year 1 guide book

8/12/2019 Year 1 Guide Book

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DRAFT



C O N T E N T

Foreword iPreface iiContent iv

Section 1The English Language Curriculum 1The Year One English Syllabus 17

Section 2Listening and Speaking 19Reading 65Writing 128Language Arts 168

Section 3Sample Lesson 1 212Sample Lesson 2 233

S l L 3 253



Foreword

The new Malaysian English Language Curriculum for Primary Schoolswill be introduced in stages beginning 2011. This guidebook is aresource for teachers to implement the new curriculum.

It consists of suitable teaching and learning strategies as well asactivities for teachers. It also gives teachers ideas for lessonorganization in order to help them organize their daily lessons.

CDD believes the contents of this book will guide Year One EnglishLanguage teachers to get accustomed to the changes in the newEnglish Language Curriculum and act as a valuable teaching resource.However, teachers are also required not to rely solely on thisguidebook when planning their lessons.

CDD hopes teachers will use their own initiatives to plan enjoyableand stimulating lessons for their pupils.



P R E F C E

** USING THE TEACHER’S GUIDEBOOK IN THE CLASSROOM **

This teacher’s guidebook serves as a guide to teachers with regard to the learningstandards that should be achieved. It covers some aspects of the language skills,language arts as well as the suggested word list required to be taught in Year One.

The guidebook is divided into four sections; section 1 gives an overview of the EnglishLanguage Curriculum. Section 2 of the teacher’s guidebook deals with language skills as

well as language arts. Each component consists of suggested activities. This ismaterialized in 3 columns. The first column is the activity column. These are suggestedactivities for teachers, which include explanations, teaching points and examples ofactivities. The second column is the content column. The suggested word list andteaching points are stated here. The third column is the teachers’ notes column, whichincludes teaching aids/materials and other instructions for teachers.

Section 3, consists of examples of complete lessons. In this section, teachers will beable to observe how the different language skills and language arts modules arepresented for each week based on one particular theme and topic in a coherent andcohesive manner. Finally, Section 4 provides teachers with examples on how theirweekly lessons can be organised. Lesson structures for Listening and Speaking,Reading, Writing skills as well as Language Arts are provided to help teachers planeffective and enjoyable lessons.

The guidebook provides suitable and practical suggestions of teaching methods via thematerials provided. However, teachers are in a better position to make appropriate and

l d i i h l i h i l Th i i l ‘b ’ d



The list of words suggested for Year One is based on a sample of common words and

high frequency words in relation to the phonemes to be taught in Level One. This wordlist can be used in different contexts and topics and further increased if pupilsdemonstrate that they are capable of receiving more.

Good time management is also essential. Keeping in mind the time allocated forteaching English in SK and SJK schools is different; lessons should be organized in amanageable form in order to give pupils every opportunity to take part in languageactivities.

In order to facilitate and maximize learning, language skills must be repeated and usedconstantly. Some activities have been suggested in this document. However, teachersare encouraged to set more creative and challenging tasks and activities based on theneeds and interests of pupils. This is important so that appropriate activities andmaterials are used with pupils of different learning profiles with the intention to realizetheir full potential and enable them to gradually develop the ability, knowledge andconfidence to use the language effectively. In addition, elements of Science andMathematics, moral values, patriotism, environmental education, health education and

entrepreneurship should also be infused through the selection of appropriate materialsand activities. Sample lessons are provided in Section 3 of this guidebook todemonstrate further how the lessons are cohesively and coherently linked.

Assessment is an important aspect of the teaching-learning process. Continuousformative evaluation is used as a means of gaining essential feedback and to keep trackof pupils’ progress. Awareness of pupils’ capabilities will enable teachers to planactivities for further development. Teachers should set school based assessments forlearning standards dealt with in the classroom. Some ideas of assessment are providedi S i 3 f hi d



ENGLISH LANGUAGE CURRICULUM FOR PRIMARY SCHOOLS

AIMS

The English Language Curriculum for Primary Schools aims to equip pupilswith basic language skills to enable them to communicate effectively in avariety of contexts that‟s appropriate to the pupils‟ level of development.

OBJECTIVES

By the end of Year 6, pupils should be able to:

i. communicate with peers and adults confidently and appropriately informal and informal situations;

ii. read and comprehend a range of English texts for information and

enjoyment;

iii. write a range of texts using appropriate language, style and formthrough a variety of media;

iv. appreciate and demonstrate understanding of English languageliterary or creative works for enjoyment; and

f



CONTENT ORGANISATION

The curriculum is modular in design and this is reflected in the organisation ofthe content and learning standards.

In Years 1 and 2, the English language curriculum emphasizes thedevelopment of basic language skills so that pupils will have a strongfoundation to build their proficiency in the language. In this initial stage, therewill only be four modules; namely:

1. Listening and Speaking2. Reading3. Writing4. Language Arts

From Year 3 onwards, where pupils build on the skills they have acquired inYears 1 and 2, a fifth module, Grammar, is added to the above four modules.

Therefore, the modules for this stage are:

1. Listening and Speaking2. Reading3. Writing4. Language Arts5. Grammar



Three broad themes have been identified in the curriculum.

1. World of Self, Family and Friends;2. World of Stories; and3. World of Knowledge.

The following diagram shows the conceptual framework of the curriculummodel.

LISTENING AND SPEAKING

READING

WRITING

LANGUAGE ARTS



LISTENING AND SPEAKING SKILLS

Content Standards

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

1.1 pronounce words and speak confidently with the correct stress,rhythm and intonation.

1.2 listen and respond appropriately in formal and informal situations fora variety of purposes.

1.3 understand and respond to oral texts in a variety of contexts.

Overview

Listening and speaking are seen as core skills of early literacy. As such,pupils should be taught how to listen carefully as well as feel encouraged tospeak from the basic level of sound, word, phrase and move on to structuralsentences in various situational contexts. At every stage, the stress, rhythmand intonation patterns need to be used correctly. In addition, pupils are alsoencouraged to recognise, understand and use not only verbal but also non-verbal communication. Oral communication practice by means of repeating,



As a start, pictures, posters, photos, stories, songs and a whole lot of otherresources come in handy. Teachers need to just talk about a picture or story

and pupils listen. As the teacher does this, there will be words, phrases andsentence structures that will be repeated and pupils listen attentively to wordsbeing used in different contexts.

Slowly but surely, speaking will begin to take place as pupils build theircuriosity and start asking questions or volunteering answers. An encouragingstrategy here is to get the pupils to work in pairs and progressively talk in agroup, which may be daunting to some. This strategy of being able to listenand speak in groups of varying sizes and knowing how to act and react todifferent kinds of audiences also need to be developed. Pupils should begiven the opportunity to use technologies, art and craft such as puppets,masks or recorders to listen to, and record stories, poems or any form ofspeaking especially from their own effort.

Listening and speaking in Years 1 and 2 should be full of fun and play. Multi-

sensory approaches should be adopted where pupils can do action songs formovements, smell spices in a story, touch surfaces in a rhyme, see insectsthrough a poster or taste foods while talking about experiences. Making funnysounds, shaping their mouths, looking at the mirror while forming andproducing sounds are great strategies for pupils to start being aware of theirown voices and how they sound. Instead of listening to the teachers, theyshould listen to themselves. Recording their voices is a helpful mechanism forself-evaluation and improvement.



In addition, pupils should be able to think through their conversation. This is

where critical and creative thinking are implanted. Pupils are required tosequence, support, predict, evaluate and conclude what they have heard oron what they are going to say. Eventually, at the end of Stage 2, the Year 6pupils should be able to hold a meaningful and thoughtful conversation onvarious topics with different kinds of people.

Assessment

Pupils listen and speak every day, the assessment carried out for the listeningand speaking skills can be an on-going process where progress is regularlyrecorded and monitored. Teachers need to assess the listening and speakingskills of every pupil against the Content Standards and Learning Standardsthat they are teaching. With the modular approach, teachers will be able toprovide specific comments and feedback on the progress of the pupils with

regards to the specific standards.

Assessment need not be in a formal situation all the time. Besides assessingpupils through activities in the classroom such as through role-play and groupdiscussions, pupils should also be given the opportunity to participate in otherpossible listening and speaking situations. Perhaps pupils can speak duringthe school assembly, put up a performance in front of an audience, and watcha puppet show or listen to a storytelling session. Talking about these events



before progressing to sentence recognition and reading at the paragraphlevel. The teaching of reading in Years 1 and 2 will focus on basic literacy with

the use of phonics. Gradually, pupils are also taught to extract specificinformation from a text and to respond to a text with their own ideas andopinions.

Teaching And Learning Strategies

Years 1 and 2

In Years 1 and 2, pupils‟ phonemic awareness will be developed by mean s ofphonics. Phonemic awareness (that involves knowledge of the alphabeticcode and an understanding of the principles underpinning the way the code isused in reading), blending (which is the ability to build words from theirconstituent phonemes to read) and segmenting (which constitutes the abilityto break down words into phonemes in order to spell) comprise the three main

features of the use of phonics.

Moving incrementally from the simple to the more complex aspects ofphonics, pupils will be given ample opportunities to apply the phonic skills theyhave acquired and mastered, and this will enable them to increase the pace oftheir reading, and equally, assist them to comprehend a text more effectivelyand efficiently.



Years 3, 4, 5 and 6

Reading from Year 3 onwards includes understanding text for a purpose. Thisinvolves extracting specific information from a text, as well as knowing how toskim and scan for specific information in a text. Progressively, pupils are alsotaught to respond to a text with their own ideas and opinions. At the sametime, engaging in reading of a variety of texts will enable pupils to see howgrammar is used correctly.

The use of dictionaries will be emphasized in order to expand and extendvocabulary. The use of the internet as well as other electronic media isencouraged in order for pupils to inculcate enjoyment and pleasure in seekinginformation and knowledge beyond the realm of the classroom and thereading modules. This will eventually enable them to become independentand efficient readers, who have acquired the ability to recognise words; readexpressively, correctly and fluently; understand the meaning of words throughcontexts; and respond to various text types such as factual and non-factual

texts, as well as poems, songs and plays. Teachers should also encouragepupils to read by themselves or with partners, choose their own texts, andemploy strategies that they‟ve learned through other reading activities.

In this stage, the use of metacognitive strategies helps pupils to "think abouttheir thinking" before, during, and after they read. Questions that trigger andactivate thinking about a particular subject in a text before it is being readwould not only facilitate the effectiveness and efficiency of the reading but



Some recommended tasks that may be used to assess readingcomprehension are answering questions, comprehension activities such as

using graphic, semantic organizers, story maps, question generation andsummarization.

WRITING SKILL

Content Standards

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

3.1 form letters and words in neat legible print including cursive writing.

3.2 write using appropriate language, form and style for a range ofpurposes.

3.3 write and present ideas through a variety of media.

Overview

It is expected by the end of Year 6, pupils will be able to express their ideasclearly on paper in legible handwriting or to communicate via the electronicmedia. The focus on writing is on developing pupils‟ writing ability beginningat the word and phrase levels and progress to the sentence and paragraph



At the letter-writing level, pupils learn that each letter has a shape and aname, and makes sounds. When knowledge of these three qualities is secure,

it should have a positive effect on the skills of reading, writing, and spellinglater. From this, they will be taught to identify the initial sounds in words suchas their name, and learn how to replicate sounds by writing letters. The abilityof the eyes to track and coordinate the movements of the body and hands,and to inform the body where and how to move, is a very important skill calledthe hand-eye coordination.

At the word level pupils need to practice the skills of writing and spelling wordsto consolidate an awareness of the structure and make-up of English words.Word games and activities such as pictograms will have the added benefit ofincreasing vocabulary. However pupils do not need a huge vocabulary toenjoy being creative with words. By the end of Year 2, pupils should be able towrite simple sentences correctly by using a variety of media.

Years 3, 4, 5 and 6

By this stage, pupils would have been writing individual words and shortsentences, perhaps about themselves, or writing greeting cards. Some pupilsmay have progressed to writing several sentences, which put together, makeparagraphs about topics which are familiar to them such as family, school,friends, or holidays.

However, pupils at this stage need a lot of support when creating an original



their final versions. The use of the word processor reinforces this draftingprocess. Hence desktop publishing should be encouraged to provide the

output of children‟s work by mixing text and pictures.

Grammar is the „nuts and bolts‟ of a language as it helps to give structure andto hold it together. However, rigorous learning of rules is counter-productive,as young pupils cannot grasp formal, abstract grammar. Pupils should beimmersed in activities, which practise grammar in meaningful contexts

Assessment

As writing is a productive skill, it can be assessed through tests, exams andclass exercises. In assessing writing in primary schools, teachers may focuson the following issues:

Organization (sentences/paragraphs order) Grammar (correct use of nouns, pronouns, verbs) Syntax (writing clear and coherent sentences)

Punctuation Capitalization Spelling Vocabulary (using correct word given situation)

LANGUAGE ARTS



will also be able to use English for both functional as well as aestheticpurposes, confidently and competently.

Teaching and Learning Strategies

Years 1 and 2

Pupils will enjoy learning to play with language where rhymes and songs areconstantly utilised. Here, the teacher is the model for pupils. Pupils developtheir oracy skills through listening to nursery rhymes, action songs and jazzchants, using and interpreting nonverbal actions to demonstrateunderstanding. In this stage, they will be infused with the love to read booksstarting with analyzing book covers and pictures in Year 1 and gradually thestory content in Year 2. In this stage, pupils will produce simple creativeworks based on the nursery rhymes, action songs jazz chants and the fairytales learnt with teachers guidance.

Years 3, 4, 5 and 6

The use of diversified materials of varied genres which include poems, storiesand plays help pupils respond to texts through discussions, writing,dramatization and art media in order to make connections to what they readand to organize their thinking. Familiar texts such as fables, fairy tales andlocal folklores are used as affective stimulation with the sole purpose ofstimulating pupils mind and help them to express their feelings towards



Assessment

Assessment and evaluation in the language arts module should foster lifelonglearning and critical thinking by providing pupils with constructive feedbackand by encouraging them to reflect upon their own learning.

Assessment should be broad and flexible enough to include and accept allactivities conducted in school (i.e. drama, choral speaking, public speaking,speech day, school bulletin). Assessment should also provide pupils withopportunities to self-assess using known criteria and to have input into theevaluation process. Teachers should utilize a variety of assessmenttechniques to monitor their pupils‟ language growth and development. Someof the key techniques are:

Observations Checklists Anecdotal Records Interviews

Retelling and Journals Inventories and Running Records Performance Tasks and Demonstrations Folders and Portfolios

GRAMMAR



The second content standard teaches pupils knowledge of sentence typesand to use these varied sentences in their communication. Pupils should know

how to construct declarative, interrogative and imperative statements and usethem effectively. When dealing with this content standard, more situationalcontexts are required. Grammar teaching should not take place in isolation.Situational contexts make learning fun and purposeful for the pupils.Therefore, the grammar component requires teachers to be able to weavetheir knowledge of grammar items and pedagogical approaches in theclassroom.

Teaching And Learning Strategies

Years 1 and 2

In Years 1 and 2, pupils‟ L1 will take care of their basic knowledge ofgrammar. The schemata formed in the first language would prepare pupils tolearn grammar in the second language from Year 3.

Years 3, 4, 5 and 6

Communicative drills are encouraged for pupils to connect form, meaning, anduse. In communicative drills, pupils respond to the grammar point underconsideration, but providing their own content. For example, to practicequestions and answers in the past tense, teacher and pupils can ask andanswer questions about activities concluded the previous day. Teachers



Assessment

Ongoing process of assessing of all class work and homework should becontinued. The main purpose of this is to provide immediate feedback to thepupils in guiding, motivating, correcting and refocusing their efforts. In formalexams, grammar items could be tested in cloze passages, gap-filling itemsand short essays.

WORD LIST

The list of words selected for teaching is based on common words and highfrequency words that can be used repetitively in different contexts. Thesuggested word list can be expanded upon if pupils demonstrate an ability toacquire more words.

EDUCATIONAL EMPHASESEducational emphases reflect current developments in education. Theseemphases are infused and woven into classroom lessons to prepare pupils forthe challenges of the real world. In this respect, moral education, citizenshipeducation, patriotism, thinking skills and entrepreneurship are incorporatedwhere appropriate and relevant in lessons.



