[8:00 PM, 11/16/2016] M Roslan Arifft Chee:
TOPIC 1 APPROACHES TO TEACH READING
Phonics
- Phonics approach
- Emphasize the individual components
- Ex: Cat, representing phoneme /k/, /ae/, /t/
- Phase 1 (Recognize the name & sound of
each letter in sequence)
- Phase 2 (To read and write out syllables)
- Phase 3 (Given written exercises & short
stories)
Strength:
i. Use the relationship to read and write words
ii. Analyse the letters, combination and
syllables in a word
iii. Focus
Weakness:
i. Children are made to recite tongue-twisters
ii. Merely chant mindlessly without really
understanding
Why?
i. Spell better with phonics instructions
ii. Read more effectively with explicit,
systematic phonics instruction
iii. Important for beginner readers
Sight word
- Connection between meanings with visual
representation
- Ex: 12 words constitute, Grammar words and
Name of common people, things, places and
actions
- Learn through repeated exposure without
direct attention to sub words
- Learn by reading the same words over and
over again
- Ex: Taught by slides/ Flashcards with
individual words written on them/
Accompanied with related pic
- Strength > Easy to teach and pleasant for
students
- Innitation > Do not naturally learn to spell or
write unless explicitly taught- not pronounce
word phonetically
- Benefits:
> Create confidence builders
* Passes confidence to read and understand
the meaning of pronunciation
> Assist the decoding process
* Improves reading comprehension
Read aloud
- Engage student and listeners while
developing background knowledge
- Increasing comprehension skills and
fostering critical thinking
- Benefits:
* Acquire information and skills
* Knowledge of printed letters and words
* Meaning of words - Storyboard

* How books works, variety of writing styles - Picture walk

* Different between written language and - Student generated text

everyday conversation
- Story frame
* Provides opportunity to share

* Models fluent reading for students

Language Experience
- Advantage:
- Childs own language and experiences is used
* Express themselves vocally to create reading material

* Allows child to form opinions and expand - Opportunity to use social vocabulary in their
imagination interactions with peers and teachers

* Observe any mistakes occurring in speech - Child-centred: Based on experiences

* Encourage readers to have confidence - Reading instruction based on activities and

stories develop from personal experiences
- How:

Before:
Methodology
i) Select materials
- Student compare story
ii) Create the atmosphere
- Teacher writes the story for the pupil
During:
- Pupil sees the text written
i) Enthusiasm and expression
- Pupil and Teacher read the story together
ii) Focus the flow
- Pupil reads the story on his own
iii) Share pictures
- Teacher read, Pupil listen
After:
- Pupil can edit the text again
i) Check on comprehension

ii) Make links

Advantage
iii) Allow to explore on their own
- To stimulate oral language
Activities
- Build children confidence in Reading and
- Choral reading Writing
- Making words - Give opportunities to talk about experience
- Shared reading - To scaffold students learning

Disadvantage
- Requires significant time input
- Small group approach
- Teacher needs to use modeling
- Based on Pupil experience which is limited
and restricted
Whole Language
- Read by recognizing words as whole process
of language
- Constructivist Approach: Emphasize students
to create their own knowledge from what
they encounter
- Help children to make meanings on what
they read and express meaning in what they
write
- Provides a literacy rich environment for
students
- Emphasize the meaning of texts over the
sound of letters and phonics instruction
- Top-Down approach: Construct personal
meaning for a text based on their prior
knowledge to interpret the meaning of what
they read
Advantages
- Exposed to outstanding childrens literature
- No lists of sounds or rules to be learnt
- Able to observe real reading behavior in non-
threatening situations
Disadvantage
- Do not get full phonic foundation and unable
to convey unfamiliar rwords
- Too emphasis on word analysis
- Accuracy and correctness can be overlooked
- Limitation on the number of words that
children can learn to read
[8:00 PM, 11/16/2016] M Roslan Arifft
Chee: TOPIC 2 READING SKILLS IN THE
MALAYSIAN PRIMARY SCHOOL ENGLISH
LANGUAGE CURRICULUM
Reading skills
Skimming
- Gist or an overview of a text
- Review major ideas
- How to skim:
a) Read words that has sense of the text
b) Read only the main ideas
c) Read headings, subheadings and
instructions
Scanning
- Form of high specific reading (Find particular
fact or some specific info)
- Ex: Meanings of words in dictionary. Looking
at schedules, tables and charts
- How to scan
a) Know what to look
b) Ex: When, who, why, where and what
c) Search for keywords or ideas - Ex: Generalisation, Cause and effect, future
predictions, an unstated main ideas
d) Use headings and subheadings

