MODULE

THE TEACHING OF READING

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THE TEACHING OF READING

Introduction
The component on reading emphasises the teaching of the reading skills to enable learners to become independent readers. The teaching of reading in the early stages begins at the word and phrase levels before progressing to sentence recognition and reading at the paragraph level. In this early stage of reading, a combination of phonics and the whole text approach will benefit young readers. Gradually, learners are also taught to extract specific information from a text and also respond to a text with their own ideas and opinions. Information skills and study skills are also taught through the use of dictionaries and encyclopedias. For those who have the facilities, accessing the Internet and other electronic media

for information are also encouraged. Pupils are also taught to obtain information from maps, plans, graphs and timetables at a level suited to their ability. The use of a variety of texts for the teaching of reading skills will not only provide the opportunity for learners to learn new words but also enables them to see how grammar is used correctly. At the same time, reading a variety of texts will also help learners develop their reading skills for different purposes. Learners are also encouraged to read extensively outside the classroom for enjoyment and information. This will not only improve their proficiency in the language but also to help them to become independent and efficient readers.

Objectives/Learning Outcomes
By the end of their primary schooling, pupils should be able to: (a) Acquire word recognition and word attack skills so that they are able to recognise words on sight. guess meanings through the use of base words prefixes suffixes contextual clues (b) Read and understand words, phrases, sentences and numerals. (c) Read aloud fluently pronouncing words correctly and using correct stress, intonation and sentence rhythm. (d) Acquire a wide range of vocabulary including; synonyms antonymns homographs homophones compound words collective nouns (e) Use dictionary to get the appropriate meaning. (f) Read and follow instructions and directions. (g) Skim and scan for gist and specific information. (h) Read and understand various text types. (i) Extract information for; main ideas supporting idea sequence cause and effect relationship (j) Read and predict outcomes. (k) Read and draw conclusion. (l) Read and make simple inferences. (m) Read and respond to the text by: giving opinions, relating text to ones experiences and previous knowledge. (n) Acquire simple problem-solving skills. (o) Read and extract information in non-linear texts such as maps, graphs, diagrams and time-tables. (p) Read widely and independently.

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GUIDELINES FOR TEACHING READING

Teaching Point: Recognise and read aloud numbers in its numeral and word form. Materials: Number cards, word cards.

Suggested Guidelines:
1. Teacher asks questions on numbers as a lead-in. e.g. (a) Can you see any number in this class? (b) Where else can you see numbers? etc. 2. Teacher shows number cards and pupils say the numbers aloud after the teacher. e.g. 40

30 16 52 25 3. Teacher shows word cards and pupils read aloud the words on the cards. e.g. forty thirty sixteen fifty-two twenty-five 4. Pair work: (a) Teacher divides the class into 2 groups. (b) Half of the class gets the written number and the other half gets the numerals. (c) Each pupil must find his/her partner, matching the written number with the corresponding numerals. e.g. ( four 4 ) 5. Teacher instructs pupils to find another pair to read their numbers. 6. Repeat the process until the pairs have at least read five numbers. 7. Pupils go back to their seats. Then, teacher asks at random what numbers they have read. As consolidation, teacher gives a handout where pupils write out the written word to the corresponding numbers. e.g. (forty-seven 47 ).
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GUIDELINES FOR TEACHING READING

Teaching Point: Read and understand phrases by matching phrases to pictures. Materials: Pictures of people & objects, flashcards.

Suggested Guidelines:
1. Teacher shows a picture of a tall, happy boy. 2. Teacher elicits responses from pupils by asking questions about the picture. e.g Is he happy or sad? Is he tall or short? 3. Teacher tries to get pupils to form short phrases from the picture. e.g.

a happy boy

a beautiful

a tall

4. Pupils read the phrases from the flash cards shown by the teacher. 5. Group work: Teacher distributes to each group a series of phrases and the corresponding pictures. 6. Teacher tells pupils to match the phrases with the pictures. The leaders of each group take turns to read their answers. 7. Each pupil draws a simple picture of a person doing something. Ask other group members to make a phrase about each picture. e.g. a short lady a tall man.

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GUIDELINES FOR TEACHING READING

Teaching Point: Read and understand simple sentences and paragraphs. Materials: A reading text, pictures in series and sentence strips.

Suggested Guidelines:
1. 2. 3. 4. 5. 6. Teacher reads the text to the pupils. Teacher tells the pupils the story of the text and dramatises it. Teacher repeats the text with pupils copying the teachers dramatisation. Teacher shows pupils the pictures and asks for words to match the pictures. Teacher divides pupils into groups and distributes pictures and sentence strips to each group. Pupils match the sentence strips with the pictures.

Enrichment: Teacher asks the groups to add additional words to pictures.

GUIDELINES FOR TEACHING READING

Teaching Point: Read aloud phrases or sentences in simple text observing correct stress and intonation. Materials: Sentence strips, flashcards and a reading text.

