Guidelines literature year_6

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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

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CONTEMPORARY CHILDREN’S LITERATURE

Definition

‘ Children’s literature’ can be defined as “the material created for and widely read, viewed and heard by children, that has an imaginative element.”

Research shows that children learn better on their own, actively and in-depth about something via Children’s Literature

Children’s literature’ can be divided into 5 main categories namely:

Fiction Non- fiction Folktales Biography Poems

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AIMS AND OBJECTIVES

Aim 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

Objectives

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.

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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.

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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

PROGRAM FRAMEWORK

• An intensive Reading Program

• Texts : stories & poems

No. of books to be read: 2

Year 6 - 2 books • Different titles for different states

IMPLEMENTATION Teaching Time•SK - 1 period per week SJK (C/T) - 1 period once a fortnight

•January 2004 – Year 4•June 2005 – Year 5•June 2006 – Year 6

June/July 2006 Teacher Training (Cascade Model)

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IMPLEMENTATION OF PROGRAMME

• Year 6 pupils will be provided with 2 books to read.

• Pupils need to read 2 books in a year

1 book every 4 months

At any one time, pupils will have one book to read. • Implementation in the classroom: “books on rotation

basis”.

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What is the Programme about?

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.

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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

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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.

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Requirements of the Primary School Syllabus

3.0 The Skill of Reading

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

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Benefits of having Children’s Literature

Personal and Emotional gainsLiterature 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 GainsIt 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 GainsIt 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.

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Teacher’s Role in Teaching Stories

Read story thoroughly Take note of the : - story line- characters in the story - message or moral of the story

Carry out activities as suggested in the course. Develop worksheets for pupils. Plan activities that pupils can put in their folio. Assess the work that pupils complete (portfolio). Create an enjoyable learning environment by devising activities suited to your pupils.

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Preparation to teach poetry Read the poem silently. Ask yourself these questions:- - Who is speaking in the poem? - What is the person feeling? - What does he/she look like? - How does he/she sound? - What is he/she saying? Think about the narrator and characters. Think of how you can portray this person through your voice, body and

facial expression. Underline key words in the poem. Practice reading aloud the poem. Practice reading aloud to an audience. Record your poem and listen to it. How can you improve? What props and costumes could you use? Remember to have fun as you perform!

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Teacher’s Role in Teaching Poetry

Read the poem thoroughly. Introduce the subject of the poem. Read the poem aloud in class. Let pupils enjoy listening to the poem. Get pupils to follow along as you reread the poem. Have them read the poem chorally with you as the leader keeping the voices together. Discuss new vocabulary to help pupils understand the poem. As the poem becomes more familiar, use the text to teach aspects of language.

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Pupil’s Role

Read the book/ poem. Talk about the book/poem to his/her friend Complete exercises given by the teacher. Get involved in classroom activities Keep a vocabulary book. Write down new words learnt. Keep a folio. Ensure the folio has the following

Table of ContentsPupil’s WorkDatesDrafts and Final piecesReflections

Reflect on own learning (Self Assessment).

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The Three Phases in A Reading LessonPre-Reading

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

While reading

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

Post-reading

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

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Pre-Reading Activities

Using the CoverShow 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 PicturesWhich picture in the book do you like?Based on the pictures in the book, guess the story line.

Book FeaturesDiscuss the layout, e.g. title, author, illustrator, blurb, chapters, contents, captions

BrainstormingTalk about the possible theme.Help pupils to recall any previous stories that have the same theme.

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• Skimming

• Scanning

• Jigsaw Reading

• Information Transfer

(e.g. draw diagram/ graph/ map/ plan,

complete a diagram)

• Cloze test

• Write/ Complete Summaries

• Make/ Complete Notes

(e.g. tree diagrams, mind maps)

• Reading poems aloud. • Story Telling• PLBS

• Sequencing Events

• Talking about characters in the story

• Answering comprehension questions

• Answering multiple choice questions

• Rebus Writing

• Dramatization/Role-Play the events

• Talk about good and bad characters

• Sharing one’s favourite events in the story

• Predicting Outcomes

• Grouping words with similar meanings

• Vocabulary building activities

• Grammar

While Reading

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• Prepare a story map. Write the main details.• Prepare a concertina book of the story/poem.• Prepare a comic strip of the story/poem.• Role-play a part of the story.• Draw a character you like the most. Tell your friends why you like the character.• Look at pictures and tell the story.• Pupil to recite a passage of about 12 lines. Then tell the story using their own words.• Conferencing (Questions to stimulate discussion:-

e.g.What characters do you like or dislike? Why?What did you learn from this story/poem?Would you ask your friend to read this story/poem?