Evaluation
Reading Comprehension Skills
- Using critical meaning to make judgements

- Analyze what they read (form opinions)

Shallow level

a) Structure of phonemes recognition

Appreciation
b) Process of sentence
- Response based on personal reaction and
c) Word structure reflection, author's response

[8:00 PM, 11/16/2016] M Roslan Arifft

Deep processing Chee: TOPIC 3 LESSON PLANNING FOR
TEACHING READING
a) Semantic

b) Encode meaning and relate

Planning for teaching reading

Literal comprehension
Interpreting Reading Skills in Syllabus
- Provides the foundation for more advanced
comprehension - Basically refer to KSSR on how to plan a
teaching
- Ex: Main idea, stated facts, sequence events,
characters of story - Curriculum documentation

- Curriculum organization

Reorganisation - Curriculum content (Basic literacy, Phonics,

Language Arts, Penmanship, Grammar in
- Deals with literal information context)

- Topic, main ideas, inferencing, predicting - Three Broad System

and drawing conclusion
i. World of Self

ii. World of Stories

Inferential comprehension
iii. World of Knowledge
- Use background knowledge or determine
the between events in text to draw - Content Standard & Learning Standard
conclusions - Approach: Phonics
- Added value: - Obtain the specific information

i) Educational emphasis - Understand most of the message trying to

convey
ii) Creativity and innovation
- Enjoy story
iii) Entrepreneurship
- Ex: Identifying main idea of supporting
detail. Write main idea for paragraphs.
Activities for teaching reading skills Identifying true/false

- Songs

- Rhymes, Poems 3) Post Reading (Reflect)

- Listen and read - Conceptualize what has been taught

- Riddles - Learners make connections to their life

experiences
- Language games
- Ex: Asking for opinion. Make generalization.
Discuss on moral values.

Lesson Planning [8:00 PM, 11/16/2016] M Roslan Arifft

Chee: TOPiC 4. TECHNIQUES FOR TEACHING
VOCABULARY
Stage of Reading Lesson

1) Pre-Reading
Definition
- Prepare learners for the reading lesson
- Information stored in memory concerning
- To generate interest the pronunciation and meanings of words

- Help pupils see the relationship of ideas

- Activate previous knowledge How?

- Relate text to personal lives - Taught both explicitly and incidentally

- To introduce vocab, concept - Repetition and multiple exposures

- Ex: Provide learners with some materials to
read related to the topic. Teacher gives
background info of the content
- Learn from rich (directive) contexts
- Should be restricted
- Should entail active engagement

2) While-Reading (Extract message from the

text) Range of activities

- Got the main idea - Spoken form (Pronounce and Read aloud)
- Written form (Dictation and Find spelling * Caters students different intelligent and
rules) learning styles

- Word Parts (Fill word parts, Cut up complex * Motivating and entertaining/attract
words and label and Build Complex form)
* Ex: Charades, Sketchy
- Form Meaning Connection
- Dictionaries
- Concept and Reference
* Find info
- Associations
* Develop autonomy
- Grammar
* Good learning habits

Effective Vocabulary Instruction

- Requires active involvement
- Multiple exposures to a word
- Relate new words to students' prior
knowledge
Step 2: Help Students Remember New Words
- Use memorizing games and activities
* Giving directions, picture dictation,
matching words, label, sequence, guess,
eliminate, classifying words

- Review Games

Teaching Tips * Word search games, picture labeling,

crosswords, puzzles, charts or survey
Step 1: Presenting New Words

- Using visual images

- Using gestures and action (Gesture, Facial
expression and Action)
- Word attack skins (Decode, Pronounce, and
Understand)
* Use picture clues and sound out the word
letter by letter
Step 3: Make Sure the Students Make Their
Own Word
- Vocabulary record system
* Vocabulary books and personal dictionary
(Word notebooks)
- Personalize new words

- Contextual cues (Definition, Synonym, * Keep learning log/diary and creative writing
Antonym, Example)