Multiple Intelligences

The learning outcomes also reflect the incorporation of the theory of MultipleIntelligences. For example, interpersonal intelligence is reflected when pupilsare taught the polite forms of language expression so as not to offend thepeople they communicate with. In getting pupils to role-play or dramatisesections of a text, their kinesthetic intelligence is nurtured. When pupils singsongs, recite poems and chant jazz chants either individually or in chorus,their musical intelligence is developed.

Knowledge Acquisition

In teaching the language, content is drawn from subject disciplines such asscience, geography and environmental studies. Content is also drawn fromdaily news items as well as current affairs.

Preparation for the Real World

The learning standards prepare learners to meet the challenges of the realworld by focusing on language use in society. It is also achieved by makinguse of real-life issues for classroom activities and project work. Whenever theopportunity presents itself, pupils are encouraged to meet with people outsideof the classroom that they learn to operate in real-life situations.

Entrepreneurship



W hat’s in store for Year One pupils

The Year One nglish Language SyllabusTHE LISTENING AND SPEAKING SKILL

The listening and speaking skills are taught together for effective communication, asthese skills are inter-related and dependent on each other.

In Year One, pupils need to be exposed to good language with the teacher being therole model. Teacher uses a variety of materials or media to enable pupils to acquirethe receptive skill of listening and the productive skill of speaking. The mainobjective of this language component would be to expose pupils to rich languageinput in accordance to Standard British English (SBE) as well as getting pupils totalk and communicate effectively.

The listening and speaking lessons would enable pupils to familiarize with the sounds

around them. In these lessons pupils need to:a) tune into sounds (auditory discrimination),b) listen and remember the sounds (auditory memory and sequencing), andc) talk about the sounds (developing vocabulary and language comprehension).

These can be attained through fun language activities conducted in or outside theclassroom that include nature walks, using musical instruments, songs, chants,rhymes, body percussion and even listening to a story.



provide practice finding the phonemes in word contexts. For early practice, teacherscould help pupils to recognize the phoneme at the beginning of words, progressing tohaving them recognize the phoneme elsewhere in the word. For this, illustrationsmay be very useful. Teachers are encouraged to be creative and to explore ways oflanguage play available to help pupils become familiar with the phonemes. Thebenefits of language play are numerous. Language play involves having fun with thesounds of words, creating new words, and exploring and creating language patternsthrough rhymes, chants, alliteration and repetitions.

THE WRITING SKILL

The writing skill for Year One begins with motor control skills for pupils to have goodcoordination. They begin by handling objects and manipulating them and movingtheir hands and fingers using writing apparatus. Basic penmanship is taught aftercoordination activities are done in the classroom. Pupils have to be taught thecorrect way of holding their pencils regardless if they are right or left handed.Teachers will have to guide pupils the correct posture and pen hold grip when theyare engaged in writing activities.

Before pupils begin writing the letters of the alphabet, pre-writing activities is aprerequisite. Activities such as scribbling in clockwise and anti-clockwisemovements, drawing simple strokes up and down as well as drawing lines from left toright and reinforced by drawing patterns should be conducted in the classroom.Teachers will have to guide pupils to write neatly and legibly with the rightconventions of writing. Some of the pupils have already gone through these earlywriting activities during their preschool. It is hoped that teachers would be able to



THE LISTENING ND SPE KING SKILLThe listening and speaking skill is crucial for social communication at home,

at school, as well as in the community. However, this skill is often neglectedor given minimal emphasis during English language lessons. In order todevelop this skill, teachers have to provide their pupils with various opportunities to listenand to talk about a range of subjects which may include topics on personal interests,school work and even current affairs. It is hoped that the learning standards will offerteachers some ideas on how they could provide opportunities for pupils to engage invarious listening and speaking activities at Year One.

The Listening and Speaking Content and Learning Standards for Year 1 are as follows:Content Standards Learning Standards

1.1 By the end of the 6-yearprimary schooling, pupils will be able topronounce words and speakconfidently with the correct stress,rhythm and intonation in accordance toStandard British English (SBE)).

1.1.1 Able to listen and respond tostimulus given with guidance :a) environmental soundsb) instrumental soundsc) body percussiond) rhythm and rhymee) alliteration

f) voice soundsg) oral blending and segmenting

1.1.2 Able to listen and enjoy simple stories.1.1.3 Able to listen to, say aloud and recite

rhymes or sing songs with guidance.1.1.4 Able to talk about a stimulus with guidance.

1.2 By the end of the 6-year primaryschooling, pupils will be able to listenand respond appropriately in formal

1.2.1 Able to participate in daily conversations:a) exchange greetingsb) introduce oneself



Learning Standard : 1.1.1 Able to listen and respond to stimulus given with guidance:(a) environmental sounds

Note: Environmental sounds are sounds heard around us.

Activity Content Teacher’s Notes

Let’s Take A Walk

1. Take pupils around theschool.2. Listen and identify the

sounds heard.e.g. birds chirping

3. Make the sound andpupils follow.

Suggested sounds :

school bell running water from

tap/hose a car/ motorcycle lawn mower wind

waves leaves rustling

Materials:

Prepare the „cut-out‟ears (or get the pupils todo it themselves) to beused during the walk.(refer to LS1)

Guessing The Sound

1. Listen and guess thesound.

2. Pupils mimic the sound.

Suggested sounds :

animals

Materials:

sounds (recorded)




Bingo Game

1. Distribute Bingo cardsto the pupils

2. Show how to play thegame.

3. Play a recorded sound.4. Pupils identify thesound heard and place amarker on the Bingocard.

5. The pupil who hascompleted the Bingocard will shout out theword „Bingo‟.

Suggested sounds :

animals- meow- moo

vehicles

- vroom- choo in the kitchen

- fork and spoon- pestle and mortar- whistling of the

kettle- stirring a drink

Materials:

markers :- tokens- buttons- erasers

Bingo card(refer to LS2)

Activity can be conductedoutside the classroom ingroups or individually.

Every group/ child is givena Bingo card with differentpictures.

(refer to guessing thesound game)

Guessing Game




Let’s Sing

1. Sing or play therecorded song.

2. Sing with actions andpupils follow.

3. Show pictures.

4. Pupils sing and maketheir sounds withactions.

Old Pak Salleh(tune of Old Mac Donaldhad a farm)

Old Pak Salleh has a bus ,

E,I,E,I,O And a Vroom, Vroom hereand a Vroom Vroom thereHere a VroomThere a Vroom Everywhere Vroom Vroom Old Pak Salleh has a bus E,I,E,I,O

Materials:

picture cards.

Teachers can substitute

bus with the following: bird - chirp mouse – squeak train – choo

My Sounds

1. Paste the differentpictures on the board.

2. Use two hand puppetsfixed with pictures of abig speaker (loud sound)and a small speaker

Suggested sounds :

lion – roars , mouse –squeaks bus – vrooms

bee – buzzes

Materials:

use different soundssuitable for their pupils.

pictures of a bigspeaker and a small




I Know This Sound

1. Distribute worksheet tothe class.

2. Play the recordedsounds.

3. Pupils listen and tick the

correct picture.

Suggested sounds :

1. a kettle whistling2. a monkey chattering3. a cow mooing

4. a moving bus5. a bird chirping

Materials: recorded sounds worksheet

(refer to LS3)

The mediocre teacher tells. The good teacherexplains. The superior teacher demonstrates. The



Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance:(b) instrumental sounds.


Identifying Sounds

1. Show pupils a musicalinstrument.

(e.g.: a tambourine )2. Play the instrument andpupils listen.

3. Ask questions and pupilsrespond.

4. Play the instrument againand pupils make thesound.

5. Repeat the activity withother instruments.

Suggested instruments:

cymbals

triangle tambourine castanet drum

Suggested questions:

What do you call this?

What sound did youhear?

( may work together with themusic teacher)

Hear Them Sound

1. Distribute musicalinstruments to pupils.

2. Make sounds produced


cymbals

Activity can be carried out ingroups or between groupsas a competition.




Match The Sounds

1. Show a few musicalinstruments.

2. Distribute picture cards ofmusical instruments.

3. Play vocal sound of an

Instrument.4. Pupils with the relatedpicture cards will show thecards.

5. Pupils take turn to playthe instrument.

6. Pupils take turns to makesounds and their peerswill show the relatedpicture cards.


cymbals triangle tambourine

castanet drum

Materials:

Picture cards ofsuggested musicalinstruments.

Instruments can be hiddenin a box or behind a screen.

Activity can be carried out ingroups or between groupsas a competition (to increasethe fun element).

How They Sound

1. Show a musicalinstrument and get pupilsto make the sound.(e.g.: a tambourine)


- cymbals- triangle

Materials:

Get 3 of the suggestedmusical instruments




Move With The Sound

1. Make sounds related tomusical instrumentsvocally and associateeach sound with anaction.

2. Pupils listen, repeat thesound and do theactions.

3. After practising, make thesounds of instrumentsvocally. Pupils listen andcarry out the actions.

4 Sing the song and pupilscarry out the actions.

Suggested sounds: ting cheng boom

Instrument Sound Action

Triangle ting sitCymbals cheng stand

Drum boom jumpto thefront

Song(Tune -If you are happy )

When the triangle tingsI sit downWhen the cymbals chengI stand upWhen the drum goes boomI don’t know what to do So I jump to the front

And look at you

This activity can be carriedout in groups or betweengroups as a competition..



Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance:(c) body percussion

Note: Body percussion means exploring different ways of producing sounds using partsof the body.


Listen and Do

1. Say and show theactions.2. Pupils repeat after the

Teacher.3. Pupils can take the role

of the teacher.

Suggested actions:

clap your hands stamp your feet slap your thighs snap your fingers tap your feet pat your shoulders click your tongue

Can be done insmaller groups.

Simon Says1. Give the instruction.2. Pupils listen and do the

actions.3. Play „Simon Says‟ with

the pupils.

Game: Simon Says

Simon says,‘Clap your hands.’ Simon says,‘Touch your nose.’ ‘Close your eyes.’

Instructions:

Pupils listen toteacher‟sinstructions.

When teachersays „Simon says




Sing A Song

1. Play a recorded song.2. Pupils sing along.3. Sing and do the action.

Song 1(Tune: Here We Go Round theMulberry Bush)

This is the way

we clap our hands,clap our hands,clap our hands.This is the waywe clap our handsearly in the morning.

Song 2

(Tune: If You‟re Happy and YouKnow It)

If you’re happy and you know itclap your hands (2x)If you’re happyand you know itand you really want

Teacher may vary theactions.

Song 1:

clap our hands snap our fingers slap our thighs stamp our feet

Song 2:

clap your hands stamp your feet snap your fingers slap your thighs say Hello do all five




.Listen To The Music

1. Show a musical instrument.2. Allow a pupil to play the

instrument.3. Give instruction to pupils.

4. Pupils perform an actionwhen the instrument isplayed.

Suggested actions:

clap hands stamp feet

slap thighs d snap fingers tap feet pat shoulders

Suggested musicalinstrument : triangle

No. ofBeats

Action

one claptwo snap

fingersthree clap &

snapfingers

Instructions:

When your friend beatsthe triangle once, clap

your hands. When your friend beatstwo times, snap yourfingers.

When your friend beatsthree times, clap yourhands and snap yourfingers.



Note:1. Rhythm and rhyme means using songs or rhymes to help them tune into the rhythm

and sound of English.2. Some of the following activities should be matched with the respective letter sounds

taught during the Reading lessons.


Let’s Sing

1. Sing while pupils listen.2. Sing together with

pupils.3. Pupils sing on their own

with teacher‟s guidance. 4. Stress words with

medial phoneme /æ/and pupils repeat.

5. Distribute picture cardsand say the words.

6. Pupils with the correctpicture card say theword aloud.

7. Sing the song together.

Suggested words:

fat cat rat mat bag

Song:(Tune of „Are you Sleeping?‟)

I saw a fat cat, (2x)On the mat. (2x)

It’s looking at the fat r at,(2x)

Materials:

picture cards.

Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance:(d) rhythm and rhyme




Song:

(Tune: Old Mac Donald hada farm)

Mother buys a jar of jam, j, j, j, j, j ( / ʤ /)

I see the jam, I jump with joy,

j, j, j, j, j ( / ʤ /) jam here, jar there, jug here, jelly there,Everywhere jam, jam,

Mother buys a jar of jam j, j, j, j, j ( / ʤ /)

Story Time

1. Put up a compositepicture.

2. Teacher tells a storywhile pupils listen.

3. Pick words with initial

Suggested words:

mother

milk

mug

Materials:

the story word cards

a composite picture




4. Pupils point to a pictureand others say theword.

Jazz Chant:

Where is the snake?In the sack. (2x)

Where is your sister?In her school. (2x)

Where is the sun?In the sky. (2x)

Up in the sky so blue.

A Poem For You

1. Play a recorded poem.2. Recite and pupils repeat.

The stress is on wordswith final consonantphoneme /t/.

3. Pupils say the wordsaloud.

Suggested words:

cat hat mat rat

pat

This activity is also suitablefor teaching the medialphoneme /æ/.




Action , Action, Action

1. Sing song with actions.Pupils follow.

2. Stress on words withinitial phoneme /t∫/


4. Put a big bag of picturesin the middle of theclassroom.

5. Say the word and pupilschoose the correctpicture.

Suggested words:

chalk cheek chicken chair chocolate

Song:(Tune: Here we go roundthe mulberry bush.)

This is the wayWe use the chalk (3x)This is the wayWe use the chalkEarly Monday morning.

This is the wayWe eat chicken (3x)This is the wayWe eat chicken

Materials:

picture cards




Pink Panther

1. Recite a rhyme. Pupilsrepeat.

2. Stress on words withinitial phoneme /p/.


4. Ask pupils for otherwords that begin with the/p/ sound.

Suggested words:

pen pail pin pink pot panther

Rhyme:

Pink Panther sits on a potPink Panther has a big pailIn the pail, he has a pin anda penThe pin and the pen are

pink.



Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance:(e) alliteration

Note:

1. Alliteration means the repetition of the same kinds of sounds at the beginning or instressed syllables.

2. Some of the following activities should be matched with the respective letter soundstaught during the Reading lessons.


Where’s Your Tongue

1. Put up a compositepicture or picture cards.

2. Emphasize on theobjects with initialphoneme /t/.

e.g.:t – t –t – topt – t – t – tapt – t – t – toet – t – t – tent – t – t – tentt – t – t – tankt – t – t – tablet t t tig

Suggested word list :

top tap toe tip ten tent tank table tiger turtle

Materials:

a composite picture picture cards




Taking A Train

1. Ask pupils to imaginethey are in a train. Theymove their arms backand forth and say „ch – ch- ch – choo – choo – choo - choo‟.

2. Emphasize on thewords with initialphoneme /t f /.e.g.:ch – ch – ch – chairch – ch – ch – chalk

3. Say „ ch – ch – ch‟ andtell the pupils to look at

each other‟s mouth asthey say „ ch – ch – ch‟ 4. Say the rhyme or

tongue twister.5. Point to the pictures and

ask the pupils to namethe objects starting with„ch‟.

Suggested word list:

ch air ch alk ch in

ch eese ch ick ch urch ch eek ch ain ch ocolate ch icken

Rhyme:

Cheek and chinChalk and chairChocolate and cheeseWhat a feast.

Tongue twister:

Materials:

pictures

Teacher prepares picturesas suggested in the wordlist.




‘Br’ or ‘b’; Take Your Pick

1. Put up a picture.2. Emphasize on the objects

beginning with „b‟ and „br‟ e.g.:b – b – b –bagbr – br – br – broom

3. Recite the jazz chant.4. Ask pupils to snap their

fingers to the jazzchant.

5. Say „b – b – b‟ and tellthe pupils to watch eachother‟s mouth as they say„b – b – b „.

6. Say „br – br – br‟ and tellthe children to watcheach other‟s mouth asthey say „br – br – br.

7. Show pictures andpupils have to say b‟ or


bag book ball bottle bed box bear banana boat bee bone

bread broom brush brick

brow

Materials: pictures


(Step 7)

__one

___oom




Fox Gets A Fish

1. Put up a picture.2. Emphasize on the initial

phoneme „f‟. e.g.:f – f – fishf – f – fin

3. Recite the jazz chant andpupils repeat.

4. Ask pupils to clap inrhythm.

5. Say „f – f – f‟ and tell thepupils to look at eachother‟s mouth as they say„f – f – f‟.

6. Say the words and pupilsshow the correct picture.7. Ask a pupil to show a

picture. Another pupilpicks out the correct wordcard and says it aloud.


fish fin field

fat fox four fan fed fur, fork

Jazz chant:

Fox gets a fish, A fish, a fishFox gets a fishWith a big, big fin.

