Teaching Reading in an English Immersion School: 
Katoh Gakuen Grades 1 – 3

Pat Cossey (Katoh Gakuen)

Language is acquired in real-life natural settings by interacting with others.
Meaningful literacy experiences in a second language classroom are developed by an integrated approach.  Reading and writing flow out of speaking and listening activities.  Children learn the subject content and the language simultaneously.

1	Children learn to read by reading.
2	It is important to create a love of reading.
3	Relate reading and writing to the children’s background knowledge and experiences.
4	Reading materials need to have a familiar and meaningful context.

1. Reading

1.1 Daily:
Reading with children.
Reading to children
Reading by children.

1.2 We need to:
Expose children to book language.
Motivate them to want to read for themselves.
Develop curiosity and spark their imagination.
Surround children with print.
Provide a stimulating and attractive environment.
Display children’s work.
Provide a writing corner and lots of opportunities to write.
Link language with action – songs, poems, finger plays, chants.

1.3 Shared Reading
The main purpose is enjoyment in a shared and supportive environment.
This lays the foundations for reading by children.
Gives the second language learner a background for book talk where there is success.  Success is critical.  If children are successful they will want to read more.
Enriches and extends their vocabulary. 
The text in shared books is predictable and has a rythmical pattern with supportive illustrations.  This helps develop children's memory and they want to read them over and over again.
Books from Price Milburn, Shortland Publishing, Wright Group Publishing, Sunshine Books:
For example; 
Mrs Wishy Washy
Hungry Giant
Hairy Bear
The Meanies
Who will be my mother?
Brown Bear Brown Bear

This shared reading leads to:
Understanding the text
Predicting
Sequencing
Retelling
Innovations of the text
Dramatization
Develops understandings of concepts of print – author title, where we start punctuation
Develops basic word knowledge
Inferences

1.4 Basic word knowledge - develop word knowledge by using flash cards, games, songs, reading around the room.

1.5 Alphabet – Phonics – Handwriting
Jolly Phonics – The alphabet is taught using letter sounds and actions which leads to helping children with making and breaking words and helping with their spelling.  They learn to hear the beginning sound, end sound then middle sounds in words and also looking at the tricky words.

1.6 Guided Reading 
-Reading to the children introducing the new vocabulary, looking at the illustrations.
-Discuss, predict, question.
-Children then read the story themselves.
-Develop and model reading strategies.
-Buddy reading.

Scott Foresman series
Grade One –  	 Unit 1.1   Good Times We Share. 
                       	 Unit 1.2   Take a Closer Look.
                       	 Unit 1.3   Let’s Learn Together.
Grade Two –     Unit 1.3   Let’s Learn Together (Reviewed).
                              Unit 1.4   Favorite Things Old and New.
                          	 Unit 1.5   Take Me There.
Grade Three – 	 Unit 2      New Beginnings.

Small books from Rigby Series, Price Milburn, Sunshine Books, Shortland Publications, Story Box  Books.

1 Independent reading - Book boxes set up and chosen at a level children can read independently with success. 

1 Reading log – Children choose a book from this box to read with a buddy and to take home to read.

Poetry Books – To develop rhythm, memory, word knowledge, enjoyment.

2 Writing

2.1 Spelling – Word recognition taught first.
- Spelling begins in Term 2 in Grade 1.
- 10 words weekly Grades 2 & 3.
-Children taught to look – cover – write.
(We try to include the 1000 most frequently used words in English in our spelling program from grades 1 – 6. We also try to teach the most common spelling patterns.)

2.2 Writing 
•	Create a love of writing.
•	Motivation is the key.
•	Children learn to write by writing.
•	Children are immersed in a speaking, reading and writing environment.

2.3 Daily:
Writing for children
Writing with children
Writing by children.
Teacher modeling-the teacher writes her story.
Orally children tell their experiences first.
Children write their story  - purpose for writing.
Share with a friend
Share with the teacher
Share with the class
Using their Jolly phonics letter and sound knowledge in their writing.

2.4 Writing Process
Planning
Checklists
Editing
Publishing

2.5 Children learn to experiment  
•	Hear the sounds in words
•	Focus is on what they can do (There are no mistakes only good attempts)
•	Conference and set goals
•	Teach children to use alphabet cards and word lists and find words around the room.
•	Dictionaries
•	Teach children to help each other.

3 Assessments
Word recognition test
Reading Comprehension
Vocabulary Tests
Spelling
Writing Samples

References
Curtain. H., & Pesola. C, A, B. (1994), Languages and Children making the Match.Longman, 10m Long Street, White Plains New York.

Cutting. B., Getting Started in Whole Language. Wendy Pye Team.  The Wright Group. Washington.

Eggleton J. & Windsor J. (1995) Linking the Language Strands: The Management of a Balanced Language Programme, Published by Wings Publications, Auckland, New Zealand.

Jolly Phonics

Scott Foresman
Price Milburn
Rigby Series
Story Box
Shortland Publication
Rigby Series    Available through The Wright Group. Washington
Story Box
Shortland Publication
Rigby Series