7 Reading Activity Edit

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At the end of primary education, pupils should be able to apply knowledge of sounds of letters to

recognise words in order to begin reading and then move on to the more complex skill using a range of

strategies to construct meaning from the text read. The ultimate goal of the reading component in

primary school is to produce pupils who will be able to read independently for information and enjoyment.

The Content and Learning Standards for Year 3 are:

CONTENT STANDARDS LEARNING STANDARDS

2.2 By the end of the 6-yearprimary schooling, pupilswill be able to demonstrateunderstanding of avariety of linear and non-

linear texts in the form ofprint and non-printmaterials usinga range of strategies toconstruct meaning.

2.2.1 Able to apply word attack skills by:(a) grouping words according to word categories.(b) identifying words similar in meaning(c) identifying words opposite in meaning

2.2.2. Able to read and understand phrases and sentences inlinear and non-linear texts.

2.2.3 Able to read and understand simple and compoundsentences.

2.2.4. Able to read and understand a paragraph with simple andcompound sentences.

2.2.5 Able to apply dictionary skills to locate words.(a) entry points.(b) exit points.

2.3 By the end of the 6-yearprimary schooling, pupilswill be able to readindependently forinformation and enjoyment.

2.3.1 Able to read for information and enjoyment with guidance:

(a) fiction(b) non- fiction

In order to achieve the abovementioned, content standards and learning standards have been devised

progressively. The teaching of reading in the early stages begins at the word and phrase levels before

progressing to sentence recognition and reading at the paragraph level. Gradually, pupils are taught toextract specific information from a text and to respond to a text with their own ideas and opinions.


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Learning Standard :

2.2.1 Able to apply word attack skills by:

(a) grouping words according to word categories.

ACTIVITY CONTENT TEACHERS NOTES

Animal Hunt

1. Paste word cards around theclassroom.

2. Divide pupils into groups .3. Instruct pupils to look for as many

word cards as they can.4. Pupils read aloud the word cards

collected.5. Pupils categorize the animals.

6. Pupils present their work.7. Feed back on presentations.

List of animals:i. rabbitii. monkeyiii. squirreliv. camelv. goosevi. cowvii. horseviii. elephant.ix. hamster

x. turkeyWild Tame

monkey rabbitsquirrel goose

camel cow

horse turkey

elephant hamster

Word cards on animals(Appendix 1)

* other word cards canbe used to replaceanimal cards.

Examples:

Flowers

Vegetables

Fruits

Learning Standard :

2.2.1 Able to apply word attack skills by:(b) identifying words similar in meaning.


Find My Twin

1. Project/Put up the story The Day IMet a Giant on the screen /board.

2. Distribute 2 synonym cards to eachgroup.

3. Teacher or pupils read the story.4. Read the words in bold.5. The group that has the synonym

card for the words in bold shows theword card.

6. Repeat with other words.7. Pupils read the story again with the

new set of synonyms.

Story : The Day I Met a Giant

It was a nice day.I was feeling happy.I went for a walk in thewoods.Then I met a giant.He was very big.I was scared.

I decided to run and lookfor a place to hide.I climbed a tree.The giant came closer.He found me.Found you he said. Nowits my turn to hide and youcan seek!

* Synonym word cards(Appendix 2)


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Learning Standard:

2.2.1 Able to apply word attack skills by :(c) identifying words opposite in meaning.


Antonym Jigsaw

1. Divide pupils into groups.2. Give each group an antonym jigsaw.3. Pupils complete the jigsaw.4. Pupils identify and read the words

found in the jigsaw.5. Pupils give the antonyms for the

words identified.6. Pupils read the story given and

replace the words in bold with theirantonyms.

7. Pupils read the new story.

Antonyms

1. happy-sad2. fat thin3. old young4. dirty clean5. sunny gloomy6. blunt sharp

Story textThere lived a happy mannamed Jones. He was fat andold. He always wore dirty

clothes. One sunny day, hewanted to eat sugar cane. Hecould not cut it with his bluntknife.

* Antonym Jigsaw

(Appendix 3)

Story (Appendix 4)

Learning Standard :

2.2.2. Able to read and understand phrases and sentences in linear and non-linear text.


The Princess and The Dragon

1. Pupils are given figurines ofcharacters.

2. Paste phrase cards on the board.3. Pupils match the figurines to the

phrase cards.4. Pupils read aloud all the phrases.5. In groups, give pupils sentence strips

of the story The Princess and TheDragon.

6. Pick a group to start a story

chain. (This group identifies andreads the first sentence of the story.)

7. The first group to identify the secondsentence continues the story chain.

(This activity is repeated until thewhole story is completed.)