* Ex: Dialogues, Role Play, Drama, Stories,

Songs, Rhymes & Poems and Videos Techniques for teaching vocabulary

- Games
Strategies teaching vocab through text
* Promote students active participation
- Concept cards
- Directed reading activity (DRA Question & - Easier to explain by using words (running,
Engage in discussions) walking)

- Graphic organizers

- Word webs (Semantic mapping) Dictionary

- Knowing a word includes knowing its:

Word Attack Skills i) Written and spoken form

- Skills needed to be able to make sense of ii) Meaning

unknown word in the context of reading
iii) Derivation
- Rely on the ability to recognize the sounds
that make up words iv) Frequency

- Help to decode, pronounce, understand v) Grammatical behavior

unfamiliar words vi) Connotations

- Can find information in dictionary

Contextual clues

- Information that appears near a Importance:

word/phrase and offer direct/indirect
suggestions about meaning - Develop autonomy

- Types: - Good learning habits

(i) Definition - Independent

(ii) Synonym/antonym

(iii) Example Games

(iv) General sense Why?

- Promote active participation

Visuals - Cater different intelligences/learning style

- Realia (taking real objects to the classroom) - Make students focus

- Picture (a big help to bring image of big - Motivating & entertaining

object/things to the classroom)
[8:00 PM, 11/16/2016] M Roslan Arifft
Chee: TOPiC 5. APPROACHES AND
TECHNIQUES FOR TEACHING WRITING
Mime, Actions and Gestures

- Explain the meaning of words and grammar

Approaches to teaching writing
- Product - Artificial teaching (Mechanical drills and
imaginative topics)
Students are encouraged to mimic a model
text - Misleading students

1Stage 1 Process Writing

- Model texts are read, features of the genre - Treats writing as a creative act that requires
are highlighted. time and positive feedback to be done.

- Ex: Study formal letter

i) Importance of paragraphing and the 1Stage 1 (Pre writing)

language use to make formal requests
- Teacher stimulate student's creativity, how
ii) Story to approach a writing topic.

iii) Focus to make story interesting, focus on

how the writer employs these techniques
2Stage 2 (Focusing idea)

- Teacher concentrates on the content of the

2Stage 2 writing

- Focus on the structure - Students write without much attention to

accuracy of work.
- Ex: Formal letter

i) Practice the language used to make formal

requests and structure 3Stage 3 (Evaluating, structuring, n editing)

- Students focus more on form and producing

finished piece of work.
3Stage 3
- Teacher Helps wih error correction and give
- Organisation of ideas organizational advice

4Stage 4 Example: Classroom Activities

- End result of learning process 1) Pre-Writing: Brainstorming, planning,
- Use the skills, structure and vocab taught to generating ideas, questioning, discussion and
produce the product. debate

2) Focusing ideas: Fast writing, group

composition, changing view points
Weakness:
3) Evaluating, structuring and editing:
- Focus on accuracy Ordering, self-editing, peer editing
 2) Narrative

Process Approach 3) Reports

- Writing tends to focus more on classroom

activities that promote development of
language use. E.g brainstorm Techniques for teaching writing skills

1. Generating ideas by brainstorming and Techniques in using pictures

discussion

2. Students extend ideas into note form - General Strategies

3. Students organise ideas into mind map 1. Whole class discussion
4. Students write first draft. 2. Range of communicative tasks
5. Draft exchanged between students. 3. Description
6. Drafts returned and improvements made 4. Paragraph assembly, completion,
based on feedback composition
7. Final draft is written 5. Role play
8. Students changed and read each other 6. Questions n answer
works.
- Picture sets: Sequencing

Genre
Techniques in using readings
- Students study texts in genre they are going
to write.

