CONTEMPORARY CHILDREN’S LITERATURE KURSUS PELAKSANAAN PROGRAM BACAAN SASTERA KONTEMPORARI KANAK-KANAK BAHASA INGGERIS TAHUN 6 ( 2006) PUSAT PERKEMBANGAN KURIKULUM KEMENTERIAN PELAJARAN MALAYSIA OVERVIEW & ASSESSMENT
To help pupils improve their English through reading simple fiction
To provide a continuum for the literature component introduced in secondary school
To create an enjoyable learning environment
To instil and inculcate the reading habit among pupils.
To enrich pupils’ vocabulary and language content.
To enhance pupils’ thinking skills.
To promote cultural understanding in the Malaysian context
To improve English language proficiency of pupils.
To provide lively, enjoyable and high-interest readings.
Why was the programme launched? 1. The Cabinet decided that Children’s Contemporary Literature be taught in Year 4, 5 and 6. 2. To provide an early beginning and a foundation in literature. 3. Pupils will develop an understanding of other societies, cultures, values and traditions that will help them in their emotional and spiritual growth. 4. A follow-up programme to the structured reading programme for Year 1 and 2 pupils.
CHILDREN’S CONTEMPORARY LITERATURE FOR PRIMARY SCHOOL 2006 (THE FRAMEWORK) Children’s Contemporary Literature TARGET GROUP: 2006 All year 6 pupils in SK & SJK schools
An intensive reading programme based on 2 prescribed texts.
Texts consist of short stories and poems.
Every class is provided with 2 titles
(assuming that a pupil will be able to complete 1 book in 4 months).
Different texts for different states.
Titles for Contemporary Children’s Literature Year 6 (SK & SJK) 1. The Perfect Present – Marcia Vaughan (Ginn & Company) Johore Central Store Sdn. Bhd. 2. Noble Tales Untold – Sheikh Hassan Seylan Abad Abad Ceria Enterprise 3. Dan’s Secret Weapon – Therese Rea (Rigby Heinemann)- Alpha Sigma Sdn. Bhd. 4. Clever Katya – Julia Donaldson (Ginn & Company) Johore Central Store Sdn. Bhd. Selangor, Terengganu, Pahang, Sabah & Labuan Johor, Melaka, Negeri Sembilan, Kuala Lumpur & Perak
Titles for Contemporary Children’s Literature Year 6 (SK & SJK) 5. The Case of the Missing Maths Teacher – Suzanne Weyn (McGraw Hill) - Refined Contour Sdn. Bhd. 6. Shorty – Christine Rule SP Smart Resources Sdn. Bhd. Sarawak, Perlis, Pulau Pinang, Kedah & Kelantan Selected poems supplied by CDC or chosen by teachers.
3.10 Read and enjoy simple stories and poems and respond to them by
talking about the people, animals and moral values in the story or poem, and
relating it to one’s life
3.11 Read simple texts and predict outcomes at a level suited to learners’ ability.
3.12 Read simple texts and make inferences and draw obvious conclusions
Benefits of having Children’s Literature Personal and Emotional gains Literature gives enjoyment. It enriches their understanding of themselves and the world around them. It develops imagination. It helps children make sense of their own experience. It evokes one’s feelings on issues related to life. Learning Gains It allows children to learn new ideas and knowledge. It adds to their understanding of concepts. It allows children to understand cultural traditions and values and issues in life. It allows children to develop respect for self and others. It encourages them to become aware of their audience. Language Gains It helps children develop an awareness of how language works in communication. It helps them develop an understanding of the meaning of words. It allows them to experience new ways of using language that bridges the gap between written and spoken language. It allows them to experience the form of narratives.
To introduce and stimulate interest in the topic To motivate students by providing a reason for reading
To provide language preparation for the text
To be enthusiastic about reading
To activate background knowledge
To recognise that reading gives us a lot of new ideas
To link existing knowledge to new information
To understand and acquire new words
To clarify content and vocabulary of the text To help students understand the writer’s purpose
To help students understand the structure of the text To identify important information
To monitor understanding
To consolidate and reflect upon what has been read To relate the text to the students’ own knowledge/interests/ views
To provide a stimulus for other language activities. To reflect on and respond to the text.
To select, organise and use relevant information for extended activities
Pre-Reading Activities Using the Cover Show the front cover of the book and ask for comments. Predict what the book is about from the title/cover/chapter headings. Look at the cover and complete three sentences about the book. Match covers and titles. Look at the blurb and predict the story. Using the Pictures Which picture in the book do you like? Based on the pictures in the book, guess the story line. Book Features Discuss the layout, e.g. title, author, illustrator, blurb, chapters, contents, captions Brainstorming Talk about the possible theme. Help pupils to recall any previous stories that have the same theme.
Make up riddles about the book or any parts of it.
Develop a word game based upon the book.
Write a letter to the author, particularly if you enjoyed the book or have a question.
