Lam Tin Methodist Primary School
|| Promotion of English Reading through School Library Activities: Big Brothers and Big Sisters
Peer Reading and Learning Programme
|| English panel, Subpanel and teachers; General Studies panel; Class Mistresses; NET teachers;
Social Guidance Officer and Teacher-librarian
|| Parents’ helpers
|| P.3 (Level 2-3 in P.2 PLPR final assessment)
|No. of classes
|| 14 (Mentees)
14 (Mentors) from P.6
- Enhancing the reading interest and competency of P.3 students with low PLPR performance through the provision of appropriate reading materials and frequency words to cater for the learning differences among students.
- Initiating a cross-curricular supportive reading programme with the support of the collaborative team comprising the teacher-librarian, English teachers, NET teacher, Class Mistresses and Social Guidance Officers.
- Employing reading strategies, vocabulary learning techniques and student guidance strategies to promote the reading interest and competency of the target students.
- Developing a repertoire of reading programmes to meet students’ needs.
- Improving the quality of the reading programmes through parent-school cooperation.
The programme was assessed by questionnaires, observation, interviews and students’ English
- The starting reading materials and frequency words were selected according to the achievable reading level of each target mentee obtained from their P.2 PLPR final assessment.
- Selected reading materials were related to the English subject learning units, and the topic of General Studies curriculum.
- A booklet was produced to trace the progress of the target students and the impact of their parents’ support on their reading.
- The teacher-librarian met the parents of P.2 and P.3 students before the programme to introduce useful tools. Parents were encouraged to read the brief Chinese outline of the selected English reading books provided to their children before attending the meetings (2 meetings per week).
- Each P.2/P.3 student was assigned to a big brother/ sister. At the meeting, the big brother/ sister helped the small brother / sister to go through the English part.
- Funny reading games such as “To Be an Astronaut of LTMPS Reading Spaceship” were introduced to enhance the target students’ reading impulse and motion. Results were displayed on the “To Be an Astronaut of Our Reading Spaceship” bulletin board.
Final Assessment Results.
|Sep. 2012 – Oct. 2012
- Teacher-librarian introduced the programme in the school.
|Nov. 2012 – Dec. 2012
- Teacher-librarian and English teachers selected target students.
- P.6A and P.6E Class Mistresses selected Big Brothers and Big Sisters.
- Teacher-librarian and English teachers decided the starting level of each target student.
- Teacher-librarian met the parents of target students. Parents were encouraged to read the Chinese content of selected English storybooks to their children before Big Brothers and Big Sisters read the English part to them.
- Delivery of questionnaires to the English teachers to solicit feedback.
- Teacher-librarian and the Student Guidance Officer started the training programme for Big Brothers and Big Sisters, and parent helpers.
|Jan. 2013 – Jun. 2013
- Implementation of the programme.
- Parents were invited to observe lessons.
|| Mid-term assessment of the programme
- Interviewed target students, Big Brothers and Big Sisters, parents of target students, parent helpers and English teachers concerned.
- Referred to English reading results of target students.
- Referred to English dictation results of target students.
|Jun. 2013 – Jul. 2013
|| Final assessment of the programme
- Referred to English reading results of each target student.
- Interviewed target students, Big Brothers and Big Sisters, parents of target student parents, parent helpers and English teachers concerned.
- Delivery of questionnaires to target students.
- Referred to English final assessment results of each target student.
- Delivery of different programme prizes.
|| Reading lists