Materials:

pictures word cards


Getting The ‘mmmm’



Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance:( f ) voice sounds


Wake-up

1. Show pupils a sleepingdoll and ask what the dollis doing.

2. Do the action of „sleeping‟and get pupils to follow.

3. Say „ssssshhh‟ softly withfinger on lips and pupilsfollow. Make the soundfrom low to high.

4. Pupils take turns to dothe action of sleeping and

others say, “Ssssshhhh!Nora is sleeping” 5. Put on the alarm clock

and get the pupils tovoice out the sound, „kring, kring, kring! „(low tohigh).

6. Ask pupils to stretch andi th diff t

Materials:

doll – realia or picture

Pupils say out the name oftheir friend who is sleeping.




Match Me

1. Ask a few pupils theirnames and the soundthey start with.

2. Say the initial sound ofa pupil‟s name, followedby the name. e.g.:/s/ /s/ /s/ /s/ Siti/t/ /t/ /t/ /t/ Tan

3. Pupils take turns tovoice out the initialsound of their friend‟sname.

4. Ask pupils to point to orbring objects which

match the soundvocalized.e.g.:/ b / - bag/ t / - table

5. Pupils take turn to say achosen phoneme andother pupils match it

ith bj t

Suggested sounds:

Various sounds ofletters.

Materials:

Objects in theclassroome.g.: books, blackboard,basket

Vary initial sounds of pupils‟names.

Teacher chooses her/hisown phonemes.




Feelings

1. Take out a box and askpupils to guess itscontent.

2. Call out a pupil to pick amask from the box.

3. Pupil puts on the maskand others guess theexpression.

4. Repeat with the othermasks.

5. Ask pupils todemonstrate the soundthey make when theyare happy, sad, angry

or scared.6. A pupil comes out infront and puts on amask and says asentence.

7. The other pupils makethe laughing sound„ha! ha! ha!‟.

8 Th ti it i t d

Suggested sounds:

happy: „hahahaha!‟ sad: „wha,wha,wha!‟ angry : „grrrrr!”

scared: „ooohhhh!‟ Suggested responses:

Sentence ResponseI amhappy.

Ha! Ha!Ha!

I am angry. Grrrr!I amscared.

Ooohhhh!

Song:

( Tune: If You Are Happy )

If you are happy and you

Materials:

Prepare masks orpictures with facialexpressions:

o happyo sado angryo scared




Move Your Mouth

1. Ask pupils to observeyour mouth movementand say the sound thatwill be formed.

2. Open your mouth wide.3. Pupils respond by

saying „aaaaaah!‟. 4. Do other sound

movements and pupilsidentify them.

5. Call a pupil to shapehis/her mouth according

to the sound and otherpupils produce thesound.

6. Do the mouthmovement withoutpausing and pupilsfollow by voicing themaloud.

Shaping the mouth for thesounds:

/a :/ - as in a rm /ɒ/ - as in o ld /^/ - as in p u t /ai/ - as in e ye

/ɪ/ - as in p in

Teacher can make mouthmovements in a tune e.g.:„Are you sleeping‟

/a://a://a://a:/

/ɒ// ɒ//ɒ//ɒ//^//^//^/

/ɪ//ɪ//ɪ/




Follow Me

1. Show some pictures ortoys.

2. Pupils make soundsaccording to the pictureor toy shown.

3. Pupils make the sound„choo,choo,choo‟ andmove in a circle like a

train.4. Repeat with otherpictures or toys.

5. Pupils are divided intogroups and each groupis given a picture.

6. The groups come outand make the sound

d d th t

Suggested words:

train chick bird dog ambulance,

Sounds of animals andobjects:

train - „ choo, choo‟ bird - „ chirp, chirp „ dog - „ woof, woof „

Materials:

picture cards, toys LCD



Learning Standard: 1.1.1 Able to listen and respond to stimulus given with guidance:(g) oral blending and segmenting

Note:Oral blending: blending separate sounds / phonemes together to say a word.

Segmenting: breaking up a word into their separate sounds / phonemes and this isthe reverse of blending.


Banana Split(oral blending &segmenting)

1. Introduce a soft toy orpuppet that can speakin *„sound-talk‟.

2. Pretend that the toy ishi i t h /hi

Suggested words :

bat cat

Materials:

Soft toy / puppet Picture cards / realia Year 1 textbooks of SK

c- a -t cat

cat c-a-t




Keep Us Together(oral blending)

1. The toy whispers intothe teacher‟s ear.

2. Teacher repeats whatthe toy says.

3. Blend phonemes taughtearlier.e.g.: /b/ /æ/ /t/ - ba)

4. Pupils pick and showthe correct picture cardand say the word aloudas a whole (bat).

5. Activity is repeated withthe other words taughtearlier.

Suggested words:

Use words that pupils havelearnt.



pupils in front of theclass.

5. Repeat the activity with

other pupils to form newwords. This activity can be used forother phonemes as well.


Who Will Win?(oral blending &segmenting)

1. Divide pupils intogroups.

2. Group members sit in acircle.

3. Distribute equally apack of picture cards

with words taughtearlier among the groupmembers.

4. A pupil starts the gameby choosing a pictureand segments the wordaloud.e.g.: /r/ - /æ/ - /t/

5 A b f th

Suggested words

cat bat rat mat

hat

Materials: Prepare a pack of five

picture cards for eachgroup :




What’s In?

(oral segmenting)1. Put realia or picture

cards into boxes.2. Divide pupils into

groups.3. Pupils sit in a circle.4. Give each group a box.5. Pass the box to one of

the pupils in the groupwhile the music isplayed. The box ispassed around until themusic stops.

6. Pupil takes out anobject from the box andshows it to the rest of

Suggested words:

nouns that pupils havelearnt

Materials:

boxes or bags realia picture cards music

This is similar to the „poisonbox‟ game.

Teacher may use thisactivity for other phonemes




Pat and Nat(oral blending &segmenting)

1. Say aloud the rhyme„Pat and Nat‟.

2. As teacher recites,show pictures thatdescribe lines in therhyme.

Reinforce oral blendingand segmenting ofphrases by showingvarious pictures.e.g.:fat cat, fat rat, cat with abat, rat with a hat.

3. Look at the picture (e.g.:f t t) d l d

Rhyme: Pat and Nat

I am Pat,P-a-t,I am a cat,c-a-t,

I am a fat cat,f-a-t fatc-a-t catWith a bat,b-a-t.

I am Nat,N-a-t,I t

Materials:

Prepare picture cardsfor each group :



Learning Standard: 1.1.4 Able to talk about a stimulus with guidance.

Note: The activities below can be carried out together or individually.


It’s Going To Rain

1. Play a recorded soundof „thunder‟.

2. Ask the pupils to guessand imitate the sound.

3. Repeat step 1 & 2 for„strong wind‟ and „door

slamming‟.

Suggested Word List:

thunder wind

door

Materials: Recorded sounds e.g.

o thundero strong windo

door slamming

Replay if necessary.

Let’s Make the Rain

1. Introduce picture cardsof different types of rain.

2. Teacher claps and saysInstructions: drizzle (clap repeatedly

Materials:

Picture cards of different




Rhyming Time1. End the lesson with

rhyme.

Rhyme:Rain, rain, go away,Come again another day,Little children want to play.




Let’s Talk

1. Show pictures of rainand the sun. Encouragepupils to talk about the

pictures.2. Put up a chart with thepicture of the sun on theleft and picture of therain on the right.

3. Distribute pictures ofactivities.

4. Prompt pupils to talkb h i

Suggested words:

hot

cold yellow blue

Suggested questions forStep 1:

What is this?

Materials:

chart/ worksheet

(refer to LS 8) picture cards(refer to LS 9)




and pupils listen.8. Pupils repeat after theteacher.

9. Divide the class into twogroups-A & B. Pupils tochant the jazz chantwhen cued.

The sun shines. (2x)Shining, shining bright.I love the sun.(2x)Playing, playing in the sun.It is going to rain. (2x)Raining, raining heavily.Let us play in the rain.(2x)Playing, playing in the rain

while group B reads therest.






Talk about Me

1. Paste pictures on theboard.

2. Pupils name eachpicture.

3. Pupils respond toquestions based on thepictures.


house field ball boy rain

Materials:

pictures(refer to LS 10)

Let’s Listen To a Story

1. Divide the class intogroups and distribute aset of pictures to eachgroup.

2. Tell the class a short

story using the picturesin LS10.

3. Pupils listen and arrangethe pictures on theworksheet provided.

4. Call out a pupil to retellthe story based on thepictures.


house field ball boy rain

Materials:

sets of picture cards story chart

(refer to LS 11)



LS 2BINGO CARD

Set 1

Set 2



LS 3

WORKSHEET ( I KNOW THE SOUND)

Listen and tick the correct picture.



LS 4



LS 5



LS 6



LS 7

Teacher reads the following story.

Robin is at the field. He wants to play football with his friends. Suddenly, he hearsa loud noise from the sky.

“What is that noise?”

“It isthunder !”

Robin continues walking. He feels the wind blowing strongly. The wind makes asound. He passes a row of houses. The doors slam hard.

He stands still. He listens to the sound of thunder, the wind, the doors, thethunder, the wind, the doors and the thunder again .

It starts to drizzle. Robin has to go home.

Robin starts to run. It begins to rain heavily .



LS 8

What do you do when it …

…shines? …rains?



LS 9



LS 10



LS 11

Note: Teacher reads the story.

He is a . He lives in a big .

One day he wants to go to the .

He wants to play .



LS 12

LS 13



LS 13

This is a . She lives in

a . One day, she wants

to go to the .She wants



THE READING SKILL



THE READING SKILL

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

knowledge of sounds of letters to recognize words in order tobegin 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 standards covered in Year 1 are as follows:

CONTENT STANDARD LEARNING STANDARD

2.1 By the end of the 6-year

primary schooling, pupils willbe able to apply knowledgeof sounds of letters torecognise words in linearand non-linear texts.

2.1.1 Able to identify and distinguish the shapes of the letters in the alphabet.

2.1.2 Able to recognise and articulate initial, medial and the final soundsin single syllable words within given context:

(a) /s/ (s), /æ/ (a), /t/ (t), /p/ (p)(b) / ɪ / (i), /n/ (n), /m/ (m), /d/ (d

(c) /g/ (g), / ɒ/ (o), /k/ (c), /k/ (k)(d) /k/ (ck), /e/ (e), / ʌ/ (u), /r/ (r)



The content of this section covers learning standards 2.1.2, 2.1.3, 2.1.4, 2.2.1 (a) &

(b) and 2.2.4. Although, this module does not provide suggested activities for the

other learning standards, it is hoped that teachers would be able to plan lessons and

activities on their own for the other Learning Standards.

In Year One, reading should be taught in a fun learning environment using phonics.

First, pupils are taught to articulate the phoneme(s) ( /s/, / æ/, /t/, /p/, / ɪ/, etc) and then

to recognize the grapheme(s) (s, a, t, p, i, etc).

Note : A phoneme is a unit of sound in a language.

A grapheme is a letter or group of letters that represents a phoneme.

Example :

The sound /s/ is represented by the letter „s‟ which is called “ess”.

The English sounds to be learnt in Year One, have been divided into consonants and

vowels; the following are the phonemes which pupils need to learn in Year One as



Grapheme Phoneme Possible actions

s

ss

c

/s/

(voiceless)

1. Form a cobra head with

your hand.

2. Trace the letter „s‟ in the air

and, say s…

t / t /

(voiceless)

Tap two fingers on the desk

and say t…

P /p/

(voiceless)

Place four fingers in front of

your mouth and say p…



m /m/

(voiced)

Lick an ice- cream and say m…

d

/d/

(voiced)

Drumming action and say d …

g /g/

(voiced)

1. You are cold, clutch your

hands and shiver

2. Say ggg



h / h /(voiceless)

1. Place your palm in front

of your mouth

2. Laugh haha

b / b /(voiced)

Action of balloon bursting and

say b…

f

ff

/f /(voiceless) Action of bird flying and say f…



v / v /

(voiced)Show the peace sign and say

v.

w / w /(voiced)

Join two peace signs and say

w.

/ ks /(voiceless)

Cross your hands and say ks..



z

zz

/ z /(voiced)

Trace „z‟ in the air and say z..

q / kw /(voiced)

Action of a duck flapping itswings once and say qua

ch / t ʃ /(voiceless)

1. Action of a moving train

with both arms

2. Say ch.



/ð/(voiced)

Point with the thumb and say

th.

ng /ŋ/ (voiced)

Action of mosquito buzzing

around ears and say ng….

The short vowels are as follows :


Imagine a spider crawling



i / ɪ/ Show your teeth and say e .

o

/ɒ/ Draw a small circle (anticlockwise) in the air and say o

e /e/

Walk like an elephant and say

eh

The long vowels are as follows :




a/a:/

Open your mouth wide and say

aaa…

a

o

/ ɔ: / Draw a big circle (anti

clockwise) in the air and say

or…

e /i:/ Show your teeth and say ee..



Word List for Year 1 and 2 (according to phonemes learnt)

Grapheme Phoneme Suggested Words

ə /

ɔ

ɪ

ʒ/

G h h S d d




ʒ/

ʃ

G h Ph S d W d




ɔ

ɜ

aʊ/

/әʊ/

ɪ ə/

ə/

ʊә

ɜ

ɪ /

aʊ/

a ɪ /

ɔɪ

G h Ph S gg t d W d



Grapheme Phoneme Suggested Wordse ɪ

ɪ

əʊ

Learning Standard

2.1.2 Able to recognize and articulate initial, medial and final sounds in single

syllable words within given context.

Teachers can use a variety of activities to teach the phonemes listed in the

standard document. Here is a list of activities arranged from basic to advance which

can be adapted to teach any phoneme. In this section, the first part will guide




Naming the objects

1. Put some objects that start withthe phoneme /s/ in a big bag.

2. Pick an object and name it aloud,stressing the phoneme /s/ as theword is said.

3. Pupils repeat the word individuallyor in groups.

4. Repeat steps (1,2,3) to introduceother objects.

Suggested Objects :s uit, s oap, s and, s ix, s ock

e.g.Teacher : S oap. Pleaserepeat after me.Pupils : Soap .

Materials:

big bagobjects

Follow up with Step 3 , toreinforce pupils‟ thinking skill andto identify the objects with thephoneme /s/.

Yes ,Yes ! No, No !

1. Put objects in a big bag.

2. Prepare two big boxes labelled(Yes , Yes) and ( No , No).3. Get pupils to take turns to come

out in front and pick any objectfrom the bag.

4. The pupils identify:i) the object with the

phoneme /s / and put it into the

Objects:soap, , sand, six, sock,rat, bat, apple, ant, cat

banana, elephant, ball

2 big attractive boxes

Materials :objectstwo big attractive boxes




Sticky Fingers

1. Show „sticky fingers‟. 2. As the fingers are spread out, say

/ / slowly.3. Pupils repeat aloud.4. Pupils stick the letter cards on the

teacher‟s fingers.

5. Pupils may try out the „stickyfingers‟ too.

Grapheme „i‟ How to prepare „Sticky fingers‟ 1. Teacher prepares slime or

glue (made from tapiocaflour)

2. Teacher dips her fingers intothe slime/glue.

Material : Letter cards (ten)

I Spy With My Eyes

1. Display some letter cards on theboard.

Grapheme „i‟ and otherletters (that has similarstructure)

Materials :Letter cards

i

j l i ji i

j

li

j i

i

i

i




Think Before You Say

1. Explain the rules of the game.2. Show a word card.3. When they see „i „ the pupils say

/ / aloud. If there is no / / pupilskeep quiet.

4. Pupils who fail to do so are out

of the game.5. This activity can be used for

other phonemes.

Word List :

itpinsittininatdadistapsosatdid

Materials :word cards

Rules of the game:1. I will show you a word.

2. If you see „i‟, you must say / /aloud.

3. If there is no / /in the word,you must keep quiet.

Be My Mirror

1. Sing the song.2. Sing with actions by using

fingers or body to form the letter„g‟ for ggg.