Suggested Guidelines:
1. Teacher reads the text with the correct stress and intonation. 2. Pupils read the text together with the teacher. 3. Teacher divides the class into pairs for individual reading. Pupils correct each others mistakes on pronunciation. 4. Teacher goes round the class, giving advice and correcting pupils mistakes . e.g. It was a collection of short stories from her children. Puan Samsiahs children watched as she removed the colourful wrapper. She smilled when she saw the gift. It was a collection of short stories from her children. Her husband, Encik Samad, gave her a bouquet of flowers and a box of chocolates. Happy Mothers Day! shouted the whole family. Thank you, everyone, said Puan Samsiah. They sat down and enjoyed the box of chocolates together. 1. What occasion is the family celebrating? 2. Did Puan Samsiah shares the chocolates? 3. What do you think is Puan Samsiahs hobby? 4. How did Puan Samsiah feel on that day?

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GUIDELINES FOR TEACHING READING

Teaching Point: Read aloud poems and simple stories clearly and expressively (from Year 1 onwards.) Materials: A Big Book and a book stand.

Suggested Guidelines:
1. 2. 3. 4. 5. 6. 7. Teacher sits in front of her/his pupils with the pupils sitting closely to each other. Teacher puts the Big Book on a stand. Oral discussion regarding the cover of the book and the picture/illustration on the cover itself. Teacher reads the story with correct pronunciation, intonation, enunciation and rhythm. Teacher pauses where necessary at full stops and commas to sustain pupils interest in the story. Pupils read together with teacher at least 2 or 3 times. Teacher shows pupils how to read expressively with actions as she reads and re-reads the story together with them. 8. Teacher turns pages one at a time asking pupils the questions: Whats on in the next page? 9. Pupils take turns to read individually, clearly and expressively.

GUIDELINES FOR TEACHING READING

Teaching Point: Make small words from a big word. Materials: flash cards, paper and dictionary

Steps:
1. Teacher shows a big word and pupils read it; e.g. examination 2. Teacher asks pupils the number of times each letter appears in the big word. 3. Teacher explains to the pupils that they must use the letters in the big word to form new words and give examples. 4. Pupils make new words from the big word, eg. nation 5. As teacher goes along, she tells the pupils that if a letter appears twice they must make full use of it; for e.g. if the letter e appears twice in a big word, teacher, they must try to make use of the 2 es in a single small word; e.g cheer . 6. Teacher puts up a new word on the board and divides the class into groups. 7. Teacher instructs the pupils to make as many words as possible within five minutes. 8. Teacher asks the groups to read out the new words. 9. The group with the most number of correct new words formed is the winner. 10. By referring to a dictionary, each group selects a long word and passes it to the group next to it. Then each group makes as many new words as possible from the given long word within 5 minutes. 11. Share and discuss the outcomes. Note: A big or long word consists of more than 2 syllables. e.g. procession, examination, rhinoceros, etc

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GUIDELINES FOR TEACHING READING

Teaching Point: Combine base words to form new words (compound words) Year 5 & 6. Materials: picture cards, word cards, and symbol cards.

Suggested Guidelines:
1. Teacher prepares picture cards, word cards and symbol cards. 2. Teacher shows picture cards to pupils. Then, they identify the pictures. e.g.

basket 3. 4. 5. 6.

ball

basketball.

Pupils match the pictures to form new words (compound words). Teacher copies the new words formed on the board. Pupils read and spell the words. Teacher distributes sets of new words. In groups/pairs, the pupils match the word cards to form compound words. 7. Pupils read their answers. 8. Pupils form pairs and repeat the activity. (a) Each pupil is given a word card. (b) They read their friends cards and match them to form compound words. e.g. a pupil with the word house will look for a friend with the word fly. (c) They will then combine the 2 words together and read the compound word ashousefly together. 9. Share and discuss the outcomes. Enrichment: Handouts with words in two columns. Pupils match words to form compound words.

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GUIDELINES FOR TEACHING READING

Teaching Point: Read and locate the required words in the dictionary. Materials: Dictionary and word cards.

Suggested guidelines:
1. Teacher shows word cards. e.g. (a) feathers (b) clock (c) goat (d) body 2. Pupils read the words. 3. Teacher asks pupils to arrange the word cards in alphabetical order. 4. Divide pupils into groups and give out word cards. Each group arranges words in the correct alphabetical order. 5. The leader of each group reads his/her answers. 6. Teacher tells pupils the correct position of the words according to the alphabetical order. (a) body (b) clock (c) feathers (d) goat 7. Repeat steps 1-3 with words starting with b e.g. bags, boats, body, blood etc. 8. Repeat steps 4-6 with new vocabulary. 9. Give each group a list of words. In five minutes, note down the page number of the dictionary where the words are found. 10. Allow pupils to check each others results. Make sure the same type of dictionary is used so that the entry words are the same for all pupils.

GUIDELINES FOR TEACHING READING

A Framework for the Teaching of a Reading Comprehension Lesson
A Model by White ( 1981) Pre-reading:

While-reading: Post-reading :

Arouse the students interest and motivation by linking the topic of the text to their own experience or existing knowledge. Give some pre-reading/focusing questions to help them to do this. Give them points to search for in the reading text, or ask the students to suggest the points. After reading, encourage a discussion of answers.

Develop into writing by using the information gained for another purpose. Teaching Point: Read and understand simple factual text by answering comprehension questions with reference to: (a) main ideas, (b) details. Materials: A reading text.