Write an imaginary interview with the main character or any character of the book .
Make a newspaper which summarizes elements from the book. Include sections like sports, comics, business, and so on) .
Rewrite a section of the book in a script form.
Select a passage or quotation which has special importance for you. Write it down and then tell why it is meaningful.
Rewrite part of the story as a news article.
Rewrite part of the book in a different time period- space age ( future ) or cavemen (past) .
Write a chapter which tells what happened before or after the book.
Write a simplified version of the story in picture book form.
Write a review of the book.
Monday Tuesday Wednesday Thursday Friday CONTEMPORARY LITERATURE LISTENING & SPEAKING LEARNING ENGLISH WITH THE COMPUTER READING COMPREHENSION GRAMMAR WRITING . PENSTRUKTURAN JADUAL WAKTU BAHASA INGGERIS SEKOLAH RENDAH SK TAHAP 2 (Tahun 4, 5 dan 6) Masa pengajaran : 7 waktu X 30 minit (210 minit seminggu) LEARNINGENGLISH WITH THE COMPUTER E X T E N S I V E R E A D I N G
Monday Tuesday Wednesday Thursday Friday LEARNING ENGLISH WITH THE COMPUTER READING COMPREHENSION& GRAMMAR WRITING PENSTRUKTURAN JADUAL WAKTU BAHASA INGGERIS SEKOLAH RENDAH SJK TAHAP 2 (Tahun 4, 5 dan 6) Masa pengajaran : 4 waktu X 30 minit (120 minit seminggu) E X T E N S I V E R E A D I N G LISTENING & SPEAKING ) MINGGU 1 .
Monday Tuesday Wednesday Thursday Friday LISTENING & SPEAKING READING COMPREHENSION& GRAMMAR WRITING . PENSTRUKTURAN JADUAL WAKTU BAHASA INGGERIS SEKOLAH RENDAH SJK TAHAP 2 (Tahun 4, 5 dan 6) Masa pengajaran : 4 waktu X 30 minit (120 minit seminggu) E X T E N S I V E R E A D I N G CONTEMPORARY LITERATURE ( MINGGU 2
Pentaksiran Lisan Berasaskan Sekolah (PLBS) MODEL 1 PUPIL TEACHER Activity : Presenting information from non-linear forms. Instructions : 1. Teacher gives pupils a visual stimulus of family. 2. Pupil answers questions asked by the teacher. 3. Activity can be carried out inside or outside the classroom. Resource : Visual Stimulus – pictures, photographs, compact discs. Assessment : 1. Pupil looks carefully at the picture stimulus 2. Pupil answers questions asked by the teacher.
MODEL 2 PUPIL TEACHER PEERS (LISTENERS) Activity : Tell story Instructions : 1. Teacher asks pupil to choose a story he/she would like to tell the class. 2. Pupil tells the story. 3. Activity can be carried out inside or outside the classroom. Resource : Visual Stimulus – pictures, photographs, compact discs. Assessment : 1. Pupil is given a suitable stimulus of the story he/she has chosen. 2. Pupil shares information about the story. 3. Pupil retells the story.
MODEL 3 PUPIL TEACHER PEER Activity : Describe scenes Instructions : 1. Teacher appoints pupil’s peer. 2. Teacher gives a list of questions to the peer. 3. Teacher gives stimulus to the pupil. 4. Teacher observes the interaction between the pupil and the peer. Resource : Visual stimulus and questions . Assessment : 1. Pupils work in pairs. 2. Pupil looks carefully at the stimulus given. 3. Peer asks questions prepared by the teacher. 4. Teacher awards the score to the pupil only.
MODEL 4 PUPIL TEACHER PUPIL Activity : Give and share information Instructions : 1. Teacher chooses two pupils to be assessed. 2. Teacher prepares the task. 3. Teacher facilitates the pupils. 4. Activity can be carried out inside or outside the classroom. Resource : Visual Stimulus – pictures, photographs. Assessment : 1. Each pupil is given the same visual stimulus. 2. Teachers asks pupils to look at the stimulus carefully. 3. Pupils describe what they see. 4. Teachers may ask other questions based on the stimulus.
Activity : Give and share information Instructions : 1. Teacher gives the group a visual stimulus. 2. Teacher asks pupils to look at the stimulus carefully. 3. Teacher asks pupils to discuss the visual stimulus among themselves. 4. Teacher prompts or guides whenever necessary. 5. Activity can be carried out inside or outside the classroom. Resource : Visual Stimulus – pictures, photographs. Assessment : 1. Teacher explains the task to the pupils. 2. Pupil discuss among themselves the given visual stimulus. 3. Pupils give relevant information and respond to enquiries made by other pupils in the group. 4. Teacher observes and awards the score to the pupils in the group.
A portfolio provides samples of pupils’ work which show
growth over time.
As pupils reflect on their own learning (self-assessment),
they begin to identify their strengths and weaknesses.