3. Pupils sing the song withactions.

Song ( tune of Brown Girl in

the Rain by Boney M)Goody is the goat. g g g g gMeets a good girlWith a bag. g g g g g g

A rag in the bag. g g g g gGoody likes the ragin the bag g g




y

Mickey Listen and Repeat

1. Put on Mickey Ears2. Show a picture card.3. Read the word aloud and stress

the phoneme /g/.4. Say /g/ and shiver as if feeling

cold.5. Pupils listen and say /g/ and shiver

as if feeling cold.

Example:g g g goatbag g g g


goatgoodgirlbagrag

Materials :

colourful and attractive Mickeyearspicture cards.

Song : Here Comes The Duck

1. Sing the song.2. Read words with the phoneme

/k/.3. Pupils repeat.

Teacher : du ck Pupils : /k/

4 P t d d th b d

Song Chart

Tune : Here we go round theMulberry Bush

Materials:

song chartword cardsstrips with the „ck‟ letters

Word Cards :Here comes the duck nowDuck now duck nowHere comes the duck now du _____




Mirror! Mirror!

1. Show 3 picture cards.2. Identify the pictures.3. Say / dʒ/.4. Distribute sharpeners with mirrors.5. Pupils say / dʒ/ while looking into

the mirror.6. Pupils write the letter „j‟ in the air

and on their friend‟s back. 7. Pupils pronounce the wordsshown correctly.

Word List :

jam jeep jeans

Materials :

picture cardsword cardslittle round sharpeners withmirrors

Let’s Sing

1. Introduce the sound / t ʃ /.2. Use a popular melody.

(eg. London Bridge sung aschchchchch)

3. Pupils sing in pairs with action.4. Distribute sharpeners with mirrors

to pairs (optional) or ask pupils toface each other.

5. Pupils sing while looking at themirror or facing each other.

Grapheme : „ch‟

London Bridge tune sung aschchchchch

Materials:

mirrors




Where is My Match?

1. Prepare picture cards and wordcards.

2. Put the word cards face-down onthe table.

3. Display the picture cards on theboard.

4. A pupil picks a word card.5. The pupil reads and matches it to

the picture on the board.

Grapheme : „i‟

Word List:

inksixpintin

Materials :

picture cardsword cards

Find Me Now

1. Prepare word cards as in wordlist.

2. Paste all the word cards on theboard.

3. Pupils read all the words.4. Remove all the word cards and

place them on the table.5 A k il d

Word List:

ticktockclockduckquack

Materials :

word cards

6

3. Show pictures, say the phoneme This activity can be carried out



/h/ and do the action.4. Give pupils picture cards.

5. Say aloud a word emphasizingthe /h/ sound.6. The pupil with the correct picture

will show the card.7. Pupils read the word aloud.

with the other phonemes as listedin the word list.

Baby

1. Prepare picture and word cards.2. Get pupils to say the words

stressing on the /b/ sound.3. Put up the rhyme chart.4. Say the rhyme stressing on the

phoneme /b/ with actions.5. Get pupils to recite the rhyme

with actions while holding the

picture cards.

Word List :

babyballboy

Rhyme :

Materials:

word cardspicture cardsrhyme chart

R d d C l M M t i l

Baby boy has a ball.The ball is blue.

Baby boy gives the ballTo me and you.



Activity Content T eacher’s Notes

Fox In A Box

1. Prepare a box and a puppet of afox.

2. Say words with the phoneme/ks/ and get pupils to repeatthem.

3. Next, read the sentences andperform the actions using the boxand the puppet.

4. Pupils take turns to read thesentences and do the actions.

Word List :

foxbox

Sentences :

Materials :

boxpuppet/ soft toysentence strips

Stir, Seek and Read

1. Prepare word cards and a set ofpicture cards.

2. Put the word cards in a largebowl and paste the picture cardson the board.

3. A pupil will take a word card outd h i h i

Word List :

chainchinchestchopcheekchalkh

Materials :

a large bowlword cardspicture cards

There is a fox on the box.

Put the fox in the box.

Now the fox is in the box.




Let’s Circle

1. Sing the song.2. Teacher says aloud the

phoneme and word.3. Distribute worksheet.4. Pupils listen, repeat and circle

the words in the maze.5. Check answers with pupils.6. Sing the song again.

Tune : Brown Girl In The

Rain by Boney M)

Goody is the goat g g g g gMeets a good girlWith a bag g g g g g g

A rag is in the bag g g g g gGoody likes the rag in thebag g g

Word list :girlgoodbagrag

Worksheet :

As in R4

Say It Aloud

1. Paste a word with the phoneme/k/ on the blackboard.

2. Read and pupils repeat.3. Explain to pupils that the letter „c‟

and „k‟ in the word list arepronounced as /k/.

4 G t il t h d

Word List :

tickkickpickbooklicksick

Materials :

word cards

can use other words asdistractors




Treasure Hunt

1. Prepare word cards.2. Paste the cards on walls in the

classroom.3. Explain how to play the game.4. After playing the game, pupils

chant together.

Word List :

is, sad, sits, sees, has, cat,catch, Siva, rat, mat, and

Jazz Chant :

Siva has a small cat, (2x)His cat is sad, it is sad (3x)It sits on the mat

And sees a ratIt can‟t catch it. (2x) It is sad. (2x)

Materials :

jazz chant chartword cardsmasking tape

Instructions :

1. Number the pupils in groups.2. Call out numbers at random.3. Ask pupils to look for a word

card. Example : with thephoneme /s/. Music is playedin the background.

4. Pupils must return to theirgroup with the word cardswhen the music stops.

5. Each group to stand up and

read aloud the words theyhave found.6. Pupils paste the words found

in the Jazz Chant chart.

Jazz With Me Jazz Chant :




Activity Content Teacher s Notes

Morphing Spelling

1. Write the word „tick‟ on theboard.

2. Change the first letter in the wordto make a new word.

3. Continue the process withanother word.

4. Continue playing in this mannerby allowing all the pupils toparticipate.

Word List :

a) tick a) tockb) kick b) r ockc) lick c) s ockd) s ick d) d ocke) p ick e) lock

tick

kick

Secret Word

1. Prepare an alphabet chart withthe numbers 1 to 26 below each

letter to make a code.2. Prepare letter cards from a to z.3. Write numbers on the

blackboard.4. Pupils find the letters according

to the numbers and stick belowthem.

5 P il d h d


duckink

satpatrat

jamkingsingchin

Materials :

letter cardsalphabet chart

refer to R5




Activity Content Teacher s Notes

Cut and Sort

1. Divide pupils into groups.2. Distribute worksheets.3. Pupils cut out the words and sort

them into three sets according totheir final letters.

4. Groups read out sets of words infront of the class.

Focus on words with thephoneme /ff/, /ss/ and /ll/

Refer to R7

Put The Pieces Together

1. Prepare puzzles and put themin envelopes.

2. Divide pupils into groups.3. Each group has to complete the

jigsaw puzzle.4. The group that finishes firststands up and reads all thewords.

Word List :

jamchinballking

lionsixgrassratduckship

Refer to R8

Learning Standard



2.1.3 Able to blend two to four phonemes into recognisable words and to

read them aloud.


Jam Them Up!

1. Say the phonemes aloud /t/, /æ/and /p/.2. Move each card closer to form a

word.

_____ _____ _____

3. Say the phonemes aloud as youblend the word.

4. Pupils repeat after teacher.

Word List :

sap

sattappat

Materials :

letter cards

picture cards

This activity can be used to teachother words in the word list.

t a p

t a p pat




Secret Code

1. Place the picture card face down.Show the letter cards of thepicture.

2. Pupils blend the sounds andguess the picture.

3. Show the picture to confirm thepupils‟ answer.

4. Pupils read the word.5. Repeat the steps with each word

on the list.

Word List :

satsaptappat

Materials :

letter cardspicture cards

This activity can be used to teachother words in the word list.

Teacher : Who can guess thispicture?

Teacher : These are the clues.Say the sounds correctly.

Pupil : /t/ / æ/ /p/

Teacher : Say the word

Pictureface down

t a p




y

What’s Missing?

1. Paste a picture card on theboard.eg. a bag

2. Paste two letter cards below it.3. Pupils say aloud /b/ and /g/.4. Pupils find the missing letter

in the box.5. Pupils paste the missing letter.6. Say aloud all the phonemes and

blend together.E.g./b/ / æ/ /g/ bag

Word List :

bagraglegdogpegpig

Materials:

letter cardspicture cardsphoneme box

My Word Bank

1. Prepare a box and label it.2. Prepare letter cards and put them

i b

Word List:

Words which could beformed from the learnth

Materials :

Prepare 5 or more pieces of eachl d f h h

b g




y

Closer! Closer!

1. Show the letters and say thephonemes aloud:

Eg: /t ʃ /, / /, /n/

2. Move each card closer to form aword.

3. Pupils follow each step in pairs.4. Repeat the steps with other

words on the list based on thephonemes pupils have alreadylearnt.

Word List:

sat leg getsit peg necksip pet choptip pat chintap rat chipsap ran shippin rag shoppit bun fish

pan sun thispat dog thatpot bin withpod pig thinpad kid thicksad pen bathmat men ringhat kid rangrat can songcat cot wingcap gas kingmop got singmap pop long

Materials :

letter cardsflannel board or magnetic board.

Use lamp shade (improvise) withthe letters

The word list is a combination ofphonemes learnt in Year 1.

nich



This activity can be carried outfor all the other phonemes learnt.

Roll and Make a Word

1. Distribute activity sheet andtwo cubes to each group.

2. Pupils take turns to roll eachcube.

3. Pupils blend the onset and rimesfrom both cubes to form a word.(e.g. „ch‟ + „ick‟ = chick)

4. Ask pupils to write the wordsformed (nonsense or real) under

Word Listch sh wh th

chipchopchinchatchick

shipshopshinshine

whipwhat

thinthatthickthine

Nonsense words:

Cube 1 labeled : ch, sh, th, wh,th, ch (onset)

Cube 2 labeled : at, op, in, ip, ine,ick (rimes)

nub

nu

b



When learning the word „clock‟, the teacher needs to tell pupils that it is

segmented in the following manner /kl/, / ɒ /, /k/ and the diagraphs „c‟ and „k‟ is



pronounced as /k/ in the word „clock‟.

Learning Standard:

2.1.4 Able to segment words into phonemes to spell.


Split Up

1. Show the word and the picture.

.

/s / / / /t/

2. Say the word aloud andseparate the phonemes into

Word List : Materials :

sets of letter cards andpictures for each group

This activity can be used to teachother words learnt.

tap

pat

s

i t

s

i tsap

sit


S ll I Ri h W d Li M i l



Spell It Right

1. Say aloud the word on the boardand pupils repeat.

2. Put a dot under each letter andsay the phonemes aloud. Pupilsrepeat after teacher.

3. Separate the letters and say thephonemes individually. Pupilsrepeat after teacher.

4. Call out pupils (according to thenumber of phonemes in the word)to hold the letter cards. Theystand close together and say theword together. All the otherpupils follow.

5. The three pupils stand slightlyapart and say the phonemes

aloud individually. Other pupilsrepeat.6. The three pupils stand far apart

and the rest of the class say thephonemes aloud.

7. Teacher can follow steps 4 – 6 forall the other words.

Word List :

hat, hut, head, hand, hop,hotbag, bat, boy, bed, web, fan,fish, huff, puff, offlamb, love, pail, ball, wallgrass, glass, kiss, miss

Materials:

word cardsletter cards

hat

hat. . .

h a t

h a t

c. say the phonemes

/ t ʃ /, /ɪ/ and /n/.



ʃ

5. Pupils with the respective

cards will move apart from therow as / t ʃ /, /ɪ/ and /n/ aresaid.

7. Pupils repeat after theteacher.

8. Repeat the steps for allthe words in the word list.

Map-A-Word

1. Show and say a word.2. Say the phonemes aloud and

separate the letters intosegments.

3. Pupils repeat after the teacher.4. Pupils sit in groups.5. Distribute picture cards, word

cards and letter cards.6. Pupils segment the words by

separating the phonemescorrectly.

Word List:

chinchopchefshipshoesing

Materials :

picture cardsword cardsletter cards

chin




Poison Parcel1. Prepare a box with word cards.2. Get pupils to sit in a circle.3. While music is played, pass the

poison box around the circle.4. Stop the music and the child

holding the box:a. will take a word card from the

boxb. say the wordc. segment it and say the

phonemes aloud.

Word List:chinchopshipshoesing

Materials :boxword cards

Body Language

1. Pupils work in groups of 3 – 5.2. Give each group a word.3. Form the letters with their bodies.4. The other groups will try to guess

the word.5. Then, they segment the word.

Word List :

chinchopsatshoe

Materials :

word cards

The fourth part of this section will give teachers ideas on how to teach pupils

to read fluently. First, pupils are taught the phonemes and then they learn to blend



y , p p g p y

as well as segment words. This is further enhanced by the introduction of rhymingwords and phrases in order to get pupils to read phrases. Phrases can be introduced

through rhymes and chants as well as songs.

Examples of rhyming words (1 – 4 words):

pat a cat a rat and a cat

a cat on a mat a hat on a mat

a rat on a cat cats and dogs

Examples of phrases (1 – 5 words)

to huff and puff a bear in a box

a fat cat and a fat rat an egg in a cup

a dog in a pot hop on the bus


Look and Read Word List: Materials :



Look and Read

1. Put up five pictures on the board.2. Show word cards to the pupils.3. Pupils read the words aloud.4. Call pupils individually to match

the word cards to the pictures.5. The pupil matches the

word card to the appropriatepicture.

Word List:

ratcatbatmathat

Materials :

word cardspicture cards

Look and Say

1. Point to one of the five picturespasted on the board.

2. Place set of word cards in a box.3. A pupil picks a word card from the

box.4. The pupil reads the word and

matches it to the picture.

Word list:

ratcatbatmathat

Materials:

word cardspicture cards

Read and Colour

1 Di ib k h

Word List (SK) :car , computer , clock ,

b d

Materials:

R f R2




Hidden Objects

1. Distribute worksheets.2. Pupils read the word shown by

the teacher.3. Pupils identify the correct object

hidden in the picture.4. Repeat the steps for the other

objects.

5. The teacher can also ask thepupils to colour an object with aparticular colour.

(eg. colour the chair brown)

Word List :

penbagbinbookchair

Prepare a composite picture(worksheet) with the hiddenobjects.

Learning Standard:



2.2.1 Able to read and apply word recognition and word attack skills by matchingwords with:

(b) spoken words


Listen and Match

1. Divide pupils into groups.2. Distribute five word cards to each

group.3. Say the words.4. Pupils put up their cards and read

the word when their word ismentioned.

5. Repeat the steps for otherwords.

Word List :

catcarcupcapcow

Materials:

word cards

Hear Them Right

1. Divide pupils into groups.

Suggested Minimal Pairs :

bat - rat

Materials :

word cards

Learning Standard :

2.2.4 Able to read a paragraph of 3 – 5 simple sentences.




Read and Draw

1. Give a worksheet to pupils.2. Read instructions and pupils

repeat them.3. Explain the meanings of the

words :divide, centre, spin

4. Pupils read the words.5. Pupils read the instructions

step by step as a class /group.6. Pupils make a spin wheel.

Instructions to do a spin wheel:

Draw a circle.Divide the circle into 8 parts.Colour and cut the circle.Push a toothpick in the center ofthe circle.Spin the circle.

Materials :

manila cardboardmarker

Read and Do

1. Show directions with actions :left, right, front.

2. Demonstrate the actions :turn to the left, turn to the right,

Instructions :

Turn to your right;

Materials :

sentence strips


What Am I? I have four legs.



1. Put up a chart containing riddles.2. Pupils repeat the sentences after

the teacher.3. Pupils read the riddles loudly in

groups to solve them.

gI live on a farm.I like to eat grass.I moo.What am I ?

I have two legs.I have two wings.People wake up when I crow.What am I ?

I have four legs.I purr and meow.I like to drink milk.I like to catch mice.What am I ?

Materials :

riddles on manila card.

Teacher can also prepare apower point presentation.

Match and Read

1. Put up a picture series on theboard.

2. Pupils talk about the pictures.3. Put up a chart containing parts

f t th b d

A B

An ant fallsA bi d h l

away.h h

Materials :

Prepare the picture seriesand the chart containing thesentence parts.Refer to R12


Fun Reading



1. Distribute a sentence strip toeach group.

2. Pupils read their sentence stripsin their groups.

3. Pupils exchange their sentencestrip with another group.

4. Pupils read the secondsentence strip.

5. The steps are repeated until allthe groups have read allthe 4 strips.

6. Pupils rearrange the sentencestrips on the blackboard intoa text and read it aloud.

Materials:

a sentence strip for eachgroup.