• Match characters and descriptions.• Make lists of adjectives to describe characters.• Draw the story.• Make a collage telling the story.• Making book marks/ post cards.• PLBS• Characters Mobile.• One student pretends to be a character and the others have to guess who it is (yes/No questions).

Post Reading

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Make up a new ending for the story• Give the story a new title/ chapter headings.• Design a new cover• Plan and act out a sketch of an important scene in the book.• Draw portraits of the main characters.• Cut out words from newspapers and magazines for a word collage

which gives a feeling for the book.• Draw what you believe is the most important idea or scene from the

book.• Make paper dolls and clothes of the main characters.• Design a costume for a character to wear.• Make puppets and produce a puppet show of the story/poem.• Write a song which tells about the story/poem.• Pantomime a scene from the book/poem.• Perform a scene from the book with one person taking all the parts.• Research some real aspect of the book and present your newly found

facts.• Perform a choral reading from the story/poem. Mime episodes from the book.• Character bingo: names on the bingo cards, teacher reads out information about the characters.• Retell the story changing the point of view (eg “I”)

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Enrichment Activities• If the characters were animals/trees/ fruit etc. what would they be

and why?

• Think of a popular song/ film/ TV programme which would make a

good title for the book.

• Expand on an incident in the story.

• What happens to the characters in five years time?

• Pupils role-play interviews with the characters• Pupils take the role of characters and answer questions from journalists.• Dramatise part of the story.• Relate to personal experience: has anything like this happened to you?• Write letters of advise to the characters.• Write a diary for a character.• Make a poster for a character.• Make a word puzzle using all the characters in the story.• Write a letter from one character to the other.• Write an introduction to the book for other students.• Write an advertisement for the book.• Write a poem based on the book.

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• 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.

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Monday

Tuesday

Wednesday

Thursday

Friday

CONTEMPORARY LITERATURE

LISTENING & SPEAKING

LEARNING ENGLISH WITH

THE COMPUTER

READING COMPREHENSION

GRAMMAR

WRITING

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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

EXTENSIVE

READING

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Monday

Tuesday

Wednesday

Thursday

Friday

LEARNING ENGLISH WITH THE COMPUTER


&

GRAMMAR

WRITING


SJK TAHAP 2 (Tahun 4, 5 dan 6)


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LISTENING & SPEAKING

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MINGGU 1

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Monday

Tuesday

Wednesday

Thursday

Friday

LISTENING

&

SPEAKING


&

GRAMMAR

WRITING

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SJK TAHAP 2 (Tahun 4, 5 dan 6)


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CONTEMPORARY LITERATURE

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MINGGU 2

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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.

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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.


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.

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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.

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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.


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.

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MODEL 5

PUPIL

TEACHER

PUPIL

PUPIL

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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.


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.

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What is Portfolio Assessment?

A portfolio is a kind of scrapbook or photo album that records the progress and activities of the program and its participants, and showcases them to interested parties both within and outside the program. (Meg Sewell, Mary Marczak & Melanie Horn)

A representative sample of a student’s work, showing the range of performance and experience.

A collection of students’ best work or best efforts, student selected samples of work experiences related to outcomes being assessed, and documents according growth and development toward mastering identified outcomes. (Paulson, F.L. Paulson, P.R. and Meyer)

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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

improvement goals.

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

collaboration.

Portfolios offer a way of assessing student learning that

is different than traditional methods. (Paulson and Meyer)

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Why use Portfolios?Why use Portfolios?

encourages self-directed learning

encourages self-directed learning enlarges one’s

view

enlarges one’s view

fostering learning about learning

fostering learning about learning

demonstrating progress towards determined objectives

demonstrating progress towards determined objectives

intersection for instruction and assessment

intersection for instruction and assessment

allows pupils to value themselves as learners

allows pupils to value themselves as learners

peer-supported growth

peer-supported growth

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Self-ReflectionSelf-Reflection

Transfer into Real LifeTransfer into Real Life

Ongoing and FormativeOngoing and Formative

Integration of knowledgeIntegration of knowledge

Positive InteractionPositive Interaction

Improves Thinking SkillsImproves Thinking Skills

Quality productsQuality products

Meaningful TasksMeaningful Tasks

Benefits of Portfolio

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Types of Portfolio Documentation Portfolio: - a collection of work over time showing growth and improvement . e.g. brainstorming activities, drafts and completed pieces of work.

Process Portfolio: - includes pupils’ work, dates, drafts & final pieces and reflections.

Showcase Portfolio: - documents pupils’ best work as agreed by pupil and teacher.

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1. Retelling the story

Pupils retell the story orally at first. Then they:

- write individually - write in pairs/ groups - use drawings with a minimum of writing - use drawing only

2. Map a Story

Maps should show important parts of the setting. Maps should also trace the movement of the main characters. Pupils can retell the story from their map.

