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Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA READING 1

Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA

Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA READING 1
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA READING 1
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA READING 1
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA READING 1
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA READING 1
Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA READING 1

READING

Bahagian Pembangunan Kurikulum KEMENTERIAN PENDIDIKAN MALAYSIA READING 1
English Year 6 Reading Module Masreen Wirda Mohammad Ali <a href=wirda.ali@moe.gov.my 03-8884 2091 BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PENDIDIKAN MALAYSIA " id="pdf-obj-1-2" src="pdf-obj-1-2.jpg">
English Year 6 Reading Module Masreen Wirda Mohammad Ali <a href=wirda.ali@moe.gov.my 03-8884 2091 BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PENDIDIKAN MALAYSIA " id="pdf-obj-1-4" src="pdf-obj-1-4.jpg">

English Year 6 Reading Module

English Year 6 Reading Module Masreen Wirda Mohammad Ali <a href=wirda.ali@moe.gov.my 03-8884 2091 BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PENDIDIKAN MALAYSIA " id="pdf-obj-1-8" src="pdf-obj-1-8.jpg">

Masreen Wirda Mohammad Ali wirda.ali@moe.gov.my 03-8884 2091

English Year 6 Reading Module Masreen Wirda Mohammad Ali <a href=wirda.ali@moe.gov.my 03-8884 2091 BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PENDIDIKAN MALAYSIA " id="pdf-obj-1-14" src="pdf-obj-1-14.jpg">

BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PENDIDIKAN MALAYSIA

2.0 READING

The reading modules begins by developing pupils’ ability to read words, phrases and sentences. Pupils are taught reading skills and strategies to further develop their reading ability so that they can progress to reading a variety of texts for information and enjoyment. Pupils are also taught to apply word attack and dictionary skills in order to develop pupils’ ability to read independently. Appropriate reading materials should be utilised to enhance pupils’ reading skills. BY THE END OF Year 6, pupils will be able to read a variety of text effectively and efficiently so that they become avid and independent readers.

Curriculum Content; Page

15

CONTENT STANDARD

By the end of the 6-year primary schooling, pupils will be able to:

  • 2.2 demonstrate understanding of a variety of

linear and non-linear texts in the form of print and

non-print materials using a range of strategies to construct meaning.

  • 2.3 read independently for information and

enjoyment.

READING

YEAR 4

YEAR 5

YEAR 6

2.2

By the end of the 6-year primary schooling, pupils will be able to demonstrate understanding of variety of linear and non- linear texts in the form of print and non-print materials using a range of strategies to construct meaning.

 

YEAR 4

YEAR 5

YEAR 6

2.2.

Able to apply word attack skills

 

1

 

by identifying:

by:

by identifying:

  • a) homographs

  • a) using

 
  • a) proverbs

  • b) homophones

contextual

words:

  • b) phrasal verbs

clues to get

  • c) similes

meaning of

 

i.

before the

word (anaphoric) ii. after the word

 

(cataphoric

)

  • b) identifying

 

idioms

2.2.

Able to read and understand phrases and sentences from:

2

 

YEAR 4

YEAR 5

YEAR 6

2.2.

Able to read and demonstrate understanding of texts by:

3

 
  • a) sequencing

  • a) sequencing

  • a) giving main ideas

  • b) predicting

  • b) predicting

and supporting

with guidance

  • c) giving main

details

ideas and

  • b) drawing

  • d) supporting

conclusions with

details with guidance

guidance

2.2

Able to apply dictionary skills:

 

.4

 
  • a) entry

  • a) locate words

  • a) recognise

  • b) exit

  • b) meaning of

abbreviations

base word

  • b) understand meaning of words in context

 

YEAR 4

YEAR 5

YEAR 6

2.3

By the end of the 6-year primary schooling, pupils will be able

to read independently for information and enjoyment.

2.3.

Able to read for information and enjoyment with

1

guidance:

 

a) fiction b) non-fiction

a) fiction b) non-fiction

a) fiction b) non-fiction

CONTENT STANDARD

By the end of the 6-year primary schooling, pupils will be able to:

  • 2.2 demonstrate understanding of a variety of

linear and non-linear texts in the form of print and

non-print materials using a range of strategies to construct meaning.

  • 2.3 read independently for information and

enjoyment.

