Let us look at this book.
We can use concept sort as one of the activities in literature.
Steps:
1. The words in focus.
2. The categories for these words are:
The execution and flow of the lesson can be viewed here.
We can use concept sort as one of the activities in literature.
Steps:
1. The words in focus.
- Anil
- Friend
- Kites
- Help
- Sew
- Fabric
- Mother
- Mend
- Cut
- Thread
- Silk
- Paper
2. The categories for these words are:
- Character
- Materials
- The things they do
The execution and flow of the lesson can be viewed here.
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| Love this book! |
Browsing through the books used for the literature component excite me! The books are bright and colourful and the contents cater to multiple-level language learners.
The curriculum states that the books to be used during the language arts lesson, cultivating learning in fun manner and diversified.
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| 3 in 1 |
The vocabulary is suitable for young learners, although the fluent reader might find it easy, teachers can adapt the literature activities based on the pupils' ability.
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| Suggested activities |
I found there are many activities suggested on the internet, regarding the use of literature in teaching English. Fascinating indeed!
My findings!
What we can do in literature class?
1. We can get the pupils to respond to pictures in the book.
2. Pupils can respond on the morale value obtained from the book.
Source: British Council
4. Taping a recording of teacher reading the passage from the literature and playing it to the pupils allow them to practice pronunciation and intonation. Pupils can also tape their reading and play it to their peers allowing peer correction.
Source: Global Post
5. Reviewing vocabulary on the terms used to discuss literature. It might require repetition in every class, but as the time goes by, these vocabulary will come in handy thus expediting any literature discussion.
I might say, these words might be a little alien to rural English Language learners, especially here in Perlis, but we must set a standard, achievable with extra effort both on the teachers and pupils.
- Alliteration – a literary technique that uses the same sound at the beginning of a set of words (the large laughing lion languished)
- Antagonist – the person who comes against the protagonist or hero. The antagonist is often the villain. (the Joker is the antagonist to Batman)
- Author – writer of the book (Mark Twain was the author of The Adventures of Tom Sawyer.)
- Climax – the emotional high point of the piece of literature where the reader does not yet know the outcome
- Genre – the class of literature to which a piece belongs (includes biography, romance, mystery and science fiction among others)
- Plagiarism – Use of another person’s words or ideas without proper citation
- Point of view – the perspective from which a story is told, usually either first person (I shall tell you of my grand adventure.) or third person (He spoke of lands unknown and people unseen by modern eye.)
- Protagonist – The main character or hero of the piece (Tom Sawyer in The Adventures of Tom Sawyer)
- Resolution – the completion or correction of the conflict in a story
- Setting – the time and place of a story (in The Help the setting is Mississippi in the 1960’s)
- Symbolism – using one person or thing to represent another (chaos is often symbolized by water)
6. Pupils also can be asked to discuss the characters from the stories.
Using the vocabulary above, pupils can analyze, compare and evaluate the characters based on their understanding.
Teachers must bear in mind the level of their pupils and create useful prompts in order to solicit information.
Source: Busy Teacher
In addition to all these, I found a slide on SlideShare outlaying the activities suitable for the year four literature books.
I have difficulties in trying to make up of the activities stated, but the suggested timeline for teaching the books is very useful!
There are a lot more that we can do during literature.
Understanding literature will help pupils see the application of the language and in the mean time make use of what they have learn in class in an authentic discourse.
Welcome to a wonderful world of reading!
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| The sentence patterns used |
Based on their drawings of their favourite food, they need to do a short presentation session.
To add to their excitement, I had decorated my chair and convert it to "Reader's Chair".
They were so excited because they get to sit on my chair which is taboo at other times.
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| The reader |
Many are able to complete without much guidance as they understood the instructions very well.
The other class needed close guidance. However, their response were good and I was proud because of their effort.
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| Some are really excited! |
Watch Nurlis and Zakwan in action in this video...
I think the class went well. I overheard some of my pupils reciting the lines when they were about to exit the class. Hmm...I guess they did learn something right?
