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Students can keep a simple reading log; see the examples below:
Example 1: Reading Record 1
Example 2: Reading Record 2
(adapted from Bamford & Day 2004, p.139)
Example 3:
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 To view a reading portfolio from Yuen Long Lutheran Secondary School. |
 To view Miss Zoe Chan's and her students' views about ERS and the reading portfolio at Yuen Long Lutheran Secondary School. |
- Feedback and comments can be given in terms of the reading targets (for example, a book a week if the books are short and simple, or 30-45 mins/day/week; certain pages/day/week, etc.).
- Teacher-student conferences can be held to discuss students' progress.
- A simple pre- and post-reading test/cloze test can be administered at the beginning of the school year and at the end of the school year. Comparing students' pre- and post-test scores will help you understand whether the students have progressed in their reading. Ideas for making your own cloze test can be found in Manson & Pendergast, 1993.
- A more comprehensive and systematic way to monitor and evaluate students' progress can be found in an exemplar called Adaptations of the Hong Kong Extensive Reading Scheme.
Important points to remember
- The SBA is based on students' oral performance. The reading/viewing and writing are only the means to an end.
- The reading logs/reading journals need not be marked for SBA.
- Teachers should collect the journals and refer to their students' comments on, and reactions to, the texts when conducting individual assessments so they can ask questions that are relevant to students' reading/viewing experience.
- Students can make use of their reading log to prepare notes for individual presentation/group interaction with peers.
- Failing to read/view would lead to poor speaking performances.
References:
| Bamford, J. & Day, R. R. (2004). Extensive reading activities for teaching |
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language. Cambridge: Cambridge University Press. |
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| Bell, T. (1998, December). Extensive reading: Why and how? The Internet |
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TESL Journal. Retrieved from http://iteslj.org/Articles/Bell-Reading.html. |
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| Day, R.R. & Bamford, J. (1997). Extensive reading in the second language |
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classroom. New York: Cambridge University Press. |
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| Manson, B. & Pendergast, T. (1993). Taking a cloze look. In R. Day (Ed.). |
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New ways in teaching reading (pp.16-17). Alexandria, VA: TESOL. |
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| Nuttall, C. (1996). Teaching reading skills in a foreign language. London: |
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Heinemann. |
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| Sherman, J. (2003). Using authentic video in the language classroom. |
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Cambridge: Cambridge University Press. |
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| Yu, V. (2002). Motivating students to read. Retrieved from |
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http://www.reading.org.hk/e/reading.ppt. |
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