4. reading.ppt

Bahagian Pembangunan KurikulumBahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIAKEMENTERIAN PENDIDIKAN MALAYSIA

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Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA

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The learning standards begin with basic literacy which has been developed incrementally in this manner :

distinguish the shapes of the letters; recognise and articulate phonemes; blend and segment words; apply word recognition and word attack skills to acquire vocabulary; read and understand phrases, simple sentences and texts; and read independently for information and enjoyment.

Teachers should also carry out shared reading strategies in the classroom:

During shared reading, teacher and pupils read together, thus allowing pupils to actively participate and support one another in the process of reading.

Teachers point to the text as they read slowly for word recognition and to “build a sense of story”. Ultimately, the objective of getting pupils to read a variety of texts enables pupils to see how grammar is used correctly in order to emulate them in their productive skills; speaking and writing. Pupils should also be made to realise that reading inculcates enjoyment and pleasure in seeking information and knowledge. After which, pupils are trained to give their own ideas and opinions in order to become efficient readers.


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SK SJK

2.2.1 Able to apply word attack skills by identifying: (a) using contextual clues to get meaning of words: (i) before the word (anaphoric) (ii) after the word (cataphoric

(b) identifying idioms

2.2.2 Able to read and understand phrases and sentences from: (a) linear texts (b) non-linear texts

2.2.3 Able to read and demonstrate understanding of texts by: (a) sequencing (b) predicting (c) giving main ideas and supporting details

with guidance2.2.4 Able to apply dictionary skills:

(a) recognise abbreviations (b) understand meaning of words in context2.3.1 Able to read for information and enjoyment with guidance: (a) fiction (b) non-fiction

2.2.1 Able to apply word attack skills by identifying: (a) using contextual clues to get meaning of words: (i) before the word (anaphoric) (ii) after the word (cataphoric

(b) identifying idioms

2.2.2 Able to read and understand phrases and sentences from: (a) linear texts (b) non-linear texts

2.2.3 Able to read and demonstrate understanding of texts by: (a) sequencing (b) predicting (c) giving main ideas and supporting details with guidance

2.2.4 Able to apply dictionary skills:

(a) locate words (b) meaning of base words

2.3.1 Able to read for information and enjoyment with guidance: (a) fiction (b) non-fiction


LINEAR stories poems songs reports news letters messages narratives descriptive factual

NON – LINEAR notices advertisements posters brochures pamphlets graphs charts graphic organisers


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Do you know what harkarl is?

What if it was used in this sentence;

Mr Jineky prepared his favourite family dish of harkarl for us last night.

Does the word ‘harkarl’ sound unfamiliar to you? When you encounter such a word, what do you do?


If you were helping the pupils to guess the meaning of word ‘harkarl’ without referring to the dictionary or the website, what are the other words in the sentence that give you the clue or hint?

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Mr Jineky prepared his favourite family dish of harkarl for us last night.

Does the above phrase give you a clue what ‘harkarl’ is?

Well, if we are trying to guess from the context, ‘harkarl’ is probably a kind of dish or delicacy to a particular family/community/culture. (Mr. Jineky’s name also sounds unfamiliar that gives us the hint he may not be a Malaysian or an Asian)

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Favourite Family Dish


By the words of the sentence, we can tell that this ‘harkarl’ is a type of traditional cultural food. Harkarl is a traditional dish in Iceland. It’s actually aged or some people consider it as ‘rotten shark’.

If you are able to guess the meaning of word without referring to the dictionary, you are actually using the context within sentences to understand the unfamiliar word.

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Well, do you fancy this kind of food for dinner?Can you name the learning

standard? 2.2.1(a)Can you name the learning standard? 2.2.1(a)


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Many times we run into new words for the first time. Using the words near to the new unknown word, we can often determine the meaning of that word. This is called using the word in context.