Unit 15. The lessons progressed through all the elements in the modular configuration as stipulated in the Dokumen Standard Kurikulum. The way I plan it revolved around the words based on the word list on page 69.
For example, the difficult words will reward 3 stars, 2 stars and the easiest will only reward 1 star. Pupil will choose a card and based on the word, he or she will sound the letters. The rest of the class has to say out the exact word.
I wrote it in my lesson notes as oral segmenting and oral blending of the sound. It may sound easy to us teachers, but pupils need to practice their listening skill in order to answer. They love the competitive environment this game produce but I can also see some skillful listeners in my class.
The words were from the previous phonics activities and these words were just addition to reinforce learning. During the listening and speaking activities, we revised on the phonics and graphemes. The association of the sound and the letters are very important because they need it for future independent reading.
For this purpose, I devised a guessing game. I wrote down the words on coloured cards. One card for a word. Each word will carry its own marks.
For this purpose, I devised a guessing game. I wrote down the words on coloured cards. One card for a word. Each word will carry its own marks.
For example, the difficult words will reward 3 stars, 2 stars and the easiest will only reward 1 star. Pupil will choose a card and based on the word, he or she will sound the letters. The rest of the class has to say out the exact word.
I wrote it in my lesson notes as oral segmenting and oral blending of the sound. It may sound easy to us teachers, but pupils need to practice their listening skill in order to answer. They love the competitive environment this game produce but I can also see some skillful listeners in my class.
Next focus would be the reading skill which involved drawing activity. At first I want to do the "win, lose or draw" version game, unfortunately the weaker class can't appreciate it, so I just got them to draw it in their book.
I showed them the words from the cards used in the last class and they drew in their book. That's it! It is a very simple reading activity. Maybe I was too tired because I was sick that day. Hmm....
I showed them the words from the cards used in the last class and they drew in their book. That's it! It is a very simple reading activity. Maybe I was too tired because I was sick that day. Hmm....
The writing activity showed a little bit of focus, on my part. It was split into 2 days. the first day it is just the normal boring routine writing in the writing exercise book, which I know they will remember me for it. Writing repetitively until their fingers swell, it's payback time! On the next day, I prepared 3 worksheets. The worksheets:
The worksheets mainly require them to spell all the words that we have learned during the week. On the third page of the worksheet, they need to complete a simple sentence by using the picture as a guide. This worksheet was meant for the proficient learners.
This activity however can be done with the textbook as I don't want anybody to skip doing just when they don't know how to spell. Looking for words in the textbook can be challenging as well, only then the focus will be reading, but I'm not greedy, as long as learning is there.
This activity however can be done with the textbook as I don't want anybody to skip doing just when they don't know how to spell. Looking for words in the textbook can be challenging as well, only then the focus will be reading, but I'm not greedy, as long as learning is there.
Improvisation was required for the weaker learners. On the first page of the worksheet, I wrote down the words and they need to listen to the words being pronounced and write it on the worksheet. As for the second page of the worksheet, I asked them to number the pictures and listen closely.
They only need to write the numbers on the appropriate letter column when they hear the initial sound of the words being pronounced.
Very much of listening and speaking exercises, and the only writing focus here was when I got them to copy the words into the correct column. For the weaker learners, I think I should design another worksheet altogether in order to get the focus right.
They only need to write the numbers on the appropriate letter column when they hear the initial sound of the words being pronounced.
Very much of listening and speaking exercises, and the only writing focus here was when I got them to copy the words into the correct column. For the weaker learners, I think I should design another worksheet altogether in order to get the focus right.
Language arts class was a brief, we made the paper boat, sing a song, went to the school pool to play and sing along! It was fun and also it was a school day Saturday...
Wow!
It took me so long to find the vibe to write. So here I am, getting my thoughts out, in proper written form. Updating a Facebook doesn't provide the same satisfaction as writing blog will give you. At least that's how I feel.
