Nonfiction Reading Programme S1-S3
Objectives:
- To enable junior students to adopt nonfiction reading strategies
| Level | Contents | |
| S1 | Lesson 1 | THIEVES |
| Lesson 2 | Listen to your Inner Voice | |
| Lesson 3 | Word Attack Strategies | |
| Lesson 4 | Turn it into a Question | |
| Lesson 5 | Visualizing | |
| Lesson 6 | Questioning the Text | |
| Lesson 7 | Making Inferences | |
| Lesson 8 | Making Connections | |
| S2 | Lesson 9 | What do I want to know?: KWL |
| Lesson 10 | Text Structure 1: Descriptive | |
| Lesson 11 | Text Structure 2: Compare and Contrast | |
| Lesson 12 | Text Structure 3: Sequential or Chronological | |
| Lesson 13 | Text Structure 4: Cause and Effect | |
| Lesson 14 | Text Structure 5: Problem and Solution | |
| Theme | Biographies – Leadership | |
| S3 | Lesson 15 | Critical Reading: Questions Posing |
| Lesson 16 | Critical Reading: Challenging the Text | |
| Lesson 17 | Critical Reading in Cyberspace | |
- To develop the metacognitive strategies of goal setting and self-evaluation
Students set yearly goals at the beginning of an academic year and short-term goals at approximately two-month intervals. They monitor and evaluate their reading progress at the end of each phase and at the end of the year.
- To promote learner autonomy through the provision of choice
Students can decide how much they read, what books to read and what reader response to make. Slightly over 50 nonfiction books in Chinese and English are made available in the class library, but students can read books from elsewhere. They can do oral book sharing with their reading teacher, peers and through a lunch-time oral book sharing activity. They can also choose to do a written task from more than 15 tasks available.
Sample Student Work
(click to enlarge)