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Suggested Guidelines:
1. Teacher reads the text aloud. (Refer to the reading text below.) 2. Teacher reads the text together with the pupils. 3. Teacher asks WH questions about the text: (a) What is the text about? (b) What are tadpoles? (c) Where does the female frog lay its eggs? (d) Why are the eggs covered with a kind of jelly-like substance? (e) How does the tadpole move in the water? (f) When do the four legs of the tadpole appear? The above questions are asked to find out if the pupils understand the main ideas and details of the text. 4. Pupils answer comprehension questions. 5. Pupils in groups construct their own questions based on the text. 6. Groups share questions.

Read the passage. A frog lays eggs in water. The eggs are covered with a kind of jelly-like substance to protect them. The eggs then hatch into tiny tadpoles, which are black in colour. They have tails to help them swim in the water. Tadpoles breathe through their gills. After some time, the hind legs begin to grow and then the tadpoles tail begin to shrink. Next the forelegs appears. Lungs begin to form inside its body. The gills and the tail soon disappear and the little frog is ready to come out of the water.

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GUIDELINES FOR TEACHING READING

Teaching Point: Read and understand cause and effect relationship. Material: A copy of jazz chant (WHY).

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Suggested Guidelines:
1. 2. 3. 4. Teacher chants the jazz chant aloud in class. (Refer to the jazz chant below). Pupils chant the jazz chant together with the teacher. Group work ( eg: Boys read out the questions and girls answer them. ) Teacher constructs oral questions based on the jazz chant to help pupils to understand the cause and effect relationship. 5. Using a substitution table, pupils read and match the sentence parts that show cause and effect relationship. 1. Ali went to the market 2. Priya was happy 3. Kiran rushed to the kitchen 4. Chong Beng climbed the tree 5. Zainals mother was angry because he wanted to buy some eggs. he saw a cat eating the fish. her mother baked her a cake. he spilt the milk. he wanted to pluck mangoes.

JAZZ CHANT
I am going out now. Why? Oh why? To get some food. Because Im hungry, Why? Oh why? Its lunch time. Why? Oh why? Its past one now. Stop asking why! Why? Oh why? Because Im hungry. Why? Oh why? Because Im hungry. Thats why!

GUIDELINES FOR TEACHING READING

Teaching Point: Read and give details about the people and animals in the story. Material: A story book (Childrens Story).

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Suggested Guidelines:
1. Teacher reads the story. 2. Pupils read together with the teacher. 3. In pairs, pupils ask each other WH questions orally. e.g. How many animals/people are there in the story? What are they?

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4. 5. 6. 7. 8.

Teacher writes the answers on the board. Divide the class into groups to allow pupils to tell the story to each other. Teacher assigns a story character to each group. The group leaders describe the characters found in the story to the rest of the pupils. Teacher and pupils discuss the outcomes.

GUIDELINES FOR TEACHING READING

Teaching Point: Read and talk about the actions of people and animals in the story read. Materials: A story consists of many action words.

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Suggested Guidelines:
1. Brain storming by acting out the words describing actions. e.g. Teacher combs her hair and asks What am I doing? Pupils answer, You are combing your hair. etc. 2. Teacher reads the story aloud. 3. Pupils read the story aloud together with the teacher. 4. Teacher asks WH questions orally; e.g. What is the dog doing? Why did the dog chase the man? 5. Pupils identify the action words. 6. Pupils say aloud the action words and do the action. (Teacher gets a few pupils to read the sentences while a few do the actions.) 7. Pupils make up their own actions and demonstrate to others. Pupils ask their partners to describe the actions. 8. Teacher summarises the lesson.

GUIDELINES FOR TEACHING READING

Teaching Point: Read and tell what one has learnt from the story. Materials: Picture series.

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Suggested Guidelines:
1. Teacher shows the picture series one at a time. 2. Teacher asks questions based on the picture series. e.g. What can you see? 3. Teacher puts up the reading text and tells the story with reference to the picture series. 4. Pupils read the story together with the teacher (at least 2 or 3 times). 5. Pupils are divided into groups. Each group is given jumbled picture series. Pupils are required to arrange the pictures in the correct sequence. 6. Each group reads part of the story. 7. Teacher asks questions such as; Do you like the story? What did you learn from the story? 8. Teacher asks for the moral values that could be learnt from the story.
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Long time ago in China, there lived in a village a poor old man called Liu with his wife, Wu. They had no children. Wu made straw hats and her husband sold the hats by the roadside in the village. One day, Liu said, Its the last day of the year. We must make rice cakes to celebrate the New Year Tomorrow.

We have no rice and we have no money to buy any. What shall we do? said Wu. Liu felt very sad. They could not celebrate the New Year without rice cakes. Without rice cakes, the New Year might bring bad luck. The couple had five straw hats. Ill sell these five hats, said Liu. But its cold outside, said a worried Wu. Dont go now.

At dawn the next day. Liu went out to sell the hats. It was very cold and quiet. No one was on the road. Everybody was at home busy making rice cakes. When it was dusk, it started to snow and Liu decided to return home.

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On the way home, Liu saw six boys in front of the pagoda with bowls in their hands. Liu thought, The boys must be cold, even though they are wearing thick clothes. He felt sorry for them and gave each boy a hat. He gave the sixth boy his own hat. Liu was almost frozen when he got home.