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| Firstly, I fold the paper plate into half. |
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| Oops! I brought a Styrofoam plate, so I had to cut it out. |
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| Pupils used the template given by the teacher to make the face. |
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| I made the face and coloured the beak. |
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| The paper plate added volume to the duck. |
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| The legs were made from a cardboard. |
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| Stick every loose part. The head, the legs and the tail. |
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| The final product. I have made a paper plate duck! |
I decided to do double focus for all the skills.
The contents in the textbook were rather too much for the week to run through. The words involved were sight words that requires multiple exposures for the pupils to master.
The words are:
Day One, continue from last week: Reading
We read the vocabulary a lot. We wrote all the body parts in the writing book. It is a reading lesson, ya I know, I am guilty of doing this. I think I should focus more on reading games so that they will be able to get the words right.
Writing
For 1P, we continued the reading lesson cum writing lesson. As for 1S, I decided to do some enrichment activity as I got them to write sentences based on the pictures. They needed guidance at first, but many managed to do it. However, the clear indicator will be the individual assessment on writing in the coming Bands.
The second day of writing involved the actions we can do with our body. For this I taught them a new song which requires me to skip, jump, kick and run in the classroom. Phew!! It was fun though. The words of the song were as such:
Then, you substitute the verb with any verbs that you like. Sing it to the tune of skip to my lou.
The pupils then need to write with guidance, I can skip. I can run, I can jump and I can kick. That's all. Then again, it is all mechanics. I have to teach the vocabulary in order again next week....
Language Arts
Buntings! I just love them. We did people buntings and I will post the pics next week. Many were confused because I did the explanation in English, but still those with visual spatial intelligence able to figure out what I meant.
Its a whirl wind week. Need to focus on vocab and its sound. Crazy week, period.
The contents in the textbook were rather too much for the week to run through. The words involved were sight words that requires multiple exposures for the pupils to master.
The words are:
Head, Shoulders, Knees, Toes, Eyes, Ears, Nose, Mouth, Run, Kick, Jump, Skip.
Day One, continue from last week: Reading
We read the vocabulary a lot. We wrote all the body parts in the writing book. It is a reading lesson, ya I know, I am guilty of doing this. I think I should focus more on reading games so that they will be able to get the words right.
Writing
For 1P, we continued the reading lesson cum writing lesson. As for 1S, I decided to do some enrichment activity as I got them to write sentences based on the pictures. They needed guidance at first, but many managed to do it. However, the clear indicator will be the individual assessment on writing in the coming Bands.
The second day of writing involved the actions we can do with our body. For this I taught them a new song which requires me to skip, jump, kick and run in the classroom. Phew!! It was fun though. The words of the song were as such:
"Skip, skip,
I can skip,
Skip, skip,
I can skip,
Skip, skip,
I can skip,
I can skip with you!
Then, you substitute the verb with any verbs that you like. Sing it to the tune of skip to my lou.
The pupils then need to write with guidance, I can skip. I can run, I can jump and I can kick. That's all. Then again, it is all mechanics. I have to teach the vocabulary in order again next week....
Language Arts
Buntings! I just love them. We did people buntings and I will post the pics next week. Many were confused because I did the explanation in English, but still those with visual spatial intelligence able to figure out what I meant.
Its a whirl wind week. Need to focus on vocab and its sound. Crazy week, period.
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The flow of the week were as follows:
Writing
We start off from where we left before the holiday. Writing will be the continuation of what we did. Nothing much, we wrote the letter d, D, I and i. No problem regarding this, all were able to copy from the board now. I just need a leisure day so that they will not feel shocked coming to school on the first day after the break.
Language Arts
Since the week revolves around the story of Dilly Duck (yeah, I repeat the topic), we did some creative work using the characters. For year 1S, we made a small garden with the three characters. We used ice-cream stick, cardboard, coloured paper, glue and scissors, and of course coloured pencils.
