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By Abang Kamaruddin Bin Nasron

and assessment be exemplified in analyzing the skill taught.INTRODUCTION I will discuss : • how the roles of a teacher as a curriculum analyst. a classroom decision-maker. • how the aspects of lesson objectives. . classroom strategies. and a classroom practitioner function in implementing the teaching of reading skill in the classroom environment.

5) • People are expected to read as it is a part of learning. • the aim is not just to enable learners to read independently a variety of texts.0 READING Why teach reading? • “Print is all around us. (Grabe. 2009) • Reading is one of the basic literacy skills emphasized in the curriculum document.1. but also to read with understanding to synthesize information (Curriculum Development Centre. 2009: p. . 2001). and we use it more ways than we are aware of ” (Grabe.

2002). supporting details. sequence.8 Read and understand simple factual texts for main ideas.2. .students should be able to read independently for enjoyment. and cause and effect • Rationale: • English language syllabus . understanding and synthesizing information (Ministry of Education.0 TEACHERS AS CURRICULUM ANALYSTS How do I interpret the curriculum? • The chosen learning objective • 3.

and High proficiency) • Rationale: • To help students with different learning abilities to achieve the lesson‟s goals. family and society (Bahagian Pendidikan Guru. Average.• Learning outcomes: • Differentiated LOs – to cater different levels of students‟ proficiencies (Low. • National Philosophy of Malaysian Education (NPME) • demands for every individual to be knowledgeable and competent in an effort towards the betterment of the nation. 2003) .

7): “Learners are also encouraged to read extensively outside the classroom for enjoyment and information . • Ministry of Education (2003.” • adds to students‟ knowledge of „How to learn‟ skills.What should I include in the lesson? • Scanning • an important skill in comprehension • a purposeful reading tool for selecting specific information from a text • encourages efficient readers who read extensively outside of the classroom: • Curriculum Development Centre (2001. p.4): “…to enable learners to access sources of information more efficiently and help them become independent life-long learners” . p.

e. „Teacher‟s Day‟ reading text – ask students to make a card to their mum. spiritual. get students to think out-of-the-box where they try to think beyond what they have usually heard or seen. and physical). Local and global news articles • • students would learn to know and become aware of what are current issues and news updated globally and how they could make use of those.g. A demand for holistic development of individuals – 4 aspects (intellectual. emotional. .Thematically integrated reading lessons • • to use different themes for reading texts which later could be developed into activities that would require students to include and work on the aspect intended.

and classroom strategies planned for implementation? • Philosophy of Education and curriculum as the basis for selection: The selection is importantly based on how they interpret the philosophy and goals of the curriculum as those provide educators with a framework of how students learn.3. approaches. what methods and materials to use.0 TEACHERS AS DECISION-MAKERS What teaching-learning materials. 2011) . (Ornstein. what activities and experiences to stress. and how to test students and use the test results.

This would involve reading texts which:  provide many sight words.  have “clear and uncomplicated story line” (p. • However. and illustrations. Sithamparam. 2005). & Choon.  have clear and supporting illustrations (Chitravelu.  are developed “within the understanding and experience of children” (p. . content. Sithamparam. it is important to select those which have appropriate language.106). & Choon.• Using newspapers and magazines as authentic materials • to vary the types of reading texts provided for different reading purposes. • give students materials that are of immediate relevance to their lives (Chitravelu. 2005).106).

• Differentiated worksheets • • Using the same reading text. Reading is a strategic process. in which a number of processes and skills involved in anticipating text information. Low proficiency . organizing and mentally summarizing information. teachers could approach the reading lesson by differentiating the worksheets for different reading groups. “help students to tease out meanings and provoke an examination of the reading” (Harmer. selecting key information. 2009) • Average proficiency & High proficiency – True-False questions & Multiple-choice questions (MCQ)  „Testing & teaching‟ – both types raise students‟ expectations of what information is tested.274).a comprehension chart. (Grabe. on which students transfer short answers from the text  the chart helps them arrange their thoughts and enhance their understanding in reading the text. 2007: p. and matching comprehension output to reader goals. .