An author often includes hints, or clues, to help the reader expand vocabulary and grasp the meaning of the passage. Using contextual clues enables a reader to comprehend challenging texts.


Let’s look at the two sentences below :Sentence A : I went out with Lily on Sunday. She looked really awful.Sentence B : When he arrived, Mike noticed that the door was open. Can you identify which sentence has anaphoric or

cataphoric reference?

Who is ‘She’ referring to in the text?

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Can you name the learning standard?2.2.1 (a) i,iiCan you name the learning standard?2.2.1 (a) i,ii


Sentence A : I went out with Lily on Sunday. She looked really awful. This sentence contains anaphoric reference as ‘She’ clearly refers to Lily.

There is no need to repeat her name. Anaphoric reference means that a word in a text refers back to other

ideas in the text for its meaning.Sentence B : When he arrived, Mike noticed that the door was open. This sentence contains cataphoric reference as ‘he’ clearly refers to

Mike. Cataphoric reference means that a word in a text refers to another later

in the text and you need to look forward to understand.

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Asking pupils to identify what or who the pronouns in a text refer to is one of the ways to raise awareness of how anaphoric reference is used in the text.

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Matching parts of sentences can help pupils understand how cataphoric reference works, for example:

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a) As she entered the building

1) Sam fell over

b) When he was running upstairs

2) the woman saw a huge crowd

At what level of thinking in Bloom’s Taxonomy is this activity at?


Let’s read the passage below and identify the idiom used in the text.

Matthew and Nicholas were fighting. First, they were yelling at one another. Next, they started hitting one another. Then they began pushing each other. "Cut it out, you two," their mom said. "If you don't stop, I'll send you each to your room.“

Have you ever quarelled with your siblings before? Did your parents reprimand you? What words do they use to stop their children from quarelling?

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"Cut it out, you two," their mom said. Should your mother say ‘cut it out’ if i) you are behaving yourself? ii) you are bothering those around you?

Yes No

Cut it out means __________________. (a) continue (b) stop (c) laugh out loud

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What a birthday party! Kathy and Tina were trying to prepare a

birthday party for their younger sister. Little did they know that it became very complicated! Friends, aunts, and grandmothers all wanted to help. Everyone, though, had a different plan and now things were all messed up. How true - too many cooks spoil the broth!

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Too many cooks spoil the broth means __________. (a) your dinner is too spicy

(b) things are wonderful (c) too many people working on a project can make

it worse

Using your imagination, draw a picture of what too many cooks spoil the broth might look like to someone who doesn't understand it is an idiom.

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Can you name the learning standard?2.2.1(b)Can you name the learning standard?2.2.1(b)


Why introduce idioms to pupils? teach pupils about the richness and cultural diversity of the English

language. help pupils to understand the text as idioms are used often to

replace a literal word or expression many a times idioms or idiomatic expressions better describe the

subtle difference of meaning it can be more precise than literal words. , often using fewer

words but saying more. For example, the expression it runs in the family is shorter and more concise than saying that a physical or personality trait 'is fairly common throughout one's extended family and over a number of generations.‘

(Gail Brenner, Webster's New World American Idioms Handbook. Webster's New World, 2003)

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Activity 5Let’s read the story.

The Missing File Mickey's mom had told him he was not to touch her computer

when she was away from home. But Mickeyʼs friend, Willy, had told him about this great new game online. Mickey thought that if he just went online quickly to check it out, it would be no big deal. After he turned the computer on, he hit a wrong key, and deleted his mom's work. He tried hard to find it, but he had no luck. Mickey shut the computer down, and went into his room, feeling nervous. He turned one last time and looked at the computer.

What do you think will happen next?Can you name the learning standard?2.2.3(b)At what level of thinking in Bloom’s Taxonomy is this skill?Can you name the learning standard?2.2.3(b)At what level of thinking in Bloom’s Taxonomy is this skill?


What is a Prediction?Predictions are thoughts about what you think will happen in a story. A prediction is more than just a guess. It should make sense with the clues you have been given.