8. Pupils read the whole story.

Story (Linear Text)


-Refer to the story ThePrincess and The Dragon.

1. Figurines2. Phrase cards

(Appendix 5)

3. The story(Appendix 6)

4. Sentence strips(Appendix 7)


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Learning Standard :

2.2.2 Able to read and understand phrases and sentences in linear and non-linear texts.


What does the message say?

1. Divide pupils into groups.2. Each group is given sentence strips of

a message.3. Pupils arrange the sentence strips to

form a message.4. The first group to finish, reads the

message.5. Ask questions based on the message.

Pupils answer orally.6. In groups, pupils draft simple

messages to their friends.7. Pupils read aloud their messages.

Message (Linear Text)

Questions:

1. Who wrote the message?2. Who was the message

for ?3. What did Ah Seng ask from

Alief?

4. Why do you think Aliefasked Ah Seng to call?

Message:Sentence strips

(Appendix 8)To : Ah Seng

From : Alief

Date : 13 March 2011

Time : 2:30 p.m.

I came to your house

but you werent in. I left the

book you wanted with your

brother. The book isoverdue. Call me tonight

when you are free.


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Learning Standard :



People Work

1. Pupils complete a puzzle in groups.2. Put up the rhyme People Work3. Pupils recite the rhyme:

- model reading- shared reading

People work

People work in the countryPeople work in the townPeople work day and nightTo make the world go round

Nigel Naylor, hes a tailorHe makes trousers, suits andshirtsPenny Proctor, shes a doctorComes to see you when it hurts

Peter Palmer, hes a farmerHes got cows and pigs and

sheepWendy Witter, babysitterMinds the kids when theyreasleep

Mabel Meacher, languageteacherTeaches English, French andGreekGary Gummer, hes a plumberCall him when youve got a leak

Patty Prentice, shes a dentistKeeps your teeth both clean and

whiteRonnie Ryman, hes a firemanComes when theres a fire to fight


People Work Rhyme

Puzzle

(Appendix 9)

http://learnenglishkids.britishcouncil.org/en/

People Work (simpler version)

People work in the country

People work in the townPeople work day and nightTo make the world go round

Nigel Naylor, hes a tailorHe sews trousers, skirts andshirtsPenny Proctor, shes a doctorCome to see her when you aresick


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Peter Palmer, hes a farmerHes got cows and sheepWendy Witter, babysitterHer job is to take care of kids

Mabel Meacher, shes a teacherTeaches English to her pupilsGary Gummer, hes a plumber

He repairs broken pipes

Patty Prentice, shes a dentistShe keeps your teeth healthyRonnie Ryman, hes a firemanHe helps to put out fire


Learning Standard :



Movie Poster

1. Pupils are given a movie poster ofBEN 10.

2. Ask questions about the poster .

(see discussion questions)3. Ask pupils to read the information

in the poster.4. Pupils are given a BEN 10 poster.

They fill in the name of thecharacters in groups.

5. Pupils are given a table tocomplete.( refer to the table onBEN10)

6. Pupils read out the completedtable.

Movie Poster BEN 10 (Non-linear text)

Discussion questions.a. This is a movie poster.

Can you give me the nameof the movie?

b. How many characters doyou see in the poster?

c. Can you name thecharacters?

BEN 10 Poster(Appendix 10)

Incomplete Poster(Appendix 11)

Information transfertable.(Appendix 12)


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Learning Standard:

2.2.3 Able to read and understand simple and compound sentences.


Read and Draw

1. Put the first sentence strip on theboard.

2. Ask pupils what they think happened.3. Put the second sentence strip.4. Pupils read aloud the sentence strip

and draw on the frame given.5. Repeat steps 3 and 4 with other

sentence strips.6. Pupils compare their drawings with

each other.7. Teacher shows the correct drawing

discussion.

Sentence strips

I came home on a windyday.

I found all the clothes blownaway.

Dads shirt and tie flew up inthe sky.

Sisters skirt fell into the dirt.My three socks were in thebox.Brothers jeans ended up inthe dustbin.

Mums old hat looked good

on the cat.My shirt and shorts were ina puddle of water.

* sentence strips(Appendix 13)

* frame of a house anda garden(Appendix 14)

Learning Standard:

2.2.4 Able to read and understand a paragraph with simple and compound sentences.


Read and Sequence

1. Ask pupils to read the text aloud.2. In groups, they are given

worksheets.3. Pupils read the text again and

complete the picture.4. Extension:

Pupils choose their favourite clownand talk about it.