It is very simple, just draw a character of your choice, cut it in a circle, stick it onto a cardboard and stick everything on the ice-cream stick. It looked like a lollipop. Then I stick it on a polystyrene and wow! It looked like we have planted a pot full of lollipop flowers.
As for my weaker pupils, we did bunting. I hung their art work on a long string and stretch it across the windows. They love to admire their work and until now its still hanging, so I think they really like it.
Listening and speaking
On the third day, we started the new unit, about the body. The vocabulary involved body part as the song, Head and Shoulders.
The pupils love them! Even the ones in the weaker class were caught singing to themselves during writing task. I find nursery rhymes are good introduction to learning English as it introduces words in fun form. Furthermore, repetition of words allow the learners to learn the rhymes faster thus giving the learning a sense of achievement.
Many of them were familiar with the rhymes and many were able to get the tune right. Pronunciation were emphasis in this turn and I really want the words to come out clearly.
The drill for this focus were done this way:
1. The teacher sang, Pupils listen.
2. The pupils followed teachers action while the teacher remain as the singer. ( I did this so many times with my weaker pupils because they were not able to take instruction, I am very particular about this)
3. Then the pupils will sing followed by the action.
This lesson were carried forward to the second day, this time teacher used a doll to demonstrate the body parts. Then, we played "simon says" and turn it into competition. The last one to remain, wins. I managed to tell them on good hygiene and what to do to keep clean and safe.
Reading
This is where the sight words were introduced, we did the matching activity from the activity book, and this was where the lessons for the week ended.
Assessment
Since last two weeks, I began assessing pupils reading. The standard involved is B1DB3E1. Previously I did the instrument, however I did some revision and I find it better to assess based on the activities in the activity book. This is because they are familiar with the materials and I can ask them to do their revision on the specific page.
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The letters D and I has arrived! We focused on those two letters last week. It started with Dilly Duck's Doughnut story, followed by the introduction of the phonemes /d/ and /i/ and the writing of the letters. I guess the flow was smooth from one focus to another.
I did variation of activities concerning this skill. I think it would benefit my learners even more. For both of my year one classes the lesson started with a story telling. I've posted on the soft copy of this story here.
The progression from the story telling then differ for 1S and 1P.
I find pupils understand which gestures belong to whom but was rather shy in mimicking. If the pupil was shy, I asked the class to help by doing the mimicking. However, some did brilliantly and I was very proud of them.I think the lesson was not stressful as I find many were laughing and able to name the characters by the end of the lesson.
For 1S, I've blogged about them in this post. You can view their videos too.
The focus is the phonemes /d/ and /i/. Therefore I introduced the letter Dd and Ii. As usual the phonemes were sound and gestures were taught. This introduction was a breeze as I find many were able to identify the letters.
To enrich them in reading, I presented them with words starting with the sounds from the letters. To get them alert with the sounds, letters and words, I let the pupils matched the picture cards to the letters. I helped them by sounding the words so that they were aware of the connection.
As a practice, I recycle my reading cards into reading worksheet. Pupils just need to colour blue for the picture which started with the sound /d/ and read with the sound /i/.
I thought of incorporating words writing into this focus. Unfortunately I didn't have the time. I managed to complete the writing of letters in the exercise and activity book and we did some housekeeping since I need to assess my learners on their progress.
I'm glad my son suggested me into blogging my KSSR journey. I know in the future it can be a reference for me. Writing it also allows me to reflect on my ideas of teaching, looking at myself and being truthful
and honest. Teaching, it is not an easy job for me when I have other things to do, but the support and encouragement from my love ones keep me going. Thanks guys!
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| The learning standards involved last week |
Listening and Speaking
I did variation of activities concerning this skill. I think it would benefit my learners even more. For both of my year one classes the lesson started with a story telling. I've posted on the soft copy of this story here.
The progression from the story telling then differ for 1S and 1P.
For 1P:
- Teacher posted the pictures of the characters on the board.
- Teacher mimicked the characters with the dialogue from the story, I used a lot of gestures for this.