Why is making a prediction an important reading strategy?It helps us to focus on what we are reading about.It helps us make connections about what we already know to what we think we know.It gets us excited about what we are reading.

How do we make Predictions to help us understand what we are reading?Before you begin reading preview the title, table of contents, and pictures.Ask yourself:“Does this remind me of any experiences in my life?”“Does this remind me of other books I have read?”“Have I read or heard something like this before?”

As you are reading, look for clues that will lead you to make a good prediction. 22


An abbreviation is a short way of writing words. The abbreviations for the days of the week use the

first letters of the word. examples: Monday = Mon. Thursday = Thurs. Look for the abbreviations of these words in the

dictionary.

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especially

New Zealand

informal

suffixillustration

Can you name the learning standard?Can you name the learning standard?


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DANA’S FLOWER GARDEN Dana loves flowers. Her

favourites are daisies, tulips, and daffodils. Tulips and daffodils come up every spring, and daisies come up later in the summer. These plants are perennials; they come up year after year.

What are these texts called? What are these texts called?

Can you name the learning standard?

TEXT A

TEXT B

What can you derive from Text B?What can you derive from Text B?What does Text A tell us? What does Text A tell us?


Teaching pupils reading strategies: Choice of Text:

- 95% of words in the text chosen should be understood by pupils - topics of interest according to the maturity level of pupils

Getting Ready to Read: - Previewing a Text

Engaging in Reading: - Using Context to Find Meaning - Reading Between the Lines (Inferences) - Identifying main and supporting ideas

Responding to Text - Drawing Conclusions (I Read/I Think/Therefore)


SAMPLE READING TEXT - In Danger of Extinction

(with Higher Order Thinking Elements [HOTS] incorporated into comprehension questions)

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A species is the name for a group of animals that are alike, such as lions and tigers. If a species is endangered it means there are very few of those animals left in the world. If all the animals in a species die, the species becomes extinct. Those animals are gone forever. Many species are protected. A protected species means governments have made laws against killing the animals. The koala is close to being an endangered species.

Interestingly, the koala is partly to blame for its decline. Koalas are too stubborn for their own good! When you were younger, were you a picky eater? Did your parents have to force you to eat things that were good for you? Hopefully you listened to what they taught you and ate your dinner. Koalas are picky eaters. They live in tall eucalyptus trees. Many of these trees are also called gum trees. Koalas eat the leaves of those trees.

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Since there are over 600 different types of eucalyptus trees, the koala should have no trouble finding food. But koalas are picky! They only want certain gum tree leaves to eat. Out of the 600 varieties of trees, koalas will only eat the leaves of about 120 kinds of gum tree. Some are even pickier than that. The koalas of a specific area will only eat about four or five kinds of gum leaves.

They would rather starve than eat the other kinds. Now that’s

stubborn! The biggest problem for koalas now is that the brush land in Australia is being cut down. Towns and cities are pushing farther into the brush. Since many koalas live there, they are losing their tree homes and the trees leaves that feed them.

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1)What does it mean when an animal is extinct? ______________________________________________2) Imagine if you were like a koala and ate only one kind of food. What kind

of food would it be? (HOTS : Applying) ______________________________________________3) What is another name for many gum trees? ______________________________________________4) Why do you think the koala is so picky? (HOTS : Analysing) _______________________________________________5) What would you tell people to get them to stop cutting down the brush

land where koalas live? Why do you think the koala is so picky? (HOTS : Creating and Applying )

________________________________________________29


Reading aloud

pronunciation

stress & intonation

Silent reading

Sub-skills

Identify main facts & detailsRelate cause & effect

Identify sequence of eventsPredicting outcomes

Inferring meaning from contextual clues

Reading levels

Literal comprehensionReorganisation

Inferential comprehensionEvaluation

Appreciation


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4. reading.ppt

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