perhaps I need to reteach the text and work on it together with the students for better understanding. .  Reteach if students could not answer the comprehension questions.Interventions • teachers helping out students with the reading tasks when the tasks seem to be too challenging or have unclear instructions to work on.

 what teaching learning approaches are possible to implement.4. .0 TEACHERS AS CLASSROOM PRACTITIONERS How do teachers become reflective practitioners? Being reflective teachers is being able to be flexible in implementing classroom routines in which lie rigorous analysis and social awareness.  how they could control the classroom effectively. (Pollard. 2009) This involves teachers acting upon actions and decisions they make in relation to:  what teaching strategies are effectively working.

2009) • give ample time for students to explore questions related to the reading text. When learners understand the purposes.301).  leads to “more thoughtful and considered responses” (Pollard.How do I make sure the plan goes well? • Establish a productive and satisfying learning environment through good instructions and pace (Pollard. and the challenges they are faced with. they would learn most effectively. the contexts of the tasks. (Pollard. . 2009).  Teachers know how much students understand about a reading text. • explicitly tell students what and how they should work on the reading text. 2009: p.

• • a teacher continuously interacts with students and “filters through to student -to-student interactions” (Larrivee. 2005) reading for specific information might seem to sound difficult to be presented interestingly to students . in which. 2009: p.  To get different ability students to work together and care for each member in carrying out learning activities  could be further extended to mentoring groups from which students could get more support. it could be taught interestingly by looking at different types of reading texts as the resources. Sithamparam. . & Choon.  Mixed ability reading groups • Encourage motivation • • teachers need to create a positive attitude towards reading among the learners in order for them to be interested in reading. democratic learning community.however.78).• Establish a caring. (Chitravelu. teachers concern for students‟ learning and try to make sure each member of the learning community to get equal benefits from the learning process.

. make use of the objects available in the classroom to make the reading lesson more engaging. make the task meaningful.g. the artworks must be based on the theme students have for their reading.ask students to create artworks using recycle items they could find in the classroom. Post-reading activity . .• Make use of available resources in the classroom • apart from eliciting ideas from students .

or how they should react upon different situations within the classroom settings. This involves not only teachers knowing what teaching strategies to use. the decision-maker. but also knowing and understanding how they could relate and implement what the curriculum requires them to do in achieving its goals. and the classroom practitioner. realizing this. teachers should understand their roles as not only implementers of the curriculum.CONCLUSION • A successful lesson lies on the question whether how successful a teacher plays her significant roles as the curriculum analyst. • • . but also as the ones who make it a success.

Inc. (2003). New Zealand: Learning Media Ltd. B.References • • • • • • • • • • Bahagian Pendidikan Guru. Ministry of Education.. Selangor. Reading in a Second Language . Harmer. T. (2008).).. (2001).. . Selangor. Malaysia: Kumpulan Budiman Sdn Bhd. N.. Mok Soon Sang. Chitravelu. Reflective teaching (2 nd ed. Ministry of Education. Selangor. & Choon. W. (2005). Education studies for KPLI (Sekolah rendah) : Teacher Professionalism Theme 3. Bhd. The practice of English Language Teaching (4 th ed. A. Kuala Lumpur: Curriculum Development Centre. Kuala Lumpur: Kementerian Pendidikan Malaysia. S. (2003).).). New York: Cambridge University Press. Choong Lean Keow. Wellington.. Sukatan Pelajaran Education Studies for KPLI (Sekolah Rendah). (2007). (2009).). Grabe. J. Pollard. Literacy practice Year 1-4. Malaysia: Multimedia-ES Resources Sdn. (2009). London: CONTINUUM. Curriculum specifications: English language Year 5. Philosophy and education in Malaysia . England: Pearson Education Limited. Malaysia: Oxford Fajar Sdn. Sithamparam.. S. Larrivee. New Jersey: Pearson Education. Authentic classroom management: Creating a learning community and building reflective practice (3 rd ed. Bhd. ELT Methodology: Principles and practice (2nd ed. (2005). (2005).