- Ex: Write business letters (Look at typical 1. Extensive reading

models of the letters before compose their
- Read whole books
own)

- Student needs to have knowledge of the

topic, style and the conventions, and the
context of the writing
- Make notes of particular vocabulary and
grammar constructions
2. Close reading
- Read a short passage the choice of writer
has made for example, content, vocabulary
and organization

Types of Major Genre: Text used to create text on their own

1) Recount
- Copying (Punctuation, capitalization and 5. Instructions
paragraph)

- Range of activity (Read story)

- Cohosive links (Connecting words, sequence,

result and contrast) Techniques in using controlled writing

- Examine punctuation and grammar

(Commas, semi-colons, colons, exclamation 1. Controlled composition
marks)
2. Question and answer
- Examine sentence arrangement
3. Guided composition
- Summarize
4. Sentence combining
- Complete
5. Parallel writing

[8:00 PM, 11/16/2016] M Roslan Arifft

Techniques in using all language skills Chee: TOPiC 7. DEVELOPING MATERIALS FOR
TEACHING READING AND WRITING

1. Brainstorming

2. Guided discussion (5W1H) Materials for reading and writing activities

3. Interviews

4. Skits > What is Teaching Aid?

5. Dictation(Listen and fill in blanks) - Tool used by teachers, facilitators, or tutors

to support teaching strategy & assist learning
6. Note taking (Meaning ful, prompt desired respond).

7. Story telling (Give a list of words and make

story out of it)
> Categories of teaching aid

1) Visual & interactive tool

Technique in teaching practical writing
- Multimedia package (video), Realia

2) Pictorial & electronical material

1. Forms
- Pictures, task sheets
2. Letters

3. Lists
> Authentic material
4. Daily notes
- Any material which is not written or spoken
for language teaching purposes.
( Newspaper article, rock song, novel, radio
interview)
> Coursebook/textbook
- Manual of instruction or a standard book in
any branch of study
- Teaching tool which presents the subject
matter defined by curriculum.
- They are produced according to the demand
of educational institutions.
> Why use teaching aid?
- Promote understanding
- Aid memory retention
- Motivate & arouse interest
- Effective use of teaching time
- Add variety to language learning
> Why need coursebook?
- Provide language samples
- Offer variety
- Defines what is to be learned & tested
- Offer linguistic, cultural and methodological
support
- Saves time in preparation
- Keep track
Integrating ICT in the teaching of reading
and writing
Internet- Text, passages and pictures
Materials for enrichment and remedial
activities
- Rujuk notes Listening and Speaking, try to
apply it with Reading and Writing
[8:00 PM, 11/16/2016] M Roslan Arifft
Chee: TOPIC 6 LESSON PLANNING TO
TEACHING WRITING
Planning for Teaching Writing
- Interpreting the writin skills in the syllabus
- Select and prepare activities for teaching
writing skills
Lesson Planning
Stages of Writing Lesson
1) Pre writing
- To prepare learners
2) Writing
- Helps learners develop the necessary writing
skill
- Not to form assessment
- Help learners to written develop skill
3) Post writing
- Conceptualize what they have been taught
- Pupils interest can be enriched
- Reflect what they have written and make
connections (Experience)
Important considerations
- Planning and organization of lessons
- Learner-centredness
- Integration: Everyday lives, moral values and
expressions
- Repetition reinforcement and consolidation:
Language skills, vocabulary, grammar items
and sound systems
1) Assessing vocabulary in reading
comprehension
a) Cloze Passage (Passage with blanks, reader
fills in the blank)
b) True-False (Read passage, questions based
on passage)
c) Antonyms, Synonyms (Look for
similar/opposite meaning)

- Teaching and learning activities

2) Holistic feature test
- Evaluation
- Test ability to recognize, analyze & interpret
[8:00 PM, 11/16/2016] M Roslan Arifft
features of a comprehension text
Chee: TOPIC 8: ASSESSING READING &
WRITING a) For Low Level

- Word recognition

Assessing Reading - Sentence recognition

- Must reflect classroom instruction - Word & picture matching

- Use interactive task b) Middle & higher level

- Standardized tests DO NOT provide - True-False questions

context or language support
- MCQ

- Summary
How to test vocab?

- Do not let students memorize long list of

vocabs 3) Discrete feature test

- Test vocabulary by recognition (MCQ

- Present vocab in context
Questiong/Matching) or production (Open-
- Discrete vocab (Assess word as on ended question)
independent construct)
Types of cloze text
- Embedded vocab (Test vocab in large
context. Ex: Written essay) - Rational deletion cloze

- Maze technique

Techniques for assessing reading and writing

Online Assessment for Reading & Writing

Interactive online reading & writing

exercises for young learners

- Ex: HotPotatoes

Feedback

- Appropriate

- Constructive

- How to give feedback?

i. Provide tasks

ii. Write journal/reflection

iii. Clarify misconception/mistakes