Text (Appendix 15)

Picture (Appendix 16)


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Learning Standard:

2.2.5 Able to apply dictionary skills to locate words.(a) entry points(b) exit points


Dictionary War

1. Guide pupils to look forthe meaning of the wordalien from the dictionary.

2. Explain entry/exit pointsto locate words in thedictionary. (referattachment)

3. Divide class into groups.

4. Each pupil needs adictionary.

5. Teacher writes four wordson the board.

6. Each pupil in the groupfinds one word in thedictionary and points to it.

7. When all members of thegroup have located allfour words they raise theirhands.

8. Then, pupils read out the

meanings of the wordsfound.9. The first group to raise

their hands is awardedpoints.

Words

aliendangerousclawsweighspuddle

Sample dictionary page(Appendix 17)(This activity can be done withother words.)

Note:

a. Get pupils to look up thefirst two letters of the

word at the top left handand right hand corner ofthe page ; for e.g. for theword alien, look for al.

b. After you have identifiedthe first two letters and ifthere are more than onepage with the sameletters, look for the nextletter. For the wordalien; you need to lookfor ali.

c. After finding, ali thenscan the page andidentify the word.

d. The word on the top lefthand or right hand corneris called the entry point.The word that you havebeen looking for is calledthe exit point.


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Learning Standard:

2.3.1 Able to read for information and enjoyment with guidance

(a) fiction

Activity Content Teachers Notes

Read and Sequence

1. Show a picture of aspider.

2. Ask pupils oralquestions.

3. Distribute a set of

sentence bubbles toeach group.4. Pupils try to

sequence thesentence bubbles toform a story.

5. Each group readsaloud their sequence.

6. Teacher shows thecorrect sequence onthe board.

7. Pupils read the

correct sequence fromthe board.8. In groups, pupils

draw a picture of ahungry and angryspider.

Sentence in each bubble are:

a. Anansi really loves eating andhes very fat.

b. Anansi first meets the rabbitwho is cooking carrots.

c. Rabbit tells Anansi that the foodis not ready.

d. Then, Anansi meets Monkey

who is cooking beans.e. Anansi does not like beans. So,

he goes to see Andy the Ant.f. Ant is preparing syrup. The

syrup is too sweet.g. Finally, Anansi eats nothing. He

is hungry and angry.

Sample questions:

1. What do you see in the

picture?

2. Do you like this animal?

3. Where can you find this

animal?

* Story of Anansi the spider.

Laminated individual bubbles

(Appendix 18)

e

g d

cb

a

f


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Learning Standard:

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

Activity Content Teachers Notes

Velociraptor

1. Show video clip of adinosaur movie.

2. Brainstorm names ofdinosaurs.

3. Show text aboutVelociraptor on powerpoint.

4. Guide pupils to read thetext.

5. Pair work:A pupil reads and the

partner completes amind map.

6. Pupils do VelociraptorQuiz.

7. Pupils complete the text.

Video clip of dinosaur movie

Text on power point(Appendix 19)

Mind map(Appendix 20)

Velociraptor Quiz(Appendix 21)

Text


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Appendix 1

rabbitmonkey

squirrel

camel

goose


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Appendix 2

beautifulstroll

cheerful

huge

afraid


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nearer

search

discovered

sawtold


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Appendix 3

gloomy

sad

blunt

fat

dirty

old


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Appendix 4


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Appendix 5

a king

a queen

a princess

a prince


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an ogre

a knight

a dragon


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a castle

a tower

a cave

a bag of gold


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the kings

land


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Appendix 6



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Appendix 7


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Appendix 8

Message Strips


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Appendix 9


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Appendix 10

Time of show: 12.30 p.m. , 3.30 p.m. , 7.30 p.m.

Place: Cineplex Leisure Mall

Price of tickets:

Adults RM12.00

Children RM 6.00

Ben is a young boy. One day he finds a watch. He wears the watch and he

is unable to remove it. When he presses the watch, Ben changes into

different types of aliens


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Appendix 11


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Appendix 12

BEN 10


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Appendix 13


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Appendix 1


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Appendix 1


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Appendix 1


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Appendix 17


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Appendix 18

Anansi really

loves eating

and hes very

fat.

Anansi first meets

the rabbit who iscooking carrots.


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Rabbit tells

Anansi that

the food is

not ready.

Then, Anansi

meets Monkey

who is cookingbeans.


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Ant is preparing

syrup. The syrup

is too sweet.

Anansi does not

like beans. So,

he goes to seeAnd , the Ant.


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Finally, Anansi

eats nothing.

He is hungry

and angry.


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Appendix 1

Velociraptor


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Appendix 2

Complete the mind map.

Food:

Height:

Weight:

Habitat:


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Appendix 21


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Appendix 22

Fill in the blanks to complete the text.

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