Rearrange Words and Read

1. Distribute word cards toeach group.

2. Pupils read the words.3. They rearrange the words

t f t t

Materials :

sentence strips

Amir goes to school.He comes home. He plays

football. He goes to bed.

Ramu. is He

seven years old. He is

He Taman Jati.

Gp Pro St Pre



Gp – groupPro – pronunciationSt – stress/intonationPre – presentation

The pupils are gradedbased on pronunciation,stress, intonation andpresentation.

Pupils begin to read by segmenting phonemes beginning with VC and CVC

words and then progress to rhyming phrases. After pupils are familiar with reading

rhyming phrases, they then move on to reading simple sentences. While engaged in

reading materials, pupils will be reading high-frequency words, which appear in

sentences. These words should be taught when teachers are teaching rhyming

phrases to enable pupils to experience what it feels like to read some words

automatically. The high frequency words are listed in the table below:

100 high-frequency words in order

1. the 21. that 41. not 61. look 81. put2. and 22. with 42. then 62. don‟t 82. could



3. a 23. all 43. were 63. come 83. house4. to 24. we 44. go 64. will 84. old5. said 25. can 45. little 65. into 85. too6. in 26. are 46. as 66. back 86. by7. he 27. up 47. no 67. from 87. day8. I 28. had 48. mum 68. children 88. made9. of 29. my 49. one 69. him 89. time10. it 30. her 50. them 70. Mr 90. I‟m 11. was 31. what 51. do 71. get 91. if12. you 32. there 52. me 72. just 92. help13. they 33. out 53. down 73. now 93. Mrs14. on 34. this 54. dad 74. came 94. called15. she 35. have 55. big 75. oh 95. here16. is 36. went 56. when 76. about 96. off17. for 37. be 57. it‟s 77. got 97. asked

18. at 38. like 58. see 78. their 98. saw19. his 39. some 59. looked 79. people 99. make20. but 40. so 60. very 80. your 100. an

R 1

Get To Know Me



Word List

R2



A B

5

4

R3



R4



g b a t g

g o g g i

b a g i d

R5Secret Word

Alphabet Chart



a b c d E

1 2 3 4 5

f g h i J

6 7 8 9 10

k l m n O

11 12 13 14 15

R6



l a m b a h

a a b c d I

m e n f g l

p a l e p l

R7



Cut and Sort

off less pill moss

will cuff toss sell

R8



R9

ch sh wh th



c s w t

R10



p

a

t

g

d

i

b

in

p

o

R11



b a t c dk n g t op t e e t

R12

Fill in the blanks with words.



My best friend is _________ .

He is ______ years old. He lives in a

___________ . He goes to

7

Materials from the Teaching Courseware (SK)

Teaching Courseware Title Sound System



1 English Language Year 1Lesson 4 Unit 10 CD 3

The Little Frogs Go Out /æ/ and /a:/


The Little Frogs Go Out /p/ and /b/

3 English Language Year 1

Lesson 4 Unit 11 CD 4

Mother‟s Present /t/ and /d/


Mother‟s Present Short and long „e‟sound


The New Bear Family Home /k/, /ck/ and /g/


The New Bear Family Home /h/ and /j/


Baby Bear At Home Short and long „i‟sound

8 English Language Year 1 Baby Bear At Home /f/ and /v/

Materials form the Courseware (SJK)

No. Teaching Courseware Title Sound System1. Ministry of Education Malaysia

English Language Year 1 (B)Lesson 1Baa, Baa, Black Sheep

(i) Initial - /b/(ii) Medial - /a/



CD 1 Lesson 2How Many?

Initial - /b/

Lesson 3Reach For The Sky

(i) Initial - /t/(ii) Final - /s/

Lesson 4

The Ball

Initial - /b/, /t/

Lesson 5In Bed

Initial - /b/, /r/, /sh/

2. Ministry of Education MalaysiaEnglish Language Year 1 (B)CD 2

Lesson 6Good Morning To You!

Initial - /g/

Lesson 7Five Little Frogs

Final - /ll/, /w/

Lesson 8Hello!

Initial - /h/, /th/

Lesson 9 Initial - /h/, /w/

No. Teaching Courseware Title Sound SystemLesson 34Grandma‟s LittleFriends

Initial consonant - /k/



Lesson 35The Little Red Hen

Initial consonant - /n/


Lesson 36The Ant and the Bird

(i) Initial vowel - /a/(ii) Initial consonant - /h/

Lesson 37

The Ducks

(i) Initial – /t /

(ii) Medial – /ow/, /a/(iii) Final - /ck /

Lesson 38Neat and Tidy

(i) Initial – /sw/, /fl/, /cl/(ii) Final - /sh/, /ch/

Lesson 40Ben Looks for Nip

Initial consonant - /l/

Lesson 41Lost and Found

Initial consonant - /p/


Lesson 42Snow

Initial consonant – /l/ ,/r/

Lesson50Ben And Mum

Initial consonant - /s/

Lesson 51Do You Know?

Initial consonant - /f/



Lesson 52We Can Share

Medial – /ar/, /ow/

Lesson 53Mo And Leo

Initial consonant - /g/

THE WRITING SKILLPupils are often given writing tools to use before they are ready towrite. In this module, it is hoped that pupils in Year 1 will develop

good motor skills and other pre writing skills such as penmanship. Pupils also needto receive and coordinate accurate sensory information when developing their writingkill Th W i i C d L i S d d f Y 1 f ll



skills. The Writing Content and Learning Standards for Year 1 are as follows: Content Standards Learning Standards

3.1 By the end of the 6-yearprimary schooling, pupils will beable to form letters and words inneat legible print including cursivewriting.

3.1.1 Able to demonstrate fine motorcontrol of hands and fingers by:

a) handling objects and manipulating them.b) moving hands and fingers using writing

apparatus

c) using correct posture and pen hold gripd) scribbling in clockwise movemente) scribbling in anti-clockwise movementf) drawing simple strokes up and downg) drawing lines from left to righth) drawing patterns

3.1.2 Able to copy and write in neat

legible print:a) small (lowercase) lettersb) capital (uppercase) lettersc) numeralsd) wordse) phrasesf) simple sentences



3. Draw squiggles in clockwiseand anti-clockwise manner.

scribbling inclockwisemovement

E l

Prepare trays of sand.

* video show of the differentscribbles :

http://localhost/var/www/apps/conversion/tmp/Desktop/Module%20Year%201/writing%20module/how%20to%20write






4. Form squiggles in the air, onthe friend’s back or in the

stand tray.

Example :

scribbling in anti-

clockwisemovement

Example:

Refer to course ware – English Language (InteractiveFun Learning Programme)unit 1-1(A)

5. Draw straight lines in the air.Vertical – up, down,Horizontal – left and right.

Draw a straight line:-

up and down

drawing simplestrokes up anddown

Learning Standard:

3.1.5 3.1.2 Able to copy and write in neatlegible print:a) small (lowercase) lettersb) capital (uppercase) letters



b) capital (uppercase) lettersc) numeralsd) wordse) phrasesf) simple sentences

Activities Content Notes

1. Show the correct way to formletters of the alphabet by:

tracing letters joining dots copying

2. Trace or join dots to form:

small letters capital letters both small and capital

letters

small letters capital letters numerals words phrases sentences

letters

Refer to WS3 and WS4

Refer to EnglishLanguage (Interactive FunLearning ProgrammeCourseware; CD 1-10)

Teacher can hold pupil‟shand to show or guidethem to :

* write small andcapital letters

* space betweend

Example :

book



picture – phrases

Example :

6. Join dots or trace to formwords and phrases

Example :

book

clock

a white rabbit

9. Fill in the blanks with lettersor words

Example :



Example :

_ i _ e - five

10. Rearrange me

Example :

11. Replace pictures with words

Example :Refer to WS6

Fly me in the skye i k t

I am a ________

13. Rearrange words to formphrases

Example :



-------------------------------------

14. Rearrange words to formphrases or sentences Refer to WS7

The limits of your language are the limits of your world.

Learning Standard:

3.2.1. Able to complete with guidance:a) forms with personal details




1. Puppet Show

Teacher demonstrates apuppet show to the pupils.

Pupils introduce themselves

Fill in the personal details.

Introducing personaldetails.

Prepare two puppetsusing various mediumssuch as stockings, eggshells

Prepare the pupil‟s card. Teacher can also chooseto do other activities suchas filling in library forms.

“Hello, I am Amir/Siti.

I‟m a boy / girl.

I‟m seven yearsold.

Name: _____________

3. Rearrange phrases and wordsto form correct sentences

Prepare word cards andphrase strips.

Suggested teaching aids :



to form correct sentences

Example :

1.

__________________________

2.

_______________________

Suggested teaching aids :

Flannel board

The mind is not a vessel to be filled, but a fire to be ignited.Plutarch

I am Hello,

a boy. I am

Ali.



Learning standard:

3.2.2 Able to write 3-5 word sentences with correct spelling:a) matching.

b) rearranging words.) ll l i i



) g gc) parallel writing.


1. Match and write.

Example:

1. I have a big cat.

2. Its name is Comot.

2. Arrange words to makesentences.

Matching thephrases.

Prepare phrase cards.

Refer to WS8

Prepare the word cards.

I have

Its name is

Comot.

a big cat.

1

2

Learning Standard:3 .3.1 Able to create simple non-linear texts using a variety of media with guidance :

a) greeting cards




1. Happy Days Hum the birthday song. Ask pupils to guess. Paste the lyrics on the

Resources :Minus One CD( hd )

Other greetingcards:

Happy Mothers‟



board. Sing the song. Pupils copy the lyrics. Highlight keywords from the

lyrics. Highlight keywords from the

lyrics.

Example:

Happy birthday to you.May God bless you.

(Happy Birthday) Day

Happy Teachers‟Day

2. Greeting Cards

Distribute coloured paperand ask pupils to create abirthday or a greeting card.

Pupils prepare greeting

Preparegreeting cards.

Happy Birthday:

Happy birthday to you,

Happy birthday to you,Happy birthday to Aleeza,Happy birthday to you.

Learning Standard:

3 .3.1 Able to create simple non-linear texts using a variety of media with guidance :b) lists




1. Magic Box

Bring a “Magic Box” and getpupils to name the objects.

Pupils pick an object eachand show it to their friends.

Other pupils write thenames of the objectsaccording to their category.

List all the objects in the boxwith guidance.

Things in the classroom:

1. ____________2. ____________

3. ____________

Things in the house:

1. ____________2. ____________3. ____________

Prepare thefollowing realia:

ruler eraser comb soap

2. Distribute worksheets.

match the pictures fill in the blanks complete the word web

arrange the words in

Suggestedadditionalactivities:

1. Children‟sDay

WS 1



WS2



WS 4

Writing small letters:-



WS 5



1.

2.

3.

E e

D

e

Cb

c

WS 6

WS 6

1

4.



ll

o

k

n g

1.

e

2.

3

5.



WS9Write



i Lin.

WS10

Substitution Table

Read the substitution tables below.



LANGUAGE ARTSLanguage Arts is a new component designed to create appreciation

and enjoyment amongst pupils as they learn language. This

experience should be fun filled as well as used as a means to create confidence inpupils to use the language without inhibitions. As such, learning standards have been

designed for pupils to achieve the above mentioned goals Following are the learning



designed for pupils to achieve the above mentioned goals. Following are the learning

standards for language arts for Year One:

CONTENT STANDARDS LEARNING STANDARDS

4.1 By the end of the six yearprimary schooling, pupilswill be able to enjoy andappreciate rhymes, poemsand songs, through

performance.

4.1.1 Able to listen to and enjoy nursery rhymes and actionsongs through non-verbal response.

4.1.2 Able to listen to and recite nursery rhymes, andsing action songs with correct pronunciation and

rhythm.

4.2 By the end of the six yearprimary schooling, pupilswill be able to demonstrate

4.2.1 Able to talk about:a) book coversb) i t i b k

Learning Standard : 4.1.1 Able to listen and respond to nursery rhymes and actionsongs by using non-verbal gestures

ACTIVITY CONTENT

TEACHER’S

NOTES

Nursery Rhymes using non-verbalgestures

Example 1: Nonverbalgestures can be



gestures

1. Pupils chant nurseryrhymes while using non-verbal gestures.

Rhythmic Method :

gestures can becreated byteacher orpupils.

Suggested non-verbalgestures thatmay be used withany nurseryrhyme: clap hands pat palm

stamp feet tap feet slap thighs wave hands bow head

b

Peas Porridge Hot

Peas porridge hotPeas porridge coldPeas porridge in the potSeven days old

Some like it hotSome like it coldSome like it in the potSeven days old

Suggested gesturesfor ‘ Peas Porridge Hot ’

Meaning in Context

2 ways approach* rhythmicmethod- clapping with

certain rhythm* meaning in

context withaction

Suggested gesturesfor ‘ Peas Porridge Hot ’

Peas porridge hot(action of fanning oneself )

id ld



Peas porridge cold(shivering action )Peas porridge in the pot(action of stirring porridge in the

pot )

Seven days old(show 7 fingers )

Some like it hot(action of fanning oneself )Some like it cold(shivering action )Some like it in the pot(action of stirring porridge in the

pot)Seven days old(show 7 fingers )

ACTIVITY CONTENT TEACHER’S NOTES

Example 2:

Let Us Chant

Farid has a fishFarid has a fanF id h fi h d f



Rhythmic Method

Farid has a fish and a fan

Velu has a vaseVelu has a vanVelu has a vase and a van

Suggested gesturesfor ‘Let Us Chant’

Farid has a fish(Clap hands once at Farid andfish)Farid has a fan(Clap hands once at Farid andfan)

ACTIVITY CONTENT T EACHER’S NOTES

Teach actions for actionsongs by using non-verbalgestures.

Example 1:Non-verbal gestures canbe created by teacher orpupils.

At The School Garden

Good morning to youGood morning to youGood morning, good morningAnd how do you do!



And how do you do!

Good afternoon to youGood afternoon to youGood afternoon, good afternoon

And how do you do!

Good evening to youGood evening to youGood evening, Good evening

And how do you do!

Tune : Happy Birthday

Suggested gestures for‘At The School Garden ’

Good morning to you(girls curtsey and boys bow)Good morning to you(girls curtsey and boys bow)Good morning, good morning( il i )



(pupils waving) And how do you do!(pupils shake hands with theirfriends)

Good afternoon to you(girls curtsey and boys bow)Good afternoon to you(girls curtsey and boys bow)Good afternoon, good afternoon(girls curtsey and boys bow)

And how do you do!(pupils shake hands with theirfriends)

Good evening to you(girls curtsey and boys bow)Good evening to you(girls curtsey and boys bow)


Example 2:

Let Us Sing

We can readWe can writeWe can count up to ten



Teacher may asksome pupils to mimethe lyrics as otherssing the song.

We can count up to tenWe are clever little childrenWe will learn more in Year 2

Tune : Rasa Sayang

Suggested gestures for‘Let Us Sing’

We can read(clap own hands while swayingbody)We can write(clap own hands while swayingbody)We can count up to ten( l h d hil i

Learning Standard:

4.1.2 Able to listen to and recite nursery rhymes, and sing action songs with clearpronunciation and rhythm.


Rhymes: Teacher prepares number



y

One, Two, Three Four,

Five

1. Recite the rhyme.

2. Pupils recite nurseryrhyme or sing actionsongs.

One, Two, Three Four,Five

One, two, three, four, fiveOnce I caught a fish aliveSix, seven, eight, nine, tenThen I let it go again

p pcards 1 to 10. Thenumber cards shaped likea fish.

Big Cat

1. Show picture of a bigcat to get pupils to saythe words „big‟ and „cat‟.

2. Show picture of a fat rat

Big Cat

The big cat runsafter the fat ratThe fat rat runsunder the red mat.

Prepare pictures of a:a. big catb. fat ratc. red mat




Let’s Learn Together

Ask a pupil to recite anursery rhyme/song to belearnt by all the otherpupils.

Refer to LA1 for morenursery rhymes.

This can be carried out asan enrichment activity.



