ENGLISH LANGUAGE UNIT CURRICULUM DEVELOPMENT DIVISION MINISTRY OF EDUCATION MALAYSIA

High Quality Teacher Interaction

Shared ReadingThe teacher uses one big book or poster of a story and sits together with the class. Everyone can see the text and the illustrations (pictures).

The book chosen for shared reading is one pupils are not able to read on their own.

The teacher makes pupils read one or two words where they can. In shared reading pupils see how good reading is done.

Later they will be able to read on their own from the example given by the teacher in the shared reading.

Shared Reading - 15 minsThe atmosphere is accepting and non-threatening. The teacher shows how good expressive reading is done. The teacher reads slowly word by word. She does not rush through.

The teacher reads word by word and points clearly to the word that s/he is reading. S/he may read a sentence more than once.

The teacher reads in a loud clear voice with good pronunciation and intonation.

The teacher dramatises the text. She is sad when the person in the story is sad and happy when the person is happy.Step 1

Focused Word Work - 15 minsThe teacher teaches the sound system of English. Pupils need to understand that letters in English (especially vowels) do not carry the same sound as Bahasa Malaysia.Pupils must be able to hear and tell the difference and regularities in sounds of letters and blends of letters In the very early stages

word recognition, i.e. able to recognise a certain number of key words that they have met before understand the sounds of letters vocabulary work, i.e. able to understand the meanings of a number of key words

Step 2

Focused Word Work sentence building Tenses Refrains Cant you see that babys sleeping? Instructions Dont you come Requests / permissionStep 2 In the later stages spelling and vocabulary grammar punctuation

Guided Reading and Independent WorkThis time during the English hour:allows teachers to concentrate on one group each dayallows other pupils to work independently on their own or in a group - and learn to work independentlyGuided ReadingThe book chosen is at a level pupils can read on their own i.e. they can read 95% of the book. The teacher guides and facilitates the reading when the pupil needs help and offers praise and encouragement throughout.Independent WorkIndependent reading, writing, spelling, etc. Pupils are trained about what they should be doing and it is important that they do not disturb the teacher.Step 3

Independent Work Activities pupils can do on their own or in small groups are the following:Independent reading of a text simple enough to read and has been read before with the teacherPhonic study and spelling practicePractice and study of punctuation and sentence constructionVocabulary extension (adding to pupils own stock of vocabulary) and dictionary workUnderstanding sentence building.During this time, pupils are trained not to interrupt a teacher. If they come across any difficulty in their work they should rely on their own resources to solve the problem. This is good practice for them to become independent learners.Doing written work by having to refer to story.

PlenaryTeacher re-emphasises and reinforces teaching pointsPupils reflect upon what they have learned and clarify their thinkingPupils revise and practise new skills learned during earlier part of the lessonTeacher monitors and assesses how much pupils have learnt and clarifies misconceptionsTeacher rounds up or sums up main teaching pointsStep 4

COVER OF THE BOOKIntroduction: Teacher can introduce the book by talking a little about the cover and back cover eg. title, who wrote the book, pictures to capture pupils interest.STEP 1BACK COVER OF THE BOOK

Tr, sits on a chair with pupils around her.Tr. reads the story with expressions.Tr. points to pictures and get pupils to guess.eg. broom, baby, mosquito

Tr. carries on reading. Tr. may get pupils to repeat after her or join in when words are repeated.Tr. may get pupils to carry out the actions.

Carry on reading with expressions pointing to the words and pictures.Encourage pupils to join in.

Tr. may ask pupils if they have seen a lizard and carry out the action of the lizard and the mother.

Tr. will end the story for the day by sayinge.g OK! Children, well continue tomorrow, OK! children, well find out more tomorrow.

WHAT HELPS CHILDREN UNDERSTAND A STORY? VOICE EYE CONTACT MIME & GESTURE ASKING QUESTIONS USE OF PAUSES POINTING TO VISUALS FACIAL EXPRESSIONS REPETITION

Reading resources in a phonic-based programme have to mirror authentic language

Choosing the right reading materials to support phonicsBooks must have a storyline, complete sentences, grammatical structure to enable pupils to apply both phonics and comprehension skillsPupils must be able to apply phonics knowledge of sounds, segments, and blending in authentic reading texts.*** A direct connection between phonics instruction and reading is essential

Learning outcomes of Structured ReadersDevelop phonemic awareness

Develop concepts of print

Make connections between sounds and letters

Blend sounds to make words

Recognise high-frequency words

Write words

Read independently

Develop fluency

STAGES OF A LESSONAdapted from Scholastic

STEP 2Focused Word Work/Teaching PointPhoneme : eePronunciationSpellingVocabularypeepingweepingcreepingsleepingREMEMBER! to focus only on 1 or 2 Teaching Points

STEP 3Independent WorkWORKSHEETSGroup 1Group 2Group 3Guided ReadingTeacher calls out 2 pupils/groupsAsk them to read in order to:Build confidenceTo do silent assessmentEvery pupil gets a chanceOther pupils are told not to disturb tr. during guided reading

Tr. Distributes worksheets/tasks and asks pupils to do on their own.Tr. may explain if necessary

STEP 3WORKSHEET1Independent WorkMatchweepingpeepingcreepingsleeping

STEP 3WORKSHEET 2Independent WorkFill in the missing lettersw __ __ pingsl __ __ pingcr __ __ pingp __ __ ping

STEP 3WORKSHEET 3

SGNIPEEPCLEEPNGWRRCOTISEECEMYPWEEMREFEIPPSEPEGIINNRHIRNNGKJPSNGSLEEPING

STEP 4Summing up/PlenaryTr. sums up the days teaching point by using: A song/ rhyme/ chant Questions

Tr. may also include moral value /aesthetic questions Did you like the story ?

Babys sleeping,Hush! Hush!,Babys sleeping,Hush! Hush,Cant you seeThat babys sleeping, Cant you seeThat babys sleeping,Hush! Hush!

I said, Sh! Sh! Babys sleeping!I said, Sh! Sh! Babys sleeping!What did you say?What did you say?I said, Hush! Hush! Babys sleeping!I said, Hush! Hush! Babys sleeping!What did you say?What did you say?I said, Please be quiet, Babys sleeping!I said, Please be quiet, Babys sleeping!What did you say?What did you say?I said Shut up! Shut up! Babys sleeping!I said, Shut up! Shut up! Babys sleeping!WAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA!!!!!Not anymore.