Peneraju Pendidikan Negara

YEAR 2

CONTENT & LEARNING STANDARDS

CONTENT STANDARD

LEARNING STANDARDS
4.1.1 Able to enjoy action songs and jazz chants through nonverbal response. 4.1.2 Able to sing action songs and recite jazz chants with correct pronunciation, rhythm and intonation.

4.1 By the end of the 6year primary schooling, pupils will be able to enjoy and appreciate rhymes, poems and songs, through performance.

CONTENT & LEARNING STANDARDS

CONTENT STANDARD 4.2 By the end of the 6-year primary schooling pupils will be able to express personal response to literary texts.

LEARNING STANDARDS
4.2.1 Able to respond to:
a. book covers b. pictures in books c. characters with guidance.

CONTENT & LEARNING STANDARDS

CONTENT STANDARD

LEARNING STANDARDS

4.3. By the end of the 6-year 4.3.1 Able to produce simple primary schooling, pupils creative works with will be able to plan, organize guidance based on: and produce creative works a) action songs for enjoyment b) jazz chants c) stories 4.3.2 Able to take part with guidance in a performance based on: a) action songs b) jazz chants c) stories

Language Arts
The language arts module is a culmination of

the whole weeks lessons comprising listening and speaking, reading and writing. It provides an opportunity for children to have fun and use the language to express themselves creatively. Basically, its show time for pupils to produce creative works and to perform using their creative products.

Suggested ideas and activities

Reciting nursery rhymes
Reciting poems Jazz chanting

Sing
Role-play Making booklets Making simple puppets Making masks Playing language games

Why teach nursery rhymes, poems and jazz chants?

Research shows that early learning of nursery rhymes and

rhythmic poems, songs, and chants significantly enhances early reading skills and phonemic awareness. Phonemic awareness is a strong predictor of a child's reading success. Phonemic awareness can be developed in children by providing them with fun, rich language experiences that encourage active exploration and manipulation of sounds through rhymes, poems and jazz chants. These activities lead to significant gains in subsequent reading and spelling.

Jazz Chant 4.1.1, 4.1.2

All : Teacher: Pupil All Pupil All Pupil : : : : : COOKIE CHANT Who stole the cookie from the cookie jar? Sally (name of any pupil in the class) stole the cookie from the jar. Who, me? Yes! Couldnt be. Then, who? Rama stole the cookie from the jar.

* Repeat the chant as long as desired, using names of pupils from the class.

SONGS 4.1.1, 4.1.2

Who wants to be a cuckoo?

Who wants to be a cuckoo? Who wants to be a cuckoo? Who wants to be a cuckoo? Oo-oo, Oo-oo I want to be a cuckoo I want to be a cuckoo I want to be a cuckoo Oo-oo, Oo-oo

Adapted from Jolly Phonics

Group discussion
1. How can the jazz chant or action song be carried out in class?
2. What can you teach from the jazz

chant and action song?

Creative Works
Making booklets Suggested book ideas: Stick and elastic booklets The hotdog booklet Accordion book Flip-flap books Ideas for language arts

Creative Works
Puppets
Finger puppets Sock puppets

Glove puppets
Stick puppets

FINGER PUPPETSGLOVE PUPPETS.doc Masks

Paper masks
Paper mache masks Paper bag masks

MASKS1.doc

References:
Fyke, Laurie and Sinclair, Kerrie(2005), Jolly Phonics, United Kingdom. http://www.ifayed.net/Main_Folders/Resources/SPEER_02/T EAS_CH4.PDF http://www.encuentrojournal.org/textos/16.7.pdf