1. Pupils volunteer torecite any rhyme/songthat he/she already

knows.2. The other pupils learnthe rhyme/song that thefirst pupil recited/sang.

Mime Time

Mime actions found in thenursery rhyme/song forpupils to guess thenursery rhyme/song.

1 T h i i

Example of rhyme:

One, twoTouch your shoeThree, fourSweep the floorFive, sixPick up sticks


Maximum Recall

Recite rhymes/songslearnt as often as possiblein sequential order as theywere learnt for

Content is the nurseryrhymes/songs that the

teacher has taught.

Sample Rhyme:

Teacher may use a propto aid daily review. For

example, show thepupils a toy egg if shewants them to recite„Humpty Dumpty‟.



reinforcement.

1. Pupils recite nurseryrhymes/songs that theyhave learnt as often aspossible.

Ahmad is tall,He has a ball,He climbs a wall,He has a fall.

All his friends,Hear him call,

And they carry himInto the hall.

Mirror Mirror On TheWall

Pupils imitate the teacher.

1. Pupils look closely attheir teacher‟s mouthwhen she pronounces

Content is the nurseryrhymes that the teacherhas taught

Teacher may supply pupilswith mirrored sharpenersfor this activity.

Refer to the MOE CD

ACTIVITY CONTENT TEACHER’S NOTE

Tapping Time

Recite the rhyme whiletapping out the rhythm inorder for pupils to feel andrecite the rhyme with

Content is the nurseryrhymes that the teacherhas taught.

Teacher may tap on thetable or use an instrumentto give the pupils thatsense of rhythm.



recite the rhyme withrhythm.

1. Pupils recite nurseryrhyme learnt.

2. Teacher teaches pupilsto tap the rhythm toaccompany therecitation of the nurseryrhyme.

3. Pupils practice tappingthe rhythm learnt.

4. Pupils then recite the

nursery rhyme and tapthe rhythm learnttogether.

R d Hid E l f

Learning Standard:

4.2.1 Able to talk about:a) book coversb) pictures in books with guidance


Talk about book coversi h id

a. Book coverAddi i l d



with guidance .

1. Teacher shows abook cover to thepupils.

2. Teacher then asksquestions based on thebook cover.


Wh t ?

Additional suggestedquestions:

- Where is this place?Have you ever been to aplace like this?

- If you were in the story,who/what would you liketo be? Why?

Teacher may use anybooks suitable for yearone pupils.

ACTIVITIES CONTENT NOTES

Talk about pictures inbooks with guidance.

1. Teacher picks apicture from the bookshe is reading to thepupils.

b. Pictures in books Additional suggestedquestions:

- Where is this place?Have you ever been toa place like this?

- If you were in the story,h / h t ld



2. Teacher then asksquestions based onthe picture.


- What can you see in thepicture?

- How many people arethere?- Who do you think they

are?- Are there any animals?

N th

who/what would youlike to be? Why?

Teacher may use anybooks suitable for yearone pupils.

Learning Standard:

4.3.1 Able to produce simple creative works based ona. nursery rhymesb. action songsc. fables learnt.


Let’s Draw Example of rhyme: Materials needed:



Pupils illustrate rhyme learnt.

1. Pupils read the rhymegiven.

2. They are given manilacards, markers, colours/crayons.

3. Pupils write the rhyme onthe manila card and drawpictures based on therhyme.

4. Pupils put up their work on

the wall around theclassroom.

manila cardsmarkerscolours/ crayons

Creating Games Example of fable:Th T t i d th H

Materials needed tok di fi i

Teddy Bear, Teddy BearRound and round.Teddy Bear, Teddy BearTouch the ground.Teddy Bear, Teddy BearTouch your nose.Teddy Bear, Teddy BearStand on your toes.Teddy Bear, Teddy BearGo to sleep.


Creating picture puzzles

Pupils make simple puzzlesbased on characters from fables.

1. Pupils are given pictures ofcharacters from a fable/nursery rhyme to becoloured

Example of fable:

Two Friends and The Bear

Characters from the fable:

The BearThe two friends( boys)

Materials needed:

manila cardsmarkers

colours/crayonspairs of scissorsenvelopes

Refer to LA5 for



coloured.2. Pupils cut the pictures into

pieces and put them in anenvelope.

3. They let their friendsassemble the picture puzzle.

Refer to LA5 forsample of picturepuzzle.

Making masks/ figurines/puppets

Pupils make masks/ figurines/puppets of characters in the

nursery rhymes/ action songs/fables.

1. Pupils are provided withmanila cards, markers, a

i f i l /

Suggested song:

Old Macdonald Had A Farm

Masks of the animals in the song.

Materials needed:

paper plates andcolours

Refer to LA6for mask templateand guide to makesock puppets.

M t i l d d


Create A Storybook

1. Pupils are given a list ofcharacters from the rhyme/

fable.2. They are required to createtheir own story using thecharacters given withguidance

Example of song:

Old Macdonald Had A Farm

Characters from the song:

the farmercowgoat

Materials needed:

A4 papercolours/crayons



guidance.3. They draw pictures for their

story and create a cover.4. Pupils read the story to their

friends.

goathenducks

Sample story:

The farmer goes to the market.

He sells his cow.

He has a lot of money.

He buys a hen, two ducks and a goat.




Junior Idol

Pupils take part in a singingcompetition as judges and

contestants with guidance.

1. Pupils are divided into singersand judges.

2. Singers think of a song with

Example of score sheet for the judges:

Name Voice Action Do youlike it?

Teacher preparesthe score sheet.



. S ge s t o a so g w tactions to sing.

3. They sing the song withactions.

4. The judges give marks fortheir performance andannounce the winner.

5. Pupils from the advance levelcan become the judges.

Key:

Voice: Loud: 2 marksSoft : 1 mark

Action: Very good: 2 marksGood : 1 mark

Do you like it? : Yes: 2 marksNo : 1 mark

Interview

Pupils act as interviewers andinterviewees with guidance.

Songs:1 P il t d t b i

Example of interview 1:

R: Reporter S: Singer Teacher can guide thepupils with thesentence structure.

R: Welcome Maria

ACTIVITIES CONTENT NOTES

Example of interview 2:

E: ElephantT: Tortoise

H: Hare

Teacher simplify thestory to suit the abilityof the pupils.



Make A Book Cover

P il k b k f

Example of rhyme:

T i kl T i kl Littl St

Materials needed:

il d

Sample fable:‘The Tortoise And TheHare”

E : Congratulations, Ms.Tortoise.

T : Thank you.E : Are you happy?T : Yes, I‟m very happy. E : Mr. Hare, are you sad?H : Yes.E : You are fast. Why didyou


Make A Picture Dictionary

Pupils make a picture dictionarybased on nursery rhymes/

actions songs/ fables.1. Pupils read the rhyme given.2. Pupils create a picture

dictionary by drawing the

Example of rhyme: Materials needed:

manila cardsmarkers

colours/crayons

Miss KellyLikes to eat jelly.

Little boy MikeRode on his bike.

Little Miss Pet



pictures of the words takenfrom the rhyme.

Example of picture dictionary:

tree hat

Little Miss PetGot a new hat.

Little boy Lee

Climbed up the tree.




Train Story A

Pupils create a train story usingsentences.

1. Teacher tells a story to thepupils.

2. Teacher guides the pupilsto cut out cards in the shapes

Example of a story: Materials:

manila cardsmarkers

colours/crayons

Refer to RA7

The Fox Has Got The Hens.

“Help! Help!” “The fox has got the hens!” yells Pen.Mum runs. Pen runs.Up the hill goes Mum.



of a train engine andcarriages.

3. Teacher gives sentences tothe pupils to write on the cutouts.

3. Pupils copy a sentence oneach card.

4. Pupils are required to form atrain (by joining the carriages)that tells the story learnt.

Suggested sentences to be writtenon the cards:

1. Pen shouts for help.2. The fox has the hens.3 M d P th hill

Up the hill goes Pen.The fox has not got the hens!Mum got cross.The fox runs. The hens run.

“Help! Help!”yells Pen.“The fox has got the hens!” Mum got very cross.“In and up to bed!” yells Mum. Up the hill goes Mum.The fox - on a box.The hens – on the pen!


Train Story B

Pupils create a train story.

1. The pupils are given a seriesof pictures.2. Teacher guides the pupils

to cut out manila cards in theshapes of a train engine and

Example: Materials needed:

manila cardsmarkers

colours/crayons



carriages.3. Pupils paste the pictures on

the cut outs.4. They are required to write a

sentence for every picture tocreate a story.

5. Then, they read their stories tothe class.

Learning Standard:

4.3.2 Able to take part with guidance in a performance based on:a. nursery rhymesb. action songs

c. fables

Note : Below are some suggested ideas/activities which teachers may find useful in

order to prepare for a performance.



p p p


Make Me Up1. Prepare „face paint‟

corner for pupils topaint each other‟s face .

2. Teacher demonstrateshow these paints areused.

3. Pupils then explore bypainting each other‟sface.

This activity may only beconducted if „face paint‟is available.

*Teacher needs to checkwhether pupils skin aresensitive beforeconducting this activity.

Dress-Prop Corner Teacher needs to find


Dress Me Up

Pupils dress their friends

up for a performance.1. Pupils work together to

dress up a friend in acostume or with props

i bl f hi /h

Pupils may use itemsfrom the „Dress -PropCorner‟ or make their

own with guidance.



suitable for his/herperformance.

Nursery Rhyme Boxes

Prepare prop boxes to aidrecitation of nurseryrhymes.

1. Prepare a prop box foreach nursery rhyme tobe taught or have

taught.2. Pupils use these propsto perform the rhyme.

Refer to LA1 forsamples of nurseryrhymes.

For example:In the „Humpty Dumpty‟box, you may place aplastic egg, blocks tobuild a wall and toy

soldiers for the „king‟smen‟.

For „One, Two, Three,Four, Five‟ you mayl b d

3. For pupils at advancelevel, they may beasked to act out thefable by taking turns.

Litle goat: Are you a wolf?Horse: No, I‟m not. A wolfhas big teeth.

4. Finally, he meets a wolfLittle goat: Are you awolf?Wolf:????

Now, what happens?




Let’s Create

Pupils make propsrequired for performancewith guidance.

1. Teacher preparesmaterials required to

Refer to LA4 forguide to make a prop[finger puppets].



materials required tomake props forperformance ofrhymes, action songs

and fables.2. Pupils make props with

guidance.

Respect Your Friends

Explain simpleperformance etiquette.

1. Teacher explainssimple rules of

f

LA1



LA2



LA3



FiveLitt

http://www.hannibal.k12.mo.us/Curriculum/CommunicationArts/Kindergarten/KCA5/5.4%20Five%20Little%20Monkeys.htm








Five Little MonkeysFive little monkeys jumping on the

bed.One fell off and bumped his head.M ll d th d t d th

LA4



LA5



LA6



Focus : Listening and Speaking

Theme : World of Stories

Topic : Rin and Ash

Introduction :

This lesson focuses on listening and speaking. Activitiesare teacher-led where teacher elicits words with thephoneme /æ/. There should be a lot of encouragement forpupils to speak and share. Teacher‟s role is to facilitateand provide a good environment for listening and speaking



to happen in the classroom.

ContentStandard :

1.1 Pupils will be able to pronounce words and speakconfidently with the correct stress, rhythm andintonation in accordance to Standard British English(SBE).

LearningStandard :

1.1.1 Able to listen and respond to stimulus given withguidance:

a. environmental sounds1.1.2 Able to listen to and enjoy simple stories.

Read with expression

Paying attention

Pupils use facialexpressions to showlikes or dislikes

3. Teacher points to thewords with phoneme/æ/. Pupils to saythe words aloud.

PronunciationVocabularyReadingFocus on the phoneme/æ/.

Words:ratmatcathat



cap Ash

4. Get pupils to saythe words aloudwhile one of thepupil points to theword.

PronunciationVocabularyReading

Phoneme /æ/

Assessment:

Able to identify andpronounce wordscorrectly

Identify and pronouncewords correctly.

Phoneme /æ/

Focus : Reading


Topic : Rin and Ash

Introduction : This lesson focuses on reading. Teacher reads the storywith phoneme /æ/.

ContentStandard :

2.1 Pupils will be able to apply knowledge of sounds ofletters to recognise words in linear and non-linear



Standard : texts.

LearningStandard :

2.1.1 Able to identify and distinguish the shapes of theletters in the alphabet.

2.1.2 Able to recognise and articulate initial and medialsounds (phonemes) in single syllable words withingiven context:a. /æ/ (a)

ObjectivesBy the end of the lesson, pupils will be able to:

a. distinguish the phoneme /æ/.b. recognise and articulate the phoneme /æ/.

Ti 30 / 60 i t

Reading andpronunciation ofphoneme /æ/.

cathatcap

Ash Appendix 2

5. Teacher points to thewords and pupilssay them. Teacherasks pupils toplace word cards

next to the picture.

Reading with correctpronunciation

Identifying word withphoneme /æ/

Teacher prepares setsof word cards andpicturesratmatcathat



hat Ash

cap6. Teacher tells pupilsto work in groups.Pupils place theword cards next tothe pictures.

Building cooperation

Giving and followinginstructions.

Teacher gives pupilscorrect instructions tofollow and instilcooperation amongpupils.

Assessment:

1. Pupils are able torecognise and

Recognise and readwords

Emphasis on phoneme/æ/.



Remedial:

Pupils trace out themissing alphabet „a‟ in theworksheet provided.

Tracing Appendix 8

Enrichment:

Pupils are givenalphabet cards and writeout the words that theyhave formed

Recalling

c

n at



have formed.

Focus : Language Arts


Topic : Rin and Ash

Introduction : This lesson allows pupils to enjoy a story throughrole play.

Content Standard : 4.3 Pupils will be able to plan, organise andproduce creative works for enjoyment.



Learning Standard : 4.1.1 Able to plan and prepare for a performance

with guidance:(c ) stories

Objective: By the end of the lesson, pupils will be able to:a. retell a story heard with guidance.

Time : 30 - 60 minutes

Teaching Aids : 1. „Masks of rat and cat



APPENDIX 1

Why are

you on themat?

I d



I am sad.I lost my hat.

Here, takemy cap.

APPENDIX 1



Thank youvery much.

You arewelcome.

APPENDIX 1



You are agood rat,

Rin.

APPENDIX 2



Trace the letter APPENDIX 3



•

•

APPENDIX 4



• ____________________

• ____________________

‘ ’

APPENDIX 5



APPENDIX 6



APPENDIX 7



_____________ _____________

APPENDIX 8



APPENDIX 9





Topic : Iddy The Kid

Introduction :

This lesson focuses on listening and speaking. Activitiesare teacher-led where students get to say what they seeon the picture. There should be a lot of encouragement forpupils to speak and share. Teacher‟s role is to facilitateand provide a good environment for listening and speakingto happen in the classroom.

1 1 Pupils will be able to pronounce words and speak



ContentStandard :

1.1 Pupils will be able to pronounce words and speak

confidently with the correct stress, rhythm andintonation in accordance to Standard British English(SBE).

LearningStandards :

1.1.1 Able to listen and respond to stimulus given withguidance:a. environmental sounds

1.1.4 Able to talk about a stimulus with guidance.

Objective : By the end of the lesson, pupils will be able to pronounced hi h t i th h / /

ActivityTeaching & Learning

Strategy Notes

3. Teacher tells a story,“Iddy, the Kid”.

Story Telling

Caring

Power pointpresentation / picturebook of

„Iddy The Kid‟ (Appendix 2)

4. Teacher getspupils to talk aboutthe people, objectsor colour on the

Brainstorming Power pointpresentation / picturebook of„Iddy The Kid‟



pages of thepresentation /picture book.

„ y(Appendix 2)

5. Teacher points topictures with the / /sound. Teacher

says the words andpupils repeat.

Repetition throughdrilling

Power pointpresentation / picturebook of

„Iddy The Kid‟ (Appendix 2)



Focus : Reading



Introduction : This lesson focuses on reading. Teacher introduces thestory, “Iddy the Kid” which has the phoneme //.

Content

2.1 Pupils will be able to apply knowledge of sounds ofletters to recognise words in linear and non-lineartexts.



Content

Standards : 2.2 Pupils will be able to demonstrate understanding of avariety of linear and non-linear texts in the form ofprint and non-print materials using a range ofstrategies to construct meaning.