- Teacher then selected some pupils to mimic the character chosen silently.
- The rest of the class guessed what was the character being mimicked.
I find pupils understand which gestures belong to whom but was rather shy in mimicking. If the pupil was shy, I asked the class to help by doing the mimicking. However, some did brilliantly and I was very proud of them.I think the lesson was not stressful as I find many were laughing and able to name the characters by the end of the lesson.
For 1S, I've blogged about them in this post. You can view their videos too.
Reading
The focus is the phonemes /d/ and /i/. Therefore I introduced the letter Dd and Ii. As usual the phonemes were sound and gestures were taught. This introduction was a breeze as I find many were able to identify the letters.
To enrich them in reading, I presented them with words starting with the sounds from the letters. To get them alert with the sounds, letters and words, I let the pupils matched the picture cards to the letters. I helped them by sounding the words so that they were aware of the connection.
As a practice, I recycle my reading cards into reading worksheet. Pupils just need to colour blue for the picture which started with the sound /d/ and read with the sound /i/.
Writing
I thought of incorporating words writing into this focus. Unfortunately I didn't have the time. I managed to complete the writing of letters in the exercise and activity book and we did some housekeeping since I need to assess my learners on their progress.
I'm glad my son suggested me into blogging my KSSR journey. I know in the future it can be a reference for me. Writing it also allows me to reflect on my ideas of teaching, looking at myself and being truthful
and honest. Teaching, it is not an easy job for me when I have other things to do, but the support and encouragement from my love ones keep me going. Thanks guys! |
| Where is my doughnut? |
Last week, in an enrichment activity for 1S, I tried to incorporate role play in the listening and speaking focus. Pupils memorize few lines from the dialogue and act it out.
In order to find the actors for the role play, we did some exercise so that they are familiar with the dialogue.
1. I grouped the pupils into 3, Dilly Duck, Dotty Dog and Iggy Iguana.
2. Each group will practice the dialogue based on the characters.
Dilly Duck
Hello, I am Dilly Duck. I am sad. I am mad!Dotty Dog
Hello, I am Dotty Dog. Please don't be sad. Please don't be mad.
Iggy Iguana
Hello, I am Iggy Iguana. I found a doughnut. Yum!3. After some time, the groups recited the dialogue in groups. Some of you might relate this to choral speaking.
4. Time for little role play!
Behind the scenes
Phew!!! The pupils were very noisy due to practicing the dialogue. I find the ones in Dilly Duck and Dotty Dog were committed in the recitation. Maybe the dialogue for Iggy Iguana was a little difficult for them.
Anyway, after the actors did their role play, one of the girls who belong in the same group went on to hug her friend because she felt proud of her performance. My heart beamed with pride because I know many did enjoy the activity.
If you notice one of the girls in the role play, Anis Husna, she was amused when Zakwan recited his dialogue confidently with his american accent and funny tone.
Many of them, although were not selected to act, they remembered the dialogue and use it to mock their friends. :) am I one proud teacher? YES!!!
Recently I've posted on making big book for my pupils. You can download the soft copy from this blog post. The book currently is gaining interest among them because they love it when I story tell.Some even complimented on how funny I was and I know they were not lying because they were laughing as I 'perform'.
I don't mind if they were laughing at me or with me, as long as I can keep their attention... quite an achievement!
Take a view of the big book I made, and recently I printed another story but have yet to slot it in.
I think I'm falling in love in making this book, hopefully to be able to slot a story of my own.
Jumping on the exam bandwagon, I decided (finally) to build the instrument for assessing my year one pupils. The instruments were based on what I taught my pupils up until now and with some abiding to the Dokumen Standard Prestasi latest edition. It is on the LPM website and you can click here to redirect.
Teachers must remember that KSSR involves continuos assessment and measures must be taken to adhere to this. Although the SPPBS have not kick in for the year, manual checklist must be prepared in order to keep track of your pupils performance. I've done mine based on the previous year's standard prestasi and currently I'm doing some updates to suit the current development.