3. Change the Form

Pupils work in pairs or small groups to rewrite the story in a different form, e.g a play, a journal, a comic strip, a picture book.

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4. Role Playing

Children work in groups of about six. After everyone has heard or read the story, choose one person to be a character from the story. Others ask questions.

5. Retelling from a character’s point of View

Discuss how the story would change if it was written by the bad character. Telling the story and then writing the story from the bad character’s point of view.

6. Character Diaries

Group members discuss what it would be like to be a character from the story. They then write an account of a day in the life of that character.

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7. Story Grammar Pupils select details from the story and place them under

appropriate headings.

STORY GRAMMARTitleClever Katya

1. Place of

the Story

4. Message/lessons

learnt3. What the people

did?

2. People in the

story

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8. Character Self Portrait

Pupils assume the personality of a character from the story and write details under the heading

e.g. Dan’s Secret Weapon or Shorty

I am ________________ I live _______________ I have ______________ I like _______________ I hate ______________ I wish ______________

9. Writing letters

The teacher can compose a letter to one of the characters. The pupils then respond appropriately, writing a reply as that character.

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10. Concertina Books

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 pageIllustrateEither rewrite or add captions to each panel.Share with others as either shared reading or as a wall story.

11. Newspaper Reports

e.g. Letters to the editorPlace a series of advertisements for characters in the storyMissing 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.

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12. Semantic Webs

Choose a character from the storyPlace the name or drawing of the character in the middle of the page.From the story, fill in as much detail you can around the circle.

13. Reflection Sessions

Ask questions to stimulate discussion. e.g.

What do you expect the story to be about? What characters do you like or dislike? Why? What did you learn from this story? Would you ask your friend to read this story?

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Other Suggested Activities1. Make a collage telling the story/poem.2. Draw portraits of the main characters.3. Rewriting the story/poem in cartoon form.4. Make a poster for a character.5. Make a word puzzle using all the characters in the story/poem.6. Write an advertisement for the book.7. Draw/tell/write what you believe is the most important idea

or scene from the story/poem.8. Make up riddles about the book or any parts of it.

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Introducing Portfolios in the Classroom. The teacher will need to present the idea of a portfolio to the

classroom. It is a good idea to show the pupils examples of portfolios prepared by other classes.

Inform the pupils’ how much weight the portfolio will have in their final grade.

Teacher needs to tell pupils that drafts and reflections will be put in the portfolio and explain how the portfolio will be graded.

The portfolio may be due only at the end of the semester, but teachers need to give feedback so that pupils know whether

they are on the right track. To ensure that the portfolio shows the pupil’s own work,

some exercises can be done completely in class.

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The Portfolio Contents

Table of Contents 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?

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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

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Model 1: General Scoring RubricResponse to Readingamount of informationaccuracy of informationselection of information

Management of Contentorganization/focusdevelopmentaccomplishment of task

Command of languagesentence structure/varietyword choicesgrammar/usage/mechanics

The information used is accurate and relevant to the task

clearly organised

The ideas flow logically from beginning to end. The response successfully fulfills the task.

Sentences are correctly written, and they display variety. Few if nay errors in grammar, usage, or mechanics are present.

Some minor inaccuracies may appear. Some of the information selected may be irrelevant to the task

minor organisation flaws

Ideas flow logically through most of the response.

Sentences are correctly written but lacking in variety. There may be some errors in grammar, usage, or mechanics.

It may contain frequent or serious inaccuracies. Irrelevant information from the passage may outweigh relevant information

Disruption in the flow of ideas may be frequent

The response may only partially fulfill the task.

There may be several errors in sentence structure, and little variety There may be several errors in grammar, usage, or mechanics.

The response may reflect serious misunderstanding of the passage

The ideas do not flow logically. The response does not fulfill the task.

There may be many errors in sentence structure.

There may be many errors in grammar,usage, or mechanics.

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3

2

1

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Model 2 Rating Criteria 5 (Excellent) Vocabulary is good Ideas are expressed

clearly Minor errors in spelling and

punctuation

4 (Good) Vocabulary is adequate 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.

2 (Weak) • 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

Portfolio Assessment

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Samples of Pupils’ Reflection

Changing Days12/8/05From worksheet A, I learnt about the cover. I learnt about the title, the writer and the people in the story19/8/05Today’s lesson, I learnt about the place of the story. I like the place because it is a jungle.26/8/05I feel sad for the king and queen. They have no children. But, they are happy with baby Taming

12/8/05Today 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

26/8/05I like this worksheet. I can fill in the blanks correctly

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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

Guidelines literature year_6

Education

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