A kind, good man, Poor and old, Gave us hats to save us From the cold. His kindness we Will now repay, And give him rice cakes On New Years Day.

When Liu returned home, he told Wu what happened. No one was out on the road in the village. I saw six boys in front of the pagoda. Since it was snowing, I gave each a hat. I gave away my hat too. Dont feel so sad, Wu said. Drink this hot tea. Itll keep you warm. That might while the old couple slept, something magical happened. From a distance, they could hear a song. The song floated into their house.
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What a wonderful surprise Liu and Wu had in the morning! Outside their door, they found two huge rice cakes. They were the best rice cakes they had ever seen. Now they could welcome the New Year and the year would be filled with joy and good fortune. When Liu and Wu looked outsite their house, they saw six boys in the distance. They were walking back into the snowy woods, protected by their straw hats.

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GUIDELINES FOR TEACHING READING

Teaching Point: Acquire a wide range of vocabulary: homographs Materials: A ring, a bell, a dictionary and a piece of chalk.

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Suggested Guidelines:
Set Induction 1. Teacher shows pupils a bow. 2. Teacher writes the word bow on the board and says it out. 3. Teacher then takes a picture of a man (bowing). 4. Teacher writes the word bow on the board again and says it out. 5. Teacher tells pupils that the word bow has the same spelling but different pronunciation and they do not mean the same. Presentation (Activity A) 1. Pupils read the sentences. 2. Teacher writes the words wind, tear and present on the board. 3. Teacher discusses the meanings of the words and explains about homographs with pupils. Practice (Activity B) 1. Teacher tells pupils that the words listed have the same spelling but different pronunciations and their meanings are different too. 2. Pupils find the meanings of the words in the dictionary. 3. Pupils discuss their meanings in groups/ pairs. Production (Activity C) 1. Pupils read the sentences and discuss in groups/pairs the meanings of the underlined words. 2. Teacher tells pupils that the underlined words have different meanings. 3. Pupils refer to the dictionary for the meanings of the underlined words. 4. Pupils write the meanings of the words in their exercise books. Closure 1. Teacher assess pupils understanding on homographs. 2. Teacher writes some homographs on the board and gets the pupils to state their meanings.

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GUIDELINES FOR TEACHING READING

Teaching Point: i. Read and predict outcomes. ii. Read and draw obvious conclusions. Materials: A reading text, picture series and sentence strips

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Suggested Guidelines:
1. Teacher asks pupils to read the story with correct pronunciation, stress and intonation. 2. Teacher listens and corrects the pupils if they wrongly pronounce the words. 3. Teacher pauses the pupils at every paragraph or after a few sentences and asks WH questions to check the pupils understanding. 4. Then, teacher shows a picture series and a few sentence strips to describe the pictures. Ask pupils to match the sentence strips to the correct pictures. 5. Pupils work in 2 big groups each comprising of 3 smaller groups. 6. The first 3 groups will draw the final picture to end the story. Another 3 groups will create sentences to end the story by predicting the outcomes. 7. Finally, a representative from each group will come forward and present the work. 8. Teacher chooses the best ending for the story and rewards them for their ideas and creativity.

The text
The Lazy Tiger Once, there was a lazy tiger. He was too lazy to find food. He became hungry. He forced every animal in the jungle to find food for him. They were afraid of him. They went out and found food for the tiger. After some time, these animals became very tired because they also had to find food for their families. All of them got together. They agreed that they must talk to the tiger. They went to see the tiger and told him their problem. The tiger . . .

GUIDELINES FOR TEACHING READING

Teaching Point: Read and extract information from a non-linear text. Materials: Pie-chart, manilla card, markers and pictures of food.

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Suggested Guidelines:
Set Induction: Teacher asks pupils the types of food they like to eat and writes their responses on the board. Step 1: 1. Teacher writes the number of pupils who like the food listed. 2. Teacher explains how to transfer the information into a pie-chart. 3. Apart from the pie-chart ,teacher also introduces other non-linear text such as bar charts, line graphs, maps, diagrams or tables.

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Step 2: 1. Teacher distributes the worksheets and asks WH questions to elicit responses from the pupils pertaining to the pie chart. 2. Pupils answer the comprehension questions based on the pie-chart. (Refer Appendix 3) 3. Teacher discusses answers with the pupils. Step 3: 1. Summing up-pupils state reasons why they like the food.

APPENDIX
Study the pie-chart below and answer the following questions.
Suzy Chicken Rice Shop 45% Pizza Fun House 12% Yummy Fried Chicken 25%

3
Key: 1% represents 10 pupils

Ammin Burger 18%

Some of the common food that children of Sekolah Kebangsaan Ilmuan like to eat during the weekends. 1. The pie chart is mainly about . A What children eat everyday? B What children eat for dinner? C What is children favourite food? D What children eat on Saturdays and Sunday? 2. The most liked food among the children is . A Pizza B Chicken Rice C Fried Chicken D Burger

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3. How many children like to eat Chicken Rice? A 450 B 45 C 350 D 400 4. What is the difference of children eating burger to children eating pizza?

A B C D

10 children 60 children 40 children 600 children

5. What is the enrolment of the pupils in Sekolah Kebangsaan Ilmuan? A 10 000 B 500 C 1 000 D 100

GUIDELINES FOR TEACHING READING

Teaching Point: Skim and scan for gist and specific information Materials: Pie chart, manilla card, markers, pictures of food and song sheet.