Frankly, I find it tedious and demanding. Nowadays I spent more time doing school work, but hey in time, I'll be an expert and will be able to do things better... :) some pep talk! ya!
Feel free to download and kindly give me some feedback. Thanks!
Teachers must remember that KSSR involves continuos assessment and measures must be taken to adhere to this. Although the SPPBS have not kick in for the year, manual checklist must be prepared in order to keep track of your pupils performance. I've done mine based on the previous year's standard prestasi and currently I'm doing some updates to suit the current development.
Frankly, I find it tedious and demanding. Nowadays I spent more time doing school work, but hey in time, I'll be an expert and will be able to do things better... :) some pep talk! ya!
Feel free to download and kindly give me some feedback. Thanks!
Listening and Speaking
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| Molly and her red napkin |
Its Molly and Nat in action again! My pupils were captivated by the Big Book! I'm flattered! They love it when I flipped through the pages and I can hear the oos and aaa....went on. Anyway, I read the story twice then going on doing the whole question and answer. They love it when they got the chance to act in class. Some of them were so cheeky when I did the role play and tease me a lot. The sentence patterns in focus are:
Person A: May I sit here with you?
Person B: Yes.
Person A: Thank you.
Person B: You are welcome.
After the activity, I introduced the punctuation mark. I used a blue card for question mark and red card for full stop. I told them where do we usually used by these marks. I read out the sentence and at the end used the correct card to indicate which mark that I'm currently using.
For enrichment, we did some exercises in the activity book. A blue coloured pencil was used to indicate question mark, while a red coloured pencil were used to show a full stop. I find this lesson appealing in the first part when we did the role play but punctuating need to be reinforce in more lessons to come, Insyaallah.
Reading
Reading lessons were conducted in two classes this week. The first part of the class were to familiarize the pupils with punctuation marks. A full stop and question mark. We did the story again (May I), and we did role play on the dialogue which include the question marks. Pupils were able to identify the usage of question mark is to indicate question and a full stop can be used as a stop to a sentence or as an answer to a question. While doing this, I relate to the story again and showing the punctuation as they showed up in the big book.
In addition, pupils were introduced sentences more or less similar to the one in the story such as:
1. May I have the pen, please?
In this case, the word pen were left for the pupils to substitute. To assist them, I used the picture cards to help them. They only need to spell the words and write it down.
I did the first part of the reading lesson in similar patterns with both of my classes but then while doing the exercise, I only asked 1S to complete the ones in activity book while year 1P continues revising on the word cards and its meaning. I feel it is very important to provide repetition in order to make it familiar thus triggering their unconscious side to remember it as well.
In reading lesson part two, the lesson for 1P was rather the same as the day before, but with varied activity, involving spell-robic and writing. As for year 1S, the lesson progressed to understanding the punctuation marks. Blue coloured pencil was used to indicate question marks. Pupils copied the sentence and punctuate correctly with guidance.
The sentences used for the pupils to punctuate were as follows:
1. May I go to the toilet?
2. May I go to the canteen?
3. May I go to the book shop?
4. May I go home?
Below is the worksheet used during my absence. The first part is matching activity. Pupils must read and match the pictures to the correct words. The second part was a rearrange exercise of the story May I, under the language art module.
Writing
I was not around at this time, so I assigned them work to do. The task was simply to trace the dot and draw the picture of the intended item. This way, the need to read what was required and draw the picture. The purpose is to get them to connect the words with the meaning. To check their reading ability whether they can draw the correct item.
However, the result of this exercise cannot be a clear indicator of their understanding as the relief teacher might taught them on what to draw. I will go through this exercise again next week. During this exercise it is crucial for teachers to observe the pupils because some might resort to copying which will lead to wrong conclusion of the pupils' understanding.
On Monday, I need to do a whole recap session and identifying those who really in need of help and coach them a little bit more. As for Tuesday, I hope to do some of the assessments and let see how it goes. Till then, enjoy!!!