With proper guidance, weaknesses then become
The portfolio enables pupils to show quality work, which
is done without pressure and time constraints and with
the help of resources, reference materials and
Portfolios offer a way of assessing student learning that
is different than traditional methods. (Paulson and Meyer)
Why use Portfolios? encourages self-directed learning enlarges one’s view fostering learning about learning demonstrating progress towards determined objectives intersection for instruction and assessment allows pupils to value themselves as learners peer-supported growth
Self-Reflection Transfer into Real Life Ongoing and Formative Integration of knowledge Positive Interaction Improves Thinking Skills Quality products Meaningful Tasks Benefits of Portfolio
Group Work ( Rewriting the story or writing a similar story) Decide how many pages you will need. Decide what part of the story goes in each page Illustrate Either rewrite or add captions to each panel. Share with others as either shared reading or as a wall story.
e.g. Letters to the editor Place a series of advertisements for characters in the story Missing person section. Write a report on one of the characters in the story who has gone missing. A reporter could interview one of the characters.
Entries - both core (items students have to include) and optional (items of pupils’ choice).
Dates on all entries, as proof of growth over time.
Drafts of written work and revised versions
Reflections Pupils can reflect on the following:
What did I learn from the lesson?
What did I do well in?
What do I want to improve in my work?
What were the problem areas?
Accuracy of Information Connections to Other Subjects Creativity Developments of Process Diversity of Selections Evidence of Understanding Following Directions Growth and Development CRITERIA FOR GRADING PORTFOLIO Knowledge of Content Multiple Intelligence Originality Quality Product Reflection Visual Appeal
Model 1: General Scoring Rubric 4 3 2 1 There may be many errors in sentence structure. There may be many errors in grammar,usage, or mechanics. The ideas do not flow logically. The response does not fulfill the task. The response may reflect serious misunderstanding of the passage There may be several errors in sentence structure, and little variety There may be several errors in grammar, usage, or mechanics. Disruption in the flow of ideas may be frequent The response may only partially fulfill the task. It may contain frequent or serious inaccuracies. Irrelevant information from the passage may outweigh relevant information Sentences are correctly written but lacking in variety. There may be some errors in grammar, usage, or mechanics. minor organisation flaws Ideas flow logically through most of the response. Some minor inaccuracies may appear. Some of the information selected may be irrelevant to the task Sentences are correctly written, and they display variety. Few if nay errors in grammar, usage, or mechanics are present. clearly organised The ideas flow logically from beginning to end. The response successfully fulfills the task. The information used is accurate and relevant to the task Command of language sentence structure/variety word choices grammar/usage/mechanics Management of Content organization/focus development accomplishment of task Response to Reading amount of information accuracy of information selection of information
Ideas are expressed but at times there is a break down of meaning.
Some errors in spelling and punctuation
3 ( Average)
Vocabulary is simple
Meaning is frequently not clear
Spelling and punctuation and word order errors .
Vocabulary is limited and repetitious
Meaning is unclear
Spelling, punctuation and word order errors disrupt communication
1 (Very Weak)
Responds with a few isolated words
No complete sentences are written
Meaning is very unclear
Errors cause serious disruption in communication
Samples of Pupils’ Reflection Changing Days 12/8/05 From worksheet A, I learnt about the cover. I learnt about the title, the writer and the people in the story 19/8/05 Today’s lesson, I learnt about the place of the story. I like the place because it is a jungle. 26/8/05 I feel sad for the king and queen. They have no children. But, they are happy with baby Taming 12/8/05 Today I learnt about the writer and the things on the cover of the book. I don’t know the ISBN number. 19/8/05 Today I learnt 5 words- jungle, canal, worries, kingdom, queen 26/8/05 I like this worksheet. I can fill in the blanks correctly
References Rees D; Raison G; Shortlland-Jones, B; Baraaatt-Pugh; Sinclair,A;Dewsbury,A and Lambert, S (1997) Reading Resource Book.Rigby Heinemann: Education Department of Western Australia. Brown, J.D ( 2003 ) New Ways of Classroom Assessment.Virginia:TESOL Carter,G (1992) Ideas for Developing Comprehension, New Zealand: Waiatarua Publishing. Farr,R and Tone B. (1998) Portfolio And Performance Assessments. Orlando:Harcourt Brace College Publishers. Andrew, M. (1990) Language in Colour . England: Belair Publications Limited. Burke,K., Fogarty R. and Belgrad S. (1994) The Portfolio Connection . USA: Skylight Training and Publishing Inc. Paulson, F.L. Paulson, P.R. and Meyer, CA. (1991). “What Makes a Portfolio a Portfolio?”. Educational Leadership. Paul S. George. (1995). What is Portfolio Assessment Really and How Can I Use It in My Classroom? Gainesville, FL: Teacher Education Resources. http://www. eduplace .com/ rdg / res /literacy/assess6.html