BPK Experience Guess Picture Clues Look it up Connect to a word you know WORD ATTACK
BPK
Experience
Guess
Picture Clues
Look it up
Connect to a word you
know
WORD
ATTACK
Keep reading
Dissect the
word
SKILLS
Skip it
Use prior
knowledge
Reading
Reread the
sentence
Courses
10/20/15

GAME TIME

 

10/20/15

Two wrongs don't make a right

The pen is mightier than the

sword

 

When in Rome, do as the

The squeaky wheel gets the

Romans

grease

 

When the going gets tough, the

No man is an island

tough get going

 

People who live in glass houses

Better late than never

should not throw stones

 

A picture is worth a thousand

Birds of a feather flock

words

There's Actions no speak place louder like home than

 

words

together

The early bird catches the

Practice makes perfect

worm

God helps those who help

Too many cooks spoil the broth

themselves

 

Beauty is in the eye of the

A penny saved is a penny

beholder

earned

Don't put all your eggs in one

A chain is only as strong as its

basket

weakest link

Honesty is the best policy

You can lead a horse to water,

but you can't make him drink

 

caught

   

a hot potato

between two

stools

once in a

blue moon

piece of cake

cry over spilt

cost an arm

 

to make

milk

and a leg

cut corners

ends meet

   

hit the nail

drive up the

burn the

on cloud

on the head

wall

midnight oil

nine

   

kill two birds

has a heart

   

with a stone

of gold

pull one's leg

cup of tea

born with a

 

silver spoon

let the cat

   

in one's

out of the bag

under the

sleep on it

mouth

weather

     

miss the

in the blink

   

boat

of an eye

stand rooted

down in the

to the spot

dumps

 

Definition of Phrasal Verbs

Definition of Phrasal Verbs <a href=https://www.englishclub.com/ref/Phrasal_Verbs/ " id="pdf-obj-15-4" src="pdf-obj-15-4.jpg">

Task : List 10 similes each in your groups. Write a sentence each for the similes.

Linear Texts

stories poems songs reports

news letters messages narratives descriptive factual

Non - Linear Texts

notices advertisements posters brochures pamphlets graphs charts graphic organisers

Word Attack Skills

Picture clues Look it up

(dictionary, thesaurus, parts of speech)

Make a guess

(contextual clues, hints before and after the word)

Dissect the word

(prefixes, suffixes, root word)

Connect to a word you know Skip it Reread the sentence Keep reading

(if the word reappear, compare the word in both sentences)

Use prior knowledge

Main Ideas

Supporting Details

Consists of the additional information for readers to understand the main idea completely

The function of details is to support (explain, illustrate, prove, exemplify) the information in the main idea sentence.

Usually the details are interesting and very descriptive.

It also gives definition to any terms that readers may not know

Abbreviations

Abbreviations • An abbreviation is a short way of writing words. The abbreviations for the days

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.

From LOTS to HOTS

Reject the question

"Why do I have to eat my vegetables?"

- "Don't ask me any more questions." - "Because I said so."

Restate or almost restate the question as a response

"Why do I have to eat my vegetables?"

- "Because you have to eat your vegetables."

Admit ignorance or present information

"I don't know, but that's a good question."

Or, give a factual answer to the question.

Voice encouragement to seek response through authority

"Let's look that up on the internet." "Let's look that up in the encyclopedia."

"Who do we know that might know the answer to that?"

Encourage brainstorming, or consideration of alternative explanations

"Why are all the people in Holland so tall?"

-

"Let's brainstorm some possible answers."

-

"Maybe it's genetics, or maybe it's diet, or maybe everybody in Holland wears elevator shoes, or…"

N.B. When brainstorming, it is important to remember all ideas are put out on the table. Which ones are "keepers" and which ones are tossed in the trashcan is decided later.

Encourage consideration of alternative explanations and a means of

evaluating them

"Now how are we going to evaluate the possible answer of genetics? Where would we find that information?

Encourage consideration of alternative explanations

"Okay, let's go find the information for a few days — we'll search through the encyclopedia and the Internet, make telephone calls, conduct interviews, and other things. Then we will get back together next week and evaluate our findings."

Drawing Conclusions

Observe all the facts, arguments and information given in the text or stories

Consider what you already know from your own experiences

When given multiple choice answers, choose the best answer based on the information given in the passage.

Dictionary Skills

Dictionary Skills

Dictionary Skills

Finding and checking spellings.

Finding a definition of an unknown word.

Find out word classes through the abbreviations used in a dictionary

vb - verb adj - adjective adv - adverb pl - plural n - noun art - article

Words in Context

Words in Context • Identify words in sentences • Find suitable meaning for a word •

Identify words in sentences Find suitable meaning for a word Different words used for different contexts

Sub-skills

Identify main facts & details

Relate cause & effect

Identify sequence of events

Drawing conclusions

Infer from contextual clues

What to Assess?

Sub-skills Identify main facts & details Relate cause & effect Identify sequence of events Drawing conclusions
pronunciation
pronunciation

Reading

aloud

stress & intonation
stress &
intonation
Silent reading
Silent
reading
Sub-skills Identify main facts & details Relate cause & effect Identify sequence of events Drawing conclusions
 

READING

 
Sub-skills Identify main facts & details Relate cause & effect Identify sequence of events Drawing conclusions

Reading levels

Literal comprehension

Reorganisation

Inferential comprehension

Evaluation

Appreciation