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Suggested Guidelines:
1. Sing-a-long. 2. Teacher sings the song. Lyrics: Food, food Theres so much food Ice cream, chicken, pizza Yummy, yummy Delicious, delicious

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3. Pupils sing together with the teacher. 4. A pie chart is shown (Refer Appendix 3) 5. Teacher asks pupils to skim through the pie chart and to locate specific information. Example: Which food do the pupils like most? Which food is the least popular?

Enrichment:
Teacher asks pupils to do a pie chart on their favourite hobbies/games/subjects, etc.

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GUIDELINES FOR TEACHING READING

Teaching Point: Read and follow instructions and directions. Materials: Roll-up board

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Suggested Guidelines
1. 2. 3. 4. 5. 6. Teacher writes out the lyrics of a song on the roll-up board. Teacher reads aloud the lyrics of the song. Pupils read the lyrics together with the teacher. When pupils are able to read, teacher sings and does actions with the pupils. Pupils sing the song and do the actions together with the teacher. Teacher instructs the pupils to show their hands accordingly. Example: Show me your right hand Show me your left hand Show me both your hands 7. Teacher then proceeds with other actions. Lyrics:

Clap together right, Clap together left, Clap together right left, Clap together both.

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How to carry out the actions of the song

Call a pupil and get her to stand in front of you. Clap ( clap your own hands as you say the word ) Clap together right ( pupils in pairs clap their right hand as you say the word right) Do the same activity but change the position of their clapping hands as instructed.

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GUIDELINES FOR TEACHING READING

Teaching Point: Acquire a wide range of vocabulary: collective nouns Materials: Pictures of animals and phrase cards

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Suggested Guidelines:
Set Induction: 1. Teacher shows pictures on groups of animals to pupils. 2. Pupils talk about the pictures. 3. Pupils name the animals using collective nouns. Examples: A herd of elephants A brood of chickens Presentation (Activity A): 1. In pairs, pupils discuss the pictures. 2. Teacher highlights the use of collective nouns. 3. Pupils replace the pictures with the suitable collective nouns. 4. Pupils read the passage. 5. Pupils read examples of some collective nouns. Practice (Activity B): 1. Teacher tells pupils that different collective nouns can be used to describe the same group of animals. 2. Get pupils to read the words in the picture cards. 3. Teacher encourages the pupils to look for more collective nouns from the internet. 4. Pupils share their feedback with their friends. Production (Activity C): 1. Pupils make sentences with the collective nouns. 2. Pupils refer to the examples as a guide. Examples: My mother feeds a flight of pigeons behind our house. The cowboys rode on a stable of horses for morning exercise. Closure 1. Teacher gets pupils to recall some collective nouns and match them with the names of animals.

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GUIDELINES FOR TEACHING READING

Teaching Point: Read and respond to the text by giving opinion. Material: A reading text.

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Suggested Guidelines:
1. Teacher reads the text with correct stress, intonation and rhythm. 2. Oral discussion on the content of the text. Example: Are tigers wild animals? Were animals afraid of the tiger? 3. Pupils read the text stress on pronunciation and fluency. 4. Teacher encourages pupils to talk about the characters in the story. 5. Pupils give their opinions. 6. Teacher writes the descriptive words on the board. Example: kind, generous, hungry, lazy, etc 7. Pupils draw mind-map to describe the characters.

The Reading Text

The Lazy Tiger Once, there was a lazy tiger. He was too lazy to find food. He became hungry. He forced every animal in the jungle to find food for him. They were afraid of him. They went out and found food for the tiger. After some time, these animals became very tired because they also had to find food for their families. All of them got together. They agreed that they must talk to the tiger. They went to see the tiger and told him their problem. The tiger agreed to find his own food.

GUIDELINES FOR TEACHING READING

Teaching Point: Read and follow instruction and direction. Materials: VCD player, song sheet and marker.

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Suggested Guidelines:
1. Pupils listen to the action song. (legs up, hands up, twist, shake and dance) 2. Pupils watch and listen to the actions displayed on the VCD player. 3. Replay the instruction (from the VCD player) while pupils listen and follow the actions Example: Raise your left hand Raise your right hand 4. The instructions are highlighted and pupils read the sentence patterns aloud.

Enrichment:
Teacher and pupils play the game Simon Says. The winner at the end of the game will be rewarded.
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GUIDELINES FOR TEACHING READING

Teaching Point: Acquire a wide range of vocabulary: antonyms Materials: Word cards, sentence strips, picture cards

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Suggested Guidelines:
Pre-Activity Write the name of an animal on the board. Pupils say all the words related to the animal. Write their responses on the board. Example: Elephant: big, trunk, tusks, grey, heavy, big, ears, wild, etc Development 1. Pupils read the sentence strips on the board. 2. Teacher corrects the pupils pronunciation, stress and intonation. 3. Teacher and pupils discuss the meanings of the underlined words. Use contextual clues to locate the meanings of the words. 4. In pairs, pupils list out the words opposite in meaning (antonyms) . 5. Pupils present their answers. Write them on the board. 6. Use pictures to teach the sentence patterns: Example: An elephant is heavy but a squirrel is light. A squirrel is light but an elephant is heavy. 7. In pairs, pupils make sentences on similar sentence patterns. 8. Pupils take turns to read out their sentences to the class.

