drafting and redrafting a
piece of work. It acknowledges the process that
authors, or authentic writers, use when
writing. These steps of pre-writing,
drafting, revising, editing and
publishing, are recursive, i.e. the
steps can be revisited as many
times as the author requires to
make the piece satisfactory.
Thus, the emphasis in process
writing is as much on the
process as on the product.
The steps of process writing
need to be made explicit to
students through a range of
teaching strategies such as modelling
and shared writing, interactive writing,
guided writing, conferencing and feedback, and
through cooperative learning tasks. Thinking about or
reflecting on the steps of writing needs to be modelled,
using support props such as word banks, posters, writing
samples and other materials.
© Native-speaking English Teacher Section, Curriculum Development
Institute, Education Bureau
Home
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Home reading provides a positive and informed home-school connection,
as research has shown that reading at home greatly enhances the
development of reading skills, strategies and fluency. Home reading
can develop positive attitudes to reading and a lifelong interest in and
enjoyment of books.
In the KIP, students participate in a take-home reading programme,
providing students with opportunities to choose their own reading
materials for independent reading. Students can share positive reading
experiences with parents and other people, while practising the skills and
strategies they have learned during their reading workshops.
Integration and
Textbook Adaptation
The KIP reading and writing workshops aim to provide students
with experiences that integrate listening, speaking, reading
and writing to create motivation and deeper learning. Carefully
threaded through the KIP reading and writing workshops, and
associated materials, are links to the development of:
• knowledge of text types and related grammar items
and structures;
• knowledge of vocabulary and vocabulary-building
strategies, e.g. content words, high frequency
words, prefixes/suffixes, synonyms/antonyms and
collocations;
• phonological awareness; and
• spelling, revising and editing strategies.
The KIP reading and writing workshops are designed to
complement the school and textbook programme. Therefore,
curriculum space needs to be made through textbook
adaptation.
The KIP includes advice and resources to assist teachers to
integrate the KIP and the General English Programme into a
school-based curriculum to enable more learner-centred English
literacy learning to occur.
© Native-speaking English Teacher Section
Curriculum Development Institute
Education Bureau
Telephone: (852) 3549 8300
Facsimile: (852) 2334 8707
E-mail: [email protected]
© Native-speaking English Teacher Section, Curriculum Development Institute, Education Bureau