LearningStandards :

2.1.2 Able to recognise and articulate initial, medial andfinal sounds (phonemes) in single syllable wordswithin given context.a) i

2.2.1 Able to read and apply word recognition and wordattack skills bya) matching words with graphics

Activity Teaching & LearningStrategy

Notes

3. Teacher articulatesand stresses on thephoneme / /.

Demonstration ofarticulating thephoneme.

Word List :Iddy, kid, big, skip, hill,pit, sip, fit

4. Teacher points to thephoneme / / inwords learnt .

Teacher points to theinitial and medialposition of the phoneme/ /.

Word List :



Iddy, kid, big, skip, hill,pit, sip, fit

5. Pupils arrangeletter cards to formwords in groups.

Practice andreinforcement.

Teacher places word liston the board for pupilsto refer during theactivity.

6. Teacher reads thestory and pupils

Reading aloud withcorrect pronunciation

Assessment :

1. Observe pupils‟stress andintonation.

2. Pupils are able togroup words withthe phoneme / / inthe initial and medialposition.

ObservationFill pupils profile Tick on the profile.



Remedial :

1. Drilling of difficultwords.

Repetition throughdrilling.

Teachers can deviseactivities based onpupils learning styles.

Enrichment :

1. Cross out thewords without thephoneme / /

Application e.g. pit up kid sip

Focus : Writing



Introduction :This lesson focuses on writing. The main focus of thislesson is getting the pupils to write words with thephoneme / / in the correct manner.

ContentStandard :

3.1 Pupils will be able to form letters and words inneat legible print including cursive writing.



Standard :

LearningStandard :

3.1.3 Able to copy and write in neat legible printa) words

Objective :By the end of the lesson, pupils will be able to identify theletter „i‟ and write them correctly, individually and in words.

Time : 30/60 minutes


Strategy Notes

3. Pupils write orform the letter „i‟.

Practice Pupils form the letter „i‟in the air, in the sand orusing plasticine.

Teacher checks onpupils while they areforming the letter „i‟.

4. Teacher puts up thet th b d

Integration of readingkill di l d



story on the board.

5. Teacher getspupils to read thestory by class, ingroups orindividually.

skills: reading aloud.

6. Teacher distributesworksheets:

TidinessCleanliness

Appendix 3




Introduction :

This lesson focuses on language appreciation. The main

focus of this lesson is getting the pupils to respond to therhyme, using non-verbal gestures as well as recite therhyme.

ContentStandard :

4.1 Pupils will be able to enjoy and appreciaterhymes, poems and songs, through performance.



LearningStandards :

4.1.2 Able to listen to and respond to nursery rhymes andaction songs by using non-verbal gestures.4.1.3 Able to listen to and recite nursery rhymes and sing

action songs with clear pronunciation and rhythm.

Objective : By the end of the lesson, pupils will be able to recite therhyme learnt.


T hi Aid Pi /P i i


Strategy Notes

3. Pupils recite therhyme with gestures.

Reciting with the correctpronunciation andintonation.

4. Teacher getspupils to performin groups.

Performing in groups.

Assessment :



Assessment :

1. Observe pupils‟non verbal gestures.

2. Able to recite withclear and correctpronunciation (focuson phoneme / /.

ObservationFill pupils profile

Tick on the profile.



Appendix 2



Appendix 3

Name: __________________ Year: ________

Trace and write t he letter ‘i’.



Appendix 4

Name : __________________ Year : ________

Trace the words.



Appendix 5

Fill in the blanks correctly.

1. Its name is __________.

It is __________. _____ is black.



2. Zaki and Iddy ________ upa __________.



Focus: Listening and Speaking

Theme: World of Stories

Topic: The Missing Wig

ContentStandard:

1.1 By the end of the 6-year primary schooling, pupils willbe able to pronounce words and speak confidentlywith the correct stress, rhythm and intonation inaccordance to Standard British English [SBE].

LearningStandard:

1.1.2 Able to listen and enjoy simple stories.1.1.4 Able to talk about a stimulus with guidance.



Objectives:

By the end of the lesson, pupils will be able to:c. listen to and recognise the phoneme / θ/d. pronounce words with the phoneme / θ/e. talk about a stimulus with guidance.

Time: 30 / 60 minutes

Teaching Aids:1. Figurines2. Dialogue chart3. Picture cards


Notes

3. Put up the dialogue.Use the figurines toact out the dialogue.

Listening Refer to Appendix 3 fordialogue. Words withphoneme / θ/ ishighlighted.

Read with expression.4. Pupils listen andrepeat the dialogue.

Listening andSpeaking

Refer to Appendix 3 fordialogue. Words withphoneme / θ/ ishighlighted.

Read with expression5. Point to the words Pronunciation Words:



with the phoneme/θ/. Say aloud withemphasis. Pupilsrepeat.

example:th-th-th- Thum Thummoth – th-th-th

VocabularyFocus on thephoneme / θ/

Contextual Learning

a. Thum Thumb. thickc. threed. mothe. thumbf. thorng. throw

6. Pupil picks a picturecard and says theword aloud The other

PronunciationVocabulary

Reuse earlier figurines.

APPENDIX 1a



APPENDIX 1b



APPENDIX 2a



APPENDIX 2b



APPENDIX 2c



APPENDIX 3

The Missing Wig

Thum Thum and his grandpa are in the garden.

Thum Thum : What are you doing, grandpa?

G d M i ! M i !



Grandpa : My wig! My wig!Thum Thum : Is it under your thick book?

Grandpa : No … no … no….

Thum Thum : Is it behind your three flower pots?Grandpa : No no no

Listen and colour the correct picture.

1.

2.

APPENDIX 4



3.

Enrichment.

Colour the items that have the / th / sound.

APPENDIX 5



Focus: Reading



Content Standard: 2.1 By the end of the 6-year primary school, pupils will beable to apply knowledge of sounds of letters to recognisewords in linear and non-linear texts.

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

Learning Standard: 2 1 3 Able to blend two to four phonemes into recognisable



Learning Standard: 2.1.3 Able to blend two to four phonemes into recognisablewords and read them aloud.

2.2.1 Able to read and apply word recognition and word attackskills by matching words witha) graphics b ) spoken words

2.2.4 Able to read a paragraph of 3-5 simple sentences.

Objectives: By the end of the lesson, pupils will be able to:a. articulate and blend phonemes into words.b. read and recognise words.c read a paragraph of 3 5 simple sentences


Notes

3. Paste word cards on theboard.

Pupils read afterteacher focuses onthe phoneme / θ/.

Pupils match wordcards to figurines andsay the words aloud.

Fun Group Parallel DrillsCreative Echo Drill(soft to loud)

Reinforcement

Pupils recognise the wordswith the phonemes / θ/.

Word List

4. Our Garden Divide pupils into 5/6

groups

Blending activity

Groups to follow step by

Prepare phoneme flowerfigurines in container with

sand or plasticine (refer to

thorn throw

thumb

three



groups.

Distribute sets of flowerswith phonemes to thegroups.

Carry out the blendingactivity.

Groups to follow step bystep as teacher uses thePhoneme Chart.

sand or plasticine (refer topic), blending chart

Reuse earlier figurines

Blending Chart

3Look at the figurines


Notes

6. Pupils are divided into:Group A: to readgrandfather‟slinesGroup B: to read ThumThum‟slinesGroups to exchange rolesand read aloud.

Guided readingReading drills

Refer to Appendix 7 fordialogue chart

Assessment:

a. Able to articulate thephoneme / θ/ in singlesyllable words.

b. Able to blend theh d d h

Observation Refer to Appendix 8 forobservationchecklist



b. Able to blend thephonemes and read thewords aloud.

Remedial: Focus drills with thephoneme / θ/

Drill with guidance Reuse earlier blendingchart

3



APPENDIX 7

The Missing Wig





Grandpa : My wig! My wig!

Thum Thum : Is it under your thick book?

Grandpa : No … no … no…. Thum Thum : Is it behind your three flower pots?

Reading : The Missing Wig

Suggested Observation Checklist

(Note : Teacher can improvise according to the needs of the class)

No. Name Articulate

/ θ/ correctly

Readcorrectly Blending Segmenting

1 Aishah √ √ √ 2 Chin Mei Mei3 Devi

APPENDIX 8



Focus: Writing



Content Standard: 3.2 By the end of the 6-year primary schooling, pupils will be towrite using appropriate language, form and style for a rangeof purposes.

LearningStandard:

3.2.1 Able to complete with guidance :b) lists

3.2.2 Able to write 3 -5 word sentences with correct spelling:a) matching



Objectives: By the end of the lesson, pupils will be able to:a. match sentence parts in the dialogues

b. rearrange words to form correct sentencesc. complete simple message


Teaching Aids: 1. Power point / Dialogue chart2 Picture templates and figurines

Activity Teaching & LearningStrategy Notes

4. Distribute Activity Sheet 2.

Pupils complete simplephrases with wordsbeginning with thephoneme / θ/.

Reinforcement Refer to Activity Sheet 2

5. Distribute Activity Sheet 3.

Pupils match sentenceparts from the dialogue.

Reinforcement Refer to Activity Sheet 3

Assessment:a Complete words Completing words Reuse earlier ActivitySheets 1 2 and 3



a. Complete wordsbeginning with thephoneme / θ/.

b. Complete simplephrases with wordsbeginning withthe phoneme / θ/.

c. Match sentence partsin the dialogue.

Completing words

Competing phrases

Matching sentence parts

Sheets 1, 2 and 3

ACTIVITY SHEET 1

Complete the words below.Rewrite the words.

1. 2.

___ ___ r e e ___ ___ i c k



3. 4.

______________ _________________



ACTIVITY SHEET 3

Match the phrases correctly.

The Missing Wig

1.

Is it under three flower pots?



2.Is it behind your your thick book?

RemedialActivity Sheet 4

Read the words on the cards.Fill in the boxes.Rewrite the words.

1.

__________________



2.

___________________

3.

___________________

EnrichmentActivity Sheet 5

Rearrange words/phrases to form a story.



EnrichmentActivity Sheet 6

Rearrange words/phrases to form a story.



Focus: Language Arts



ContentStandard:

4.3 By the end of the 6-year primary schooling, pupils willbe able to plan, organise and produce creative worksfor enjoyment.

LearningStandard:

4.3.1 Able to take part with guidance in a performancebased on:c. fables/ stories

Objective: By the end of the lesson, pupils will be able to:take the roles of people involved on a movie set



p p


Teaching Aids:

1. costumes2. props3. cue cards4. figurines

A i i T hi & L i N



APPENDIX 8

The Missing Wig



Grandpa : My wig! My wig!

Thum Thum: Is it under your thick book?



Thum Thum : Is it under your thick book?

Grandpa : No … no … no…. Thum Thum : Is it behind your three flower pots?

Grandpa : No … no… no…

Layout for Language Art Activity

CostumeCorner

Stage

Actors

Prop Corner

Prompters – grandpa‟s lines

Prompters – Thum Thum‟s

lines

Audience

List of people for role play:

1. Actors2. Prop team3. Costume team

4. Camera man5. Prompters forGrandpa‟slines

6. Prompters for ThumThum‟slines

7. Audience

APPENDIX 9



280CURRICULUM DEVELOPMENT DIVISIONMINISTRY OF EDUCATION, MALAYSIA

Prop Corner

CUE CARDS

GrandpaCue Card 1:

Cue Card 2:

APPENDIX 10

My wig! My wig!

No… no… no…



Cue Card 3:

Cue Card 4:

No… no… no…

Oh! M i

Thum ThumCue Card 1:

Cue Card 2:

What are you doing,

Grandpa?

Is it under your thick book?



Cue Card 3:

Is it behind your threeflower pots?



Topic : The Eleking.

ContentStandard :

1.3 By the end of the 6-year primary schooling, pupils will beable to understand and respond to oral texts in a variety of

context.

LearningStandard :

1.3.1 Able to listen to and demonstrate understanding oforal texts by:a) giving Yes/No repliesb) answering simple Wh-questions

Objective: By the end of the lesson, pupils will be able to say words

which contain the phoneme /ŋ/. Time : 30 / 60 minutesf h



Activities Contents Notes1. Asks pupil to put on

magic ears‟ to listen to- Recording of a personsaying the words with the

- Teacher can also saythe words

Teaching Aids:3. Power point presentation of the story4. Picture cards

5. Ask „wh‟ questions

based on the story.- Question / Answersession.

Sample questions:1. What is in the king‟s

mouth?

2. Why does he wear themagic ring?

6. Ask pupils to guesswhat sound they willlearn during this

lesson.

- phoneme /ŋ/ - Show them how to dothe action

7. Divide the pupils intogroups. Each group isgiven a set of picturecards.

8. Say the words, pupilsshow the cards to the

class.

9 Sh th i t d

- language games - A set of picture cards foreach group.



9. Show the pictures andthe pupils are requiredto say the words.

Assessment :

1. Observe pupilsresponse to the story.

2 Able to name the

- observation - name list

Focus : Reading


Topic : The Eleking

Content Standard: 2.1 By the end of the 6-year primary schooling, pupils will be

able to apply knowledge of sounds of letters to recognisewords in linear and non-linear texts.2.2 By the end of the 6-year primary schooling, pupils will be

able to demonstrate understanding of a variety of linear andnon-linear texts in the form of print and non-print materialsusing a range of strategies to construct meaning.

Learning Standard: 2.1.2 Able to recognise and articulate initial, medial and the finalsounds (phonemes) in single syllable words within givencontext: h) /ŋ/. (ng)



2.2.3 Able to read and understand sentences (3-5 words) withguidance.

Objective: By the end of the lesson, pupils will be able to1) recognise the final sounds (phonemes) in words2) read aloud simple sentences (3- 5 words) with correct

pronunciation and intonation.



Appendix 1



Appendix 2

The Eleking knows these words. Do you?

king bang long hung

wing lung sang song

sing hang ring rang

gang gong sung thing

dong ding rung ring

wing long bang king



Focus : Writing


Topic : The Eleking

ContentStandard :

3.1 By the end of the 6-year primary schooling, pupils will beable to form letters and words in neat legible printincluding cursive writing.

LearningStandard :

3.1.2 Able to copy and write in neat legible print:e) phrases

Objective By the end of the lesson, pupils will be able to rearrangewords to form phrases.

Time : 30 / 60 minutes

Teaching Aids : 1.Powerpoint / chart / sentence cards2. Letter cards



2. Letter cards


Notes

1. Introduce ghost traingame. Give the letter

- prewritingE l e k i n g

Refer Ghost Train Drill

4. Complete the missingwords in the worksheet.

egThe king __________He _______________It ________________

Work sheet

Assessment :Pupils are able to arrangeand form correct phrases.

- observation - Name ListCheck list

Remedial :Rearrange words to form

phrases (guided).

- copyinge.g.

3 1 2

sing starts tostarts to sing



Enrichment :Pupils complete themissing phrases in thestory.

- copying - worksheet

Enrichment: Writing

Complete the story.

1 Here _________________________________________________

2 The king ________________________________________________

3 The king finds a ring.

It ______________________________________________



4 The king _________________________________________________

He grows wings.

Focus: Language Arts


Topic : The Eleking

ContentStandard :

4.3 By the end of the 6-year primary schooling, pupils will beable to pelan, organize and produce creative works forenjoyment.

LearningStandard :

4.3.2 Able to produce simple creative works based on:(c) stories

Objective By the end of the lesson, pupils will be able to arrange thepictures and story line in the correct sequence according tothe story learnt.


Teaching Aids : 1. Pictures



2. Story line3. 2 pieces of folded A4 paper (as book)


Notes

6. Ask pupils todecorate the cover.Emphasise theimportance of the titleand the author.

- Appreciation andawareness.

- The cover can bedecorated creatively.

Assessment :

1. Able to arrange thepictures in a correctorder.

2. Able to match thestory line to thecorrect picture.

- Check on the individualwork.

- Neatness, tidiness andcreativity.




Theme : World of Knowledge

Topic : At home

Introduction : This lesson focuses on listening and speaking. Activities areteacher-led where teacher elicits words with the phoneme /n/.There should be a lot of encouragement for pupils to speakand share. Teacher‟s role is to facilitate and provide a goodenvironment for listening and speaking to happen in theclassroom.

Content Standard : 1.1 By the end of the 6-year primary schooling, pupils will beable to pronounce words and speak confidently with the

t t h th d i t ti



correct stress, rhythm and intonation.

Learning Standard : 1.1.4 Able to talk about a stimulus with guidance.