GUIDELINES FOR TEACHING READING

Teaching Point: Acquire a wide range of vocabulary: Synonyms Materials: Word cards and dictionary

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Suggested Guidelines:
1. 2. 3. 4. 5. Teacher shows 10 word cards of the same colour and another 10 word cards of a different colour. Pupils read the words aloud with the correct pronunciation. Teacher asks for the meanings of the 1st set of 10 words. Pupils refer to the dictionary for the meanings of the words. After the discussion, pupils are required to match the 1st set of 10 word Cards to the other set of word cards. Example: big huge small tiny

6. Pupils copy the 10 sets of synonyms in their exercise books.

Enrichment:
Pupils try to find more synonyms from the internet.

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GUIDELINES FOR TEACHING READING

Teaching Point: Acquire a wide range of vocabulary: homophones Materials: Word cards, sentence strips and picture cards.

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Suggested Guidelines:
Set Induction 1. Teacher writes a few words on the board. (aloud, bass, board, chance, heel, allowed, base, bored, chants, heal) 2. Pupils group the words of the same sound. 3. Teacher tells the pupils that the words with the same sounds are called homophones. Presentation (Activity A) 1. Pupils read the sentences and the notes on homophones. 2. Teacher asks pupils to look at the pictures and word cards. 3. Teacher tells pupils that they are the homophones for the words in the box. 4. Pupils match the homophones. Practice (Activity B) 1. Let the pupils work individually to get the correct homophones for the words given in the task sheet. Example: night knight sea see waist waste 2. Teacher discusses the answers with the pupils. Production (Activity C) 1. Pupils work in pairs. 2. Pupils come up with more homophones and give the meanings of the words. Closure 1. Pupils play a spelling game. The class is divided into groups. Teacher writes a word on the board. Each group will have to spell out the homophones of the words given. 2. The group is given points based on the correct spelling. brake break deer dear right write

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GUIDELINES FOR TEACHING READING

Teaching Point: Build new words from a given word. Materials: Word card and picture card.

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Suggested Guidelines:
1. Teacher shows a word card containing a word and he/she reads it aloud. Example: father 2. Teacher tells pupils that they can actually make many new words from that given word. 3. Teacher writes some of the new words formed on the board and explains that pupils are needed to use the letters found in the given word. Example: the her ear

4. Pupils are asked to make more new words from the given word. 5. Pupils read aloud the new words built from the given word.

Enrichment:
Another big word is given. Pupils are divided into groups. The first group that comes forward to show teacher the most number of new words built will be rewarded.

GUIDELINES FOR TEACHING READING

Teaching Point: Understand similes and proverbs Materials: A simple text and phrase cards.

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Suggested Guidelines:
Set Induction 1. Teacher writes the proverb An apple a day keeps the doctor away on the board. 2. Teacher and pupils discuss the meaning of the proverb. Presentation 1. Teacher reads the rubrics with pupils. 2. Pupils read the text with correct pronunciation, stress, and intonation. Practice 1. Teacher highlights the proverb Where there is a will, there is a way. 2. Teacher tells pupils that the sentence is a proverb. 3. Teacher explains definition of proverbs. Proverbs are short, well-known sayings stating a general truth or a piece of advice.

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4. Teacher then explains the meaning of the proverb Where there is a will, there is a way. It means that if you really want to do something then you will find a way of doing it. 5. Pupils in groups discuss in what way the proverb matches the story. Production 1. Pupils read aloud the proverbs in the first column and the meanings in the second column. 2. Teacher tells pupils that the proverbs and the meanings in both columns do not match. 3. Pupils match proverbs with their meanings as accordingly. Example: Proverb A friend in need is a friend indeed A stitch in time saves nine Meaning A friend who gives you help when you need is a true friend. It is better to deal with something immediately because if you wait, it may become worse or more difficult. It may also cause extra work later on. Being honest is the best way. To do something that is right or good, being a little late is still better than not doing it at all.

Honesty is the best policy Better late than never

Closure 1. Teacher divides the class into small groups. 2. Pupils read the proverbs and their meanings. 3. Pupils choose a proverb. 4. Pupils create a story based on the proverb that they have chosen. 5. Pupils share their stories with the class.

GUIDELINES FOR TEACHING READING

Teaching Point: Understand simple similes and proverbs Material: A reading text and a highlighter.

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Suggested Guidelines:
1. 2. 3. 4. 5. Teacher reads the text and pupils repeat after her/him. Teacher highlights one or two similes found in the text and explains the meanings to them. Pupils are asked to highlight the other similes found in the text and read them aloud. Pupils read all the similes found in the text and copy them into their exercise books. Pupils fill in the blanks correctly.

Enrichment: Quiz (in relation to similes) The pupil with the most correct answers will be rewarded.
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GUIDELINES FOR TEACHING READING

Teaching Point: Read and make simple inferences Materials: Reading Text Little Red Riding Hood

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Suggested Guide Lines:

1. Teacher reads the story with correct intonation and enunciation. 2. Pupils read the story and do role play. 3. Teacher poses questions to get pupils to infer. Example: Do you think Red Riding Hood will come back to the forest? Do you think she will go to the forest alone again? How will she go there? Do you think the fox will try to catch her again? What do you think she will do this time if the fox catches her again ? 4. Teacher will accept pupils answers, whether logical or not. The teacher may increase the number of questions if the pupils are able to respond better.

