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Lam Xiujing

Lee Jia Yi
Ling Hui Xin
Neoh Jin Wen
Ng Jun Yi
Childrens literature in the
Malaysian primary English
Language curriculum
(Year 1 Year 6)
Examine the literature content of the
curriculum
Analyse the literature component of the
curriculum(KSSR)
Identify literary sources for children
Content
Examine the literature content of
the curriculum
Curriculum
content
Content
Standards
Specify the
essential
knowledge, skills,
understandings
and strategies
Learning
Standards
The degree or
quality of
proficiency that
pupils need to
display
Year 1,2 & 3 :

Explore the power of story , rhyme & song
Activate imagination & interest
Benefit form hearing & using the language
frictional and non frictional sources
Gain rich and invaluable experiences
meaningful activities
Encouraged to plan, prepare and produce simple
creative work
Integrate, experiment and apply what they have
learnt in other modules
Year 4 & 5:

Expose students to different literacy genres (short
stories, poems, graphic novels)
Fun-filled and meaningful activities.
Teachers explore the texts through stories, poems,
jazz chants and songs.
Activate students imagination, interest & creativity
Provide opportunities for students to explore a
variety of literary works.
Engage them in preparing, performing and
producing creative works
By the end of year 6, students will be able to
appreciate and respond to a variety of literacy
texts.
KSSR English Language Syllabus
Band Performance
1 Know basic skills in listening, speaking, reading and
writing
2 Know and understand words, phrases and sentences
heard spoken, read and written
3 Know, understand and apply knowledge obtained
through listening, speaking, reading and writing
4 Apply knowledge obtained through listening, speaking,
reading and writing in various situations using good
manners
5 Demonstrate well the ability to apply the knowledge of
listening, speaking, reading and writing for various
purposes using admirable manners
6 Appreciate literary works by performing and presenting
ideas using exemplary manners
Modular Curriculum
A modularised curriculum is made up of
learning units called modules
A well structured or self-contained learning unit
-- complete with specific objectives, contents,
teaching / learning strategies and some forms
of assessment.
Aim:
To facilitate choice, flexibility and reducing
labelling effects.



Analyse the literature component of
the curriculum(KSSR) for SJK
Language input is presented under themes
and topics which are appropriate for pupils.

In the KSSR curriculum, 3 themes:
World of Self, Family and Friends;
World of Stories and
World of Knowledge.

By the end of the 6-year primary schooling,
pupils will be able
To enjoy and appreciate rhyme, poems and
songs

To express personal response to literary texts.

To plan, organise and produce creative works
for enjoyment.

Content Standard
To enjoy and appreciate rhyme,
poems and songs
Year 1,2,3
Learning Standard
Able to enjoy
nursery rhymes,
action songs, jazz
chants, poems
through non-verbal
response
Able to recite/ sing
with correct
pronunciation
rhythm & intonation
Year 4
Performance
Standard
Show enjoyment &
appreciation with
(very limited, limited,
satisfactory, good,
very good,
excellent) non-
verbal and verbal
responses
Year 5
Performance
Standard
Show enjoyment
and appreciation
with (excellent)
non-verbal
responses
Can reproduce
literary works heard
with an (excellent)
level of fluency
To express personal response to
literary texts
Year 1,2,3
Learning Standard
Demonstrate skills
in handling books
appropriately
Able to response
to book covers,
pictures,
characters &
places (with
guidance)
Year 4
Performance
Standard
Can express
(excellent)
personal response
based on
characters,
place, time and
values
Year 5
Performance
Standard
Can express
(excellent &
critical) personal
response
To plan, organise and produce
creative works for enjoyment
Year 1,2,3
Learning Standard
Able to produce
simple creative
works with
guidance
Able to take part
with guidance in a
performance
based on nursery
rhymes, action
songs, stories
Year 4
Performance
Standard
Plan, produce,
display (excellent)
creative works
Participate in a
performance with
guidance
Based on literary
texts using a variety
of media
Year 5
Performance
Standard
Plan, produce,
display (excellent)
creative works
Participate in a
performance with
guidance
based on literary
texts using a
variety of media
Identify literary sources for children
Reading stories with children will introduce:
The complex nature of language
Acquiring important language skills.

The exposure to different authors and
genres of books can give your child insight
into other cultures, worldwide locations,
and new vocabulary.
Picture Books
Concentrate more on the illustrations.
The text of the story compliments the artwork
rather than the pictures adding to the story.
Picture book which has around 1500 words
and cover a wide range of topics and styles
are suitable for middle age children.

Suggested Reading:
Quick as a Cricket by Don and Audrey Wood
Flower Garden by Eve Bunting


Rhythmic Books
It rhymes or have a musical component.
Rhyming stories are fun to read and
provide lots of opportunities to read with
emotion & to change the loudness and
softness of the voice.

Suggested Reading:
Green Eggs and Ham by Dr.Seuss
The Cat in the Hat by Dr. Seuss
Folktales and Fables
These stories have been passed down through generations and oral
traditions for centuries.
Myths are often paired with folklore, and these stories specifically
attempt to explain different aspects of life.
The goal of these stories is to pass down knowledge (diverse cultures
and experiences) to younger generations.

Suggested Reading:
Goldilocks and the Three Bears by James Marshall
The Acorn Tree and Other Folktales by Anne F. Rockwell
Patterned Concept Books
Expand children's understanding of an idea,
relationship, or theme.
Provide illustrated examples of various ideas
and words.
Books that have a strong pattern and
rhythmic flow help children read along with
an adult and predict what language will
come next on the page.

Suggested Reading:
Monday, Monday, I Like Monday by Bill Martin Jr.
The Important Book by Margaret Wise Brown
Informational Books
Non-fiction and are written about topics that
children have a natural interest in:
animals, food, vehicles, sports, or seasons of the
year.
They are usually simple in style and focus on
objects and subjects that are familiar to the
children's environment.

Suggested Reading:
Dinosaur Bones by Bob Barner
From Wheat to Pasta by Robert Egan

Wordless Books
Contain little or no text, they have a real story to
tell.
Readers must interpret the stories from the
pictures, examining details and expressions
carefully.
This experience helps children focus on the
sequence in the stories.
Some stories in wordless books are simple, but
others are quite sophisticated and are meant for
older children.

Suggested Reading:
The Red Book by Barbara Lehman
The Great Cat Chase by Mercer Mayer
Issue Books
A new trend in childrens books -
introduction of controversial issues
facing society today.
Examples of topics include
divorce, abuse, sexuality, gender
and war.

Suggested Reading:
Grimms' Bad Girls and Bold Boys: The
Moral and Social Vision of the Tales
by Bottigheimer, Ruth

Historical Fiction
The story set in the past, often during a
significant time period.
The details of stories (settings, clothing,
dialogue, etc.) are important to ensure
that they fit the time periods in which the
narratives take place.

Suggested Reading:
Journey to Topaz, Y. Uchida by Sweet Clara
The Freedom Quilt by Deborah Hopkinson
English Language Curriculum for Primary Schools (KSSR)
Year 1,2 and 3. (2011, May 27). Retrieved from TESL
Malaysia: http://www.teslmalaysia.com/english-
language-curriculum-for-primary-schools-kssr-english-
year-12-and-3
Park, L. (n.d.). Types of Childrens Books. Retrieved from
How to write a children's book:
http://iml.jou.ufl.edu/projects/s11/parkinson_l/types.ht
ml
Types of Books to Read to Young Children. (n.d.).
Retrieved from University of California Agriculture and
Natural Resources :
http://ucanr.edu/sites/ReadytoSucceed/TypesofBooks
/



References