Objectives : By the end of the lesson, pupils will able to :(i) talk about a picture( ) d f b h h h h d



2. Pupils are able topronounce words learntwith the phoneme /n/correctly.



Remedial :

Drilling of problematicsounds and words withpupils.

Repetition through drilling. hen, pan, bin, bun, fan, tin,ant, nut

Enrichment :

1. Play „Kim‟s Game‟. a. Teacher shows

some objects topupils.

b. Next, teachercovers the objects.

c. Then, pupils namethe objects thatthey have seen ingroups.

Memory game



g pd. The group that

manages to get mostof the objects correctis the winner.

Focus : Reading


Topic : At home

Introduction : This lesson focuses on reading. Activities are teacher-ledwhere teacher elicits words with the phoneme /n/.

Content Standards : 2.1 By the end of the 6-year primary schooling, pupils will beable to apply knowledge of sounds of letters to recognizewords in linear and non-linear texts.

2.2 By the end of the 6-year primary schooling, pupils will beable to demonstrate understanding of a variety of linear

and non-linear texts in the form of print and non-printmaterials using a range of strategies to constructmeaning.

.



.

Learning Standards : 2.1.2 Able to recognise and articulate initial, medial and finalsounds (phonemes) in single syllable words within givencontext:(b) /n/ (n)

2 2 1 Abl d d l d i i d d k

2. Introduce the song lineby line. Pupils repeatafter the teacher.

Lyrics on a chart.(Appendix 2)

3. Pupils sing along to thesong.

4. Teacher introduces thephoneme /n/ with anaction.

Using action to introduce aphoneme.

The action of an aeroplaneflying to reinforce the soundof /n/.

5. Pupils articulate the

sound and imitate theaction.

Practice



6. Teacher says the wordswith the /n/ sound andpupils repeat afterteacher.

Drilling using the pictureand word cards.

hen, pan, bin, bun, fan, tin,ant, nut

7 Pupil selects a word Practice / reinforcement Composite picture of



3. Teacher shows the

correct formation of

the letter „n‟.

Demonstration

n



Activity

Teaching and Learning

Strategies Notes

4. Pupils write or formthe letter „n‟.

Practice through fun andplay.

Pupils form the letter „n‟ inthe air / in the sand /using plasticine.

5. Pupils trace the letter/n/ in clear legible printon an activity sheet.

Practice Appendix 4

6. Pupils rearrange theletters to form thecorrect words based onthe pictures shown inthe worksheet.

Spelling activity to increasevocabulary.

Responsibility

Appendix 5



Assessment :

1. Pupils are able to write

the letter „n‟ correctly.2. Pupils are able to spelland write words with the

Observation and correction

Formative assessmentthrough oral spelling

Tick checklist.



Topic : At home

Introduction : This lesson focuses on language appreciation focusing onenjoyment and creativity. The main focus of this lesson will beon getting pupils to respond to the song using non-verbalgestures as well as sing the song.

Content Standard : 4.1 By the end of the 6-year primary schooling, pupils will beable to enjoy and appreciate rhymes, poems and songs.

Learning Standards : 4.1.1 Able to enjoy nursery rhymes, jazz chants and actionsongs through non-verbal response.

4.1.2 Able to recite nursery rhymes, jazz chants and sing



action songs with correct pronunciation and rhythm.


Objective : By the end of the lesson, pupils will be able sing the song withsimple actions.

Assessment :

Pupils are able to sing byarticulating the phoneme/n/ in words correctly.

Singing with the correctrhythm.



Appendix 1



312

Appendix 2

The ‘n’ Song

Tin, tin, tin,Bin, bin, bin,Net, net and

Ant, ant.

Chorus : Oh, my, my, All the words

Have the sound„n‟, „n‟.

Sun, sun, sun,



313

, , ,Bun, bun, bun,Pan, pan andCan, can. (repeat chorus)

Appendix 3

Name : ______________________ Year : ___________

Help hen reach her eggs.



Appendix 4Name : __________________ Year : ________

Trace and write the letter ‘n’.



Appendix 5

Name : ________________________ Year : __________

Spell correctly.

nhe

anp

ibn



nub


Theme : World of Self, Family and Friends

Topic : May I have a pie, please?

Introduction : This lesson focuses on Listening and Speaking. Activitiesare teacher-led where teacher elicits responses relatedwith the phoneme /p/. There should be a lot ofencouragement for students to speak and share.Teacher‟s role is to facilitate and provide a goodenvironment for listening and speaking to happen in theclassroom.

ContentStandard : 1.1 By the end of the 6-year primary schooling, pupils willbe able to pronounce words and speak confidently withthe correct stress, rhythm and intonation.

1.2 By the end of the 6-year primary schooling, pupils willbe able to listen and respond appropriately in formal



be able to listen and respond appropriately in formaland informal situations for a variety of purposes.

LearningStandard :

1.1.1 Able to listen and respond to stimulus given withguidance.a) environmental sounds

b) Where can you hearthat sound?2. Teacher hides the

realia and makesthe sounds. Pupilsthen identify thosesounds.

- Guessing the sounds Realia: Two spoons, twosticks, two pans, twopots

3. Pupils take turns toproduce thesounds while otherpupils guess.

- Guessing the sounds

8. Teacher shows apicture series(without words)and elicits pupil s‟response.

- Previous knowledge/experience

- A picture series(Appendix 1)

- Teacher prompts thestudents to talk aboutthe pictures.

9. Teacher asks „Wh‟questions to gaugepupil s‟understanding

- Question-answersession.

- Appendix 1- Teacher prompts the

students whennecessary



understanding. necessary.e.g.: What is Aunty

Pam holding?10. Teacher tells the

story and pupilslisten.

- Storytelling

- Politeness

- Picture series

(Appendix 2)- Teachers tells the

Reinforce words withthe phoneme /p/...

-reinforcement- Picture Cards

(Appendix 4) Pam, Prem, pie, spoon mop, cap please, pear

- Pupils would haveto hold up the labelledpictures according tothe words mentioned.

- Teacher askspupils to stick thelabelled pictures to therespective frames.

Enrichment :

1. Pupils playKim‟s Game‟ using

- Kim‟s Game realia



„Kim s Game usingrealia /words .

- realia



with an action. relevant to thephoneme /p/ andeasily remembered.

3. Pupils identifywords that havethe sound of /p/.

- power pointpresentation

-Teacher flashes thepicture of a cap usingpower point.

- Pupils identify it by

saying the word.- When the word is said

correctly, the teacherclicks to reveal thespelling of the word.

4. Pupils articulatethe sound of /p/and imitate theaction.

-Whole classparticipation

-The phoneme /p/ isrepeated with theaction as in Step 2.

5. Teacher repeatssteps 3 and 4 withother examples of

- Repetition of activity asreinforcement



pwords containingthe phoneme /p/.

6. Teacher projects

the picture serieson the screen.

- Reinforcement - Appendix 2

Focus : Writing



Introduction : This lesson focuses on writing. The main focus of the

lesson will be on getting students to form the letter „p‟ inthe correct manner.

ContentStandard :

3.1 By the end of the 6-year primary schooling, pupils willbe able to form letters and words in neat legible printincluding cursive writing.

LearningStandard : 3.1.2 Able to copy and write in neat legible print andcorrect spelling:a) small (lower case) lettersd) words



Objective: By the end of the lesson, pupils will be able to form theletter „p‟ correctly.


highlighted in thestory once again.

4. Teacherdemonstrates thecorrect formation ofthe letter „p‟ and

articulates the soundas well.

- Demonstration - Teacher explains theconnection betweenthe sound and letter.

5. Pupils respond byforming the letter „p‟as well asarticulating thesound /p/.

- Reinforcement - Form the letter in the- air- sand box- on a friend ‟s back

6. Pupils complete Activity Sheet 1.

- Tracing, Copying &Writing.

- Activity Sheet 1(Appendix 7)

- This activity starts withthe pupils tracingthe letter first, andh d



then copying it andfinally writing it freely

7. Pupils complete

Activity Sheet 1.

- Configuration Clues - Activity Sheet 2

(Appendix 8)




Introduction : This lesson focuses on language appreciation. The mainfocus of this lesson will be on getting students to role playthe story.

ContentStandard :

4.3 By the end of the 6-year primary schooling, pupils willbe able to plan, organize and produce and creativeworks for enjoyment.

LearningStandard : 4.3.1 Able to produce simple creative works with guidancebased on:d) stories

4.4.2 Able to take part with guidance in a performancebased on:



d) stories

Objective: By the end of the lesson, pupils will be able to performcreatively in front of the class.

4. Teacherdemonstrates how toprepare an apron for

Aunty Pam, a cap forPrem and the letter„p‟.

- Hands on- Team work- Time Management

- Manila Card- Mahjong Paper- Scissors

5. Next, teacher guidesthe groups in

preparing for theperformance.

- Planning

6. Pupilss perform totheir best ability withteacher‟s guidance.

- Performance

Assessment :

1. Teacher observespupils‟ ability to: a) work in groups - Observation

Tick on checklist



a) work in groups. b) plan and prepare

for theperformance.

c) performcreatively with

- Observation

Appendix 1



326

Appendix 2



327

Appendix 3

Rap



Appendix 4Frame 1

Frame 2



Frame 3

Appendix 5



Appendix 6



Appendix 7

Activity Sheet 1Trace and write the letter ‘p’.



Appendix 8

Activity Sheet 2



Appendix 9

Activity Sheet 3

Prem



334CURRICULUM DEVELOPMENT DIVISIONMINISTRY OF EDUCATION, MALAYSIA

Prem



LESSON STRUCTURES

Below are sample lesson structures to help teachers plan lessons:

A LISTENING LESSON

Listening to environmental sounds.

Talking about a stimulus.

Listen to rhymes/songs.

Listen to stories.

Repeat song or rhyme after theteacher.

Pre-listening

While-listening



Recite or sing rhymes/songs.

A READING LESSON

Listening to teacher telling a story.

Reading a text.

Reading a text/stories.

Talking about the people in the story.

Pre-reading

While-reading




Sequence pictures.

Match pictures with phrases.

Post-reading

A WRITING LESSON

Writing in the air /on friend’s back / on

the palm/ in the sand, etc.

Forming letters using plasticine.

Writing letters of the alphabet with thecorrect technique.

Identifying letters of the alphabet learnt.

Pre-writing

Writing




A LANGUAGE ARTS LESSON

Division of groups.

Preparation of costumes/ aids, etc

Practice- rhyme / song- story telling- role play, etc

Rehearsal

Planning

Organising



Rehearsal

Getting materials ready

WEEKLY LESSON STRUCTURE – A GUIDE FOR TEACHERS

WEEK THEME/TOPIC

DAY ONE DAY TWO DAY THREE DAY FOUR

LISTENING &SPEAKING

READING WRITING LANGUAGE ARTS

1WORLD OFSELF, FAMILY

& FRIENDS

- Six SataySticks

1.1.1 Able to listenand respond to

stimulus givenwith guidance:

a. environmentalsounds

1.1.4 Able to talkabout a stimuluswith guidance.

2.1.2 Able torecognise and

articulateinitial, medial andthe final sounds insingle syllablewords withingiven context:

a) /s/ s

2.2.1 Able to read and

apply wordrecognition andword attack skillsby matching wordswith:

a) graphicsb) spoken words

3.1.2 Able to copyand write in

neat legibleprint:

a) small (lowercase)letters

4.1.1 Able toenjoy nursery

rhymes, jazzchants andaction songsthrough non-verbalresponse.

4.1.2 Able to recitenurseryrhymes, jazz

chantsand sing actionsongs withcorrectpronunciationand rhythm.



339

WEEK THEME/TOPIC

DAY ONE DAY TWO DAY THREE DAY FOURLISTENING &

SPEAKING READING WRITING LANGUAGE ARTS

2WORLD OFSTORIES

- Rin & Ash

1.1.1 Able to listenand respond tostimulus given withguidance:

a. environmentalsounds

1.1.4 Able to talkabout a stimulus withguidance.

2.1.1 Able to identifyand distinguish theshapes of the letters inthe alphabet.

2.1.2 Able torecognize and articulateinitial, medial and thefinal sounds (phonemes)in single syllable wordswithin given context:a) a

3.1.2 Able to copyand write in neatlegible print:

a) small (lowercase)

letters

4.3.2 Able to takepart with guidance ina performance basedon:a) nursery rhymes

b) action songs

3WORLD OFKNOWLEDGE

- Tim andTom inTimberland

1.1.1 Able to listenand respond to

stimulus given withguidance:

c. body percussion

1.1.4 Able to talkabout a stimulus with

id

2.1.2 Able torecognize and articulate

initial, medial and thefinal sounds (phonemes)in single syllable wordswithin given context:

a) t

2 2 1 Abl d d

3.1.2 Able to copyand write in neat

legible print:

a) small (lowercase)letters

4.1.1 Able to listento and enjoy nursery

rhymes and actionsongs through non-verbal response.

4.1.2 Able to listen toand recite nurseryrhymes and sing

i i h



340

guidance. 2.2.1 Able to read andapply word recognitionand word attack skills

action songs withcorrect pronunciationand rhythm.

by matching words with:a) graphicsb) spoken words



341



CHECKLIST

SAMPLE LEARNING STANDARDS CHECKLIST FOR LISTENING AND SPEAKING

1.1.1 Able to listen and respond to stimulus given with guidance :( Put a √ if the pupil is able to master the skill based on the activities given )

NO

NAMESOFPUPILS’

LEARNING STANDARDS1.1.1 ( a)

environmentalsounds

1.1.1 ( b )instrumental

sounds

1.1.1 ( c )body

percussion

1.1.1 ( d )rhythm and

rhyme

1.1.1 ( e )alliteration

1.1.1 ( f )voice sounds

1.1.1 ( g )Oral blending

andsegmenting

Act.1

Act.2

Act.3

Act.1

Act.2

Act.3

Act.1

Act.2

Act.3

Act.1

Act.2

Act.3

Act.1

Act.2

Act.3

Act.1

Act.2

Act.3

Act.1

Act.2

Act.3

Note : Teacher can modify the form based on the number of activities to be evaluated.



342

CHECKLIST

1.1.4 Able to talk about a stimulus with guidance

Put a √ if the pupil has mastered the activity.

No. Name of Pupil Activity Activity Activity Activity

* Teacher can add in more activities for assessment if necessary.



343

CHECKLIST

SAMPLE LEARNING STANDARDS CHECKLIST FOR READING

No. Name2.1.2 Able to recognize and articulate initial, medial andthe final sounds ( phonemes ) in single syllable words

within given context :

Remarks

s a t p i n m d g o c



344

CHECKLIST


No. Name2.1.2 Able to recognize and articulate initial, medial andthe final sounds ( phonemes ) in single syllable words

within given context :

Remarks

k ck e u r h b f,ff l,ll ss j



345

CHECKLIST


No. Name2.1.2 Able to recognize and articulate initial, medial and thefinal sounds ( phonemes ) in single syllable words within

given context :

Remarks

j v w x y Z,zz qu ch sh th ng



346

CHECKLIST

347


No. Name 2.1.3 2.1.4 2.2.1 ( a ) 2.2.1 ( b ) 2.2.4 Remarks



347

CHECKLIST

348

SAMPLE LEARNING STANDARDS CHECKLIST FOR WRITING

NO NAMES OF PUPILS’

LEARNING STANDARDS

3.1.1(a)

3.1.1(b)

3.1.1(c)

3.1.1(d)

3.1.1(e)

3.1.1(f)

3.1.1(g)

3.1.1(h)



348

CHECKLIST

349

SAMPLE LEARNING STANDARDS CHECKLIST FOR WRITING

NO NAMES OF PUPILS’

LEARNING STANDARDS

3.2.1(a)

3.2.1(b)

3.2.2 3.2.3(a)

3.2.3(b)

3.2.3(c)

3.3.1(a)

3.3.1(b)



349

CHECKLIST

350

SAMPLE LEARNING STANDARDS CHECKLIST FOR LANGUAGE ARTS

LEARNING STANDARDS

NO NAMES OF PUPILS’ 4.1.1 4.1.2 4.2.1 4.2.2(a)

4.2.2(b)

4.3.1(a)

4.3.1(b)

4.3.1(c)

4.3.1(d)

4.3.2(a)

4.3.2(b)

4.3.2(c)

4.3.2(d)



350

CHECKLIST

351

year 1 guide book

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