The Text
When the wolf saw Red Riding Hood he stopped her and asked where she was going. She told him that she was going to her grandmothers house. The fox thought that he would surprise Red Riding Hood at her grandmothers place. When Red Riding Hood reached her grandmothers place she was surprised to see her grandmother with a big nose, big ears, big eyes and a big mouth. The wolf jumped on her but she quickly ran out of the house. It was not her grandmother after all but the wolf tied her up and put her in the cupboard. The wolf ran after Red Riding Hood but she was not to be seen anywhere. The wolf was disappointed and he went back into the forest.

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GUIDELINES FOR TEACHING READING

DO YOU TEACH YOUR PUPILS LIKE HOW YOU READ? IF YES HOW DO YOU READ?
There are many ways of reading. These are some of the main ways we should read. WAYS OF READING Skimming quickly running the eyes over a text to get the gist. Scanning quickly going through a text to find a particular piece of information. Extensive reading mainly involving global understandings. Intensive reading to extract specific information. Reading for detail.

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INTENSIVE READING This is more of an accuracy activity involving reading for detail. It may take time to master the skill of IDENTIFYING MAIN IDEAS, SUPPORTING IDEAS AND DETAILS. However, your efforts will be worth it as your pupils will be able to have a better understanding of the information and will be able to make better summaries and conclusions. You need to help your pupils so that they acquire the skills of the following: The main or family word The main idea The supporting ideas and detail Pupils should follow these: Examine and understand the data or information. Identify or give the main or family word which represents the other words. Identify the main idea of the information. Examine and understand the information. Identify the supporting ideas and details. EXAMPLES OF ACTIVITIES 1. Identify the main or family word in the following: chair, table, cupboard, furniture, bed 2. Give the main or family word for the following: rice, fish, egg, meat, cabbage Ask your pupils to read and understand the question: For (1) ask: Which word in the list represents all the other words? For (2) ask: Give a word which represents rice, fish egg, meat, cabbage. Tell your pupils that the two answers are the summary words which can be used to summarise or represent the words. ACTIVITIES Find the main or family word which represents the other words. 1. blue white colours red 2. badminton games football tennis
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3. cooking utensils 4. shirt 5. cabbage

pot trousers long beans

pan dress salad

ladle clothes vegetables

Get pupils to give the main/family word. Example: Ruler pen Guitar piano

pencil drum

rubber flute

When the pupils are competent with these activities teacher can ask pupils to give examples of main/ family words for: Lights, Transport, Buildings, etc. The next activity is to identify the main ideas in a paragraph. The main idea in a paragraph tells us what the paragraph is about. Finding the main idea in the paragraph is similar to finding the main or family word. The main idea of a paragraph or passage may be found in the: HEADINGS (in books or news) BEGINNING MIDDLE END

Example 1: Identify the main idea in the following news. Storm Caused Damage A storm hit several areas in Selangor last night and caused damage to a number of houses. The storm started at 3.00 pm and blew off the roofs of 20 houses. It also felled six telephone poles and ten trees. However, no one was hurt.

Example 2: (a) (b) (c) (d) Ali caught a fish. Ali was very happy. The fish was big. Ali put the fish in a pail.

Which is the main idea?

Read the following passages and then identify the main idea. 1. Last Sunday night, a breakdown of the Paka Power Station in Terengganu caused a blackout throughout the country. Many people were caught in the traffic jams as the traffic lights did not work. Many shopkeepers closed their shops as there was no electricity. There was a good sale of candles.

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2. A football match was held between SK Bandar and SK Luar Bandar. The match was held in Alis school field at 5.00 pm last Thursday. SK Bandar won 2 1. After the match, the Education Director gave away the trophy. All the pupils of SK Bandar were very happy. 3. One day, Aini took out a big box from her room. In the box, there were many toys. She took out saucers, cups, plates, forks, spoons, a stove and a teapot. She put them on the table. Then Aini called her friends to play house. IDENTIFYING THE SUPPORTING IDEAS AND DETAILS Once the main idea is identified, the rest are supporting ideas and details. The supporting ideas tell us more about the main idea. The details tell us more about the main idea or the supporting ideas. The supporting ideas and details can be identified by asking who, when, where, what, why and how. Example: Different children go to school by different ways. Some walk while others cycle to school. Ali and his friends go to school by school bus. The bus is yellow in colour. IDENTIFYING THE MAIN IDEA, THE SUPPORTING IDEAS AND THE DETAILS Last Sunday, Siti and her parents visited the zoo. Siti saw elephants, lions, tigers, bears, monkeys and birds. There were many kinds of birds like the parrot, owl, eagle, and kingfisher. The parrots were big and had beautiful feathers. Step 1 Examine and understand the information. Ask your pupils to read and understand the question and the passage. Step 2 Identify the main idea sentence of the passage. Ask your pupils to identify the main idea sentence of the passage. Step 3 Identify the supporting ideas and details. understand a simple factual fact and to identify main ideas and details. Strategies Step 1 Pre-reading stage Teacher asks some questions relating to the picture of a frog. (Appendix 1) What do you call this animal? Where can you find it? Does it look attractive? What about these? (pointing to the eggs) Have you touched them before? How do they feel? What about this? (pointing to the tadpole) What does it look like? Step 2 Previewing the text Teacher highlights the words that need to be understood by the pupils. (e.g. substance, shrink, etc)
S-BELT MODULES

Step 3 Reading the text: Teacher reads the text and pupils listen. Pupils read together with the teacher. Choral reading (without teachers help) to improve fluency and intonation. Step 4 Oral questioning Where does a frog lay its eggs? Can tadpoles swim? When is the little frog ready to come out of the water?

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GUIDELINES FOR TEACHING READING

A sample lesson plan based on the Year 6 HSP for SK schools.

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Shared Reading
Class: Time: Theme: Topic: Specifications: Objectives: 6 30 minutes World of Knowledge Life-cycle of a frog 1.5.2, 2.2.1, 3.3.3, 3.8.3 By the end of the lesson, pupils should be able to read and understand a simple factual text and to identify main ideas and details.

Strategies Step 1 (share reading): Pre-reading stage Teacher shows a picture of the life-cycle of a frog and ask some questions relating to the picture. (Appendix 1) What do you call this animal? Where can you find it? Does it look attractive? What about these? (pointing to the eggs) Have you touched them before? How do they feel? What about this? (pointing to the tadpole) What does it look like? Step 2 (Focused Word Work): Previewing the text Teacher highlights the words that need to be understood by the pupils. e.g. substance, shrink, etc Step 3 (Group Work/Independant): Reading the text Teacher reads the text and pupils listen. Pupils read together with the teacher. Choral reading (without teachers help) to improve fluency and expression. Step 4 (Summing up): Oral questioning Where does a frog lay its eggs? Can tadpoles swim? When is the little frog ready to come out of the water?

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GUIDELINES FOR TEACHING READING

A sample lesson based on Year 6 HSP for the SK schools.

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Shared Reading
Class: Time: Theme: Topic: Specification: Objectives: 6 30 minutes World of Knowledge. Life-Cycle of A Frog. 1.5.2, 2.2.1, 3.3.3, 3.8.3 By the end of the lesson, pupils should be able to read and understand a simple factual text and to identify main ideas and details and copy writing.

Strategies Step 1 (Shared Reading): Building the background. 1.1 Teacher asks some questions relating to the picture of the life-cycle of a frog (Appendix 1). (a) What animal is this? (b) What are these? (Teacher points to the eggs.) (c) What is this? (Teacher points to the tadpole.) (d) Who has seen frogs eggs or tadpoles eggs? Step 2 (Focused Word Work): Previewing the text. 2.1 Teacher introduces some of the words found in the text that the pupils might have difficulty understanding them. (covered, substance, protect, hatch, tiny, breathe, gills, shrink, appear, fore legs and disappear) Step 3 (Group Work/Independent Work): Reading the text. Teacher reads the whole text and pupils listen. Pupils read together with the teacher. Pupils work in groups. Teacher distributes pictures of the life cycle of the frog and asks them to arrange them in sequence. Pupils then copy the life cycle into their book. Pupils have to read and find the answers to the questions. What is the text about? What are tadpoles? Where does the female frog lay its eggs? Why are the eggs covered with a kind of jelly-like substance? How does the tadpole move in water? When do the fore legs of the tadpole appear? Pupils read the text independently. Choral Reading (to improve fluency and expression). Teacher reads with correct pronunciation and intonation. Pupils read the text together with the teacher. Step 4 (Summing Up): Oral questioning Oral questioning and answering. Where does a frog lay its eggs? Can tadpoles swim? Step 5 (Homework): Post reading

S-BELT MODULES

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APPENDIX
Read the passage.

A frog lays eggs in water. The eggs are covered with a kind of jelly-like substance to protect them. The eggs then hatch into tiny tadpoles, which are black in colour. They have tails to help them swim in the water. Tadpoles breathe through their gills. After some time, the hind legs begin to grow and then the tadpoles tail begin to shrink. Next the forelegs appears. Lungs begin to form inside its body. The gills and the tail soon disappear and the little frog is ready to come out of the water.

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APPENDIX
Read the passage and then answer the questions.

A frog lays eggs in water. The eggs are covered with a kind of jelly-like substance to protect them. The eggs then hatch into tiny tadpoles, which are black in colour. They have tails to help them swim in the water. Tadpoles breathe through their gills. After some time, the hind legs begin to grow and then the tadpoles tail begin to shrink. Next the forelegs appears. Lungs begin to form inside its body. The gills and the tail soon disappear and the little frog is ready to come out of the water. 1. How many stages are there in the life cycle of a frog from the time it is an egg till it is an adult frog? A 2 C 4 B 3 D 5 2. When the tail begins to shrink, the of the tadpole start growing. A back legs C four legs B side legs D front page 3. Tadpoles, like fish, breathe through their . A lungs C fins B gills D body
S-BELT MODULES

4. What are tadpoles? A A kind of fish B A kind of animal C The young of a fish D The young of a frog 5. A tadpole uses its A tail B gills C hind legs D forelegs to swim.

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