Reading

Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA

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The learning standards begin with basic literacy which has been developed incrementally
in this manner :

distinguish the shapes of the letters;
recognise and articulate phonemes;
blend and segment words;
apply word recognition and word attack skills to acquire vocabulary;
read and understand phrases, simple sentences and texts; and
read independently for information and enjoyment.

Teachers should also carry out shared reading strategies in the classroom:

During shared reading, teacher and pupils read together, thus allowing pupils to
actively participate and support one another in the process of reading.

Teachers point to the text as they read slowly for word recognition and to build a
sense of story.

Ultimately, the objective of getting pupils to read a variety of texts enables pupils to see
how grammar is used correctly in order to emulate them in their productive skills;
speaking and writing. Pupils should also be made to realise that reading inculcates
enjoyment and pleasure in seeking information and knowledge. After which, pupils are
trained to give their own ideas and opinions in order to become efficient readers.

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SK SJK
2.2.1 Able to apply word attack skills by
identifying:
(a) using contextual clues to get
meaning of words:
(i) before the word (anaphoric)
(ii) after the word (cataphoric

(b) identifying idioms

2.2.2 Able to read and understand phrases
and sentences from:
(a) linear texts
(b) non-linear texts

2.2.3 Able to read and demonstrate
understanding of texts by:
(a) sequencing
(b) predicting
(c) giving main ideas and supporting details

with guidance
2.2.4 Able to apply dictionary skills:

(a) recognise abbreviations
(b) understand meaning of words in
context
2.3.1 Able to read for information and
enjoyment with guidance:
(a) fiction
(b) non-fiction

2.2.1 Able to apply word attack skills by
identifying:
(a) using contextual clues to get
meaning of words:
(i) before the word (anaphoric)
(ii) after the word (cataphoric

(b) identifying idioms

2.2.2 Able to read and understand phrases
and sentences from:
(a) linear texts
(b) non-linear texts

2.2.3 Able to read and demonstrate
understanding of texts by:
(a) sequencing
(b) predicting
(c) giving main ideas and supporting details

with guidance

2.2.4 Able to apply dictionary skills:

(a) locate words
(b) meaning of base words

2.3.1 Able to read for information and
enjoyment with guidance:
(a) fiction
(b) non-fiction

LINEAR
stories
poems
songs
reports
news
letters
messages
narratives
descriptive
factual
NON LINEAR
notices
advertisements
posters
brochures
pamphlets
graphs
charts
graphic organisers
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Do you know what harkarl is?

What if it was used in this sentence;

Mr Jineky prepared his favourite family dish of
harkarl for us last night.

Does the word harkarl sound unfamiliar to you?
When you encounter such a word, what do you
do?


If you were helping the pupils to
guess the meaning of word
harkarl without referring to the
dictionary or the website, what are
the other words in the sentence
that give you the clue or hint?

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Mr Jineky prepared his favourite family
dish of harkarl for us last night.

Does the above phrase give you a clue what
harkarl is?
Well, if we are trying to guess from the context,
harkarl is probably a kind of dish or delicacy to a
particular family/community/culture. (Mr. Jinekys
name also sounds unfamiliar that gives us the hint
he may not be a Malaysian or an Asian)

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Favourite Family
Dish

By the words of the sentence, we can tell that this harkarl
is a type of traditional cultural food. Harkarl is a traditional
dish in Iceland. Its actually aged or some people consider it
as rotten shark.

If you are able to guess the meaning of word without
referring to the dictionary, you are actually using the
context within sentences to understand the unfamiliar
word.
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Well, do you
fancy this
kind of food
for dinner?
Can you name the learning
standard? 2.2.1(a)
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Many times we run into new words for the first
time. Using the words near to the new unknown
word, we can often determine the meaning of that
word. This is called using the word in context.

An author often includes hints, or clues, to help the
reader expand vocabulary and grasp the meaning
of the passage. Using contextual clues enables a
reader to comprehend challenging texts.
Lets look at the two sentences below :
Sentence A :
I went out with Lily on Sunday. She looked really
awful.
Sentence B :
When he arrived, Mike noticed that the door was
open.
Can you identify which sentence has anaphoric or
cataphoric reference?

Who is She referring to in the text?

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Can you name the learning standard?2.2.1
(a) i,ii
Sentence A :
I went out with Lily on Sunday. She looked really awful.
This sentence contains anaphoric reference as She clearly
refers to Lily. There is no need to repeat her name.
Anaphoric reference means that a word in a text refers back
to other ideas in the text for its meaning.
Sentence B :
When he arrived, Mike noticed that the door was open.
This sentence contains cataphoric reference as he clearly
refers to Mike.
Cataphoric reference means that a word in a text refers to
another later in the text and you need to look forward to
understand.

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Asking pupils to identify what or
who the pronouns in a text refer to
is one of the ways to raise
awareness of how anaphoric
reference is used in the text.

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Matching parts of sentences can help
pupils understand how cataphoric
reference works, for example:

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a) As she entered
the building
1) Sam fell over

b) When he was
running upstairs
2) the woman saw
a huge crowd

At what level of thinking in Blooms Taxonomy is this activity at?
Lets read the passage below and identify the
idiom used in the text.

Matthew and Nicholas were fighting. First, they were
yelling at one another. Next, they started hitting one
another. Then they began pushing each other. "Cut it
out, you two," their mom said. "If you don't stop, I'll
send you each to your room.

Have you ever quarelled with your siblings before? Did your
parents reprimand you? What words do they use to stop their
children from quarelling?

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"Cut it out, you two," their mom said.

Should your mother say cut it out if
i) you are behaving yourself?
ii) you are bothering those around you?

Yes No

Cut it out means __________________.
(a) continue
(b) stop
(c) laugh out loud

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What a birthday party!
Kathy and Tina were trying to prepare a
birthday party for their younger sister.
Little did they know that it became very
complicated! Friends, aunts, and
grandmothers all wanted to help.
Everyone, though, had a different plan
and now things were all messed up. How
true - too many cooks spoil the broth!
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Too many cooks spoil the broth means __________.
(a) your dinner is too spicy
(b) things are wonderful
(c) too many people working on a project can make
it worse

Using your imagination, draw a picture of what too
many cooks spoil the broth might look like to
someone who doesn't understand it is an idiom.

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Can you name the learning standard?2.2.1(b)
Why introduce idioms to pupils?
teach pupils about the richness and cultural diversity of the
English language.
help pupils to understand the text as idioms are used often
to replace a literal word or expression
many a times idioms or idiomatic expressions better
describe the subtle difference of meaning
it can be more precise than literal words. , often using fewer
words but saying more. For example, the expression it runs in
the family is shorter and more concise than saying that a
physical or personality trait 'is fairly common throughout
one's extended family and over a number of generations.
(Gail Brenner, Webster's New World American Idioms Handbook. Webster's New World, 2003)

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Activity 5
Lets read the story.
The Missing File
Mickey's mom had told him he was not to touch her
computer when she was away from home. But Mickeys
friend, Willy, had told him about this great new game online.
Mickey thought that if he just went online quickly to check it
out, it would be no big deal. After he turned the computer on,
he hit a wrong key, and deleted his mom's work. He tried
hard to find it, but he had no luck. Mickey shut the computer
down, and went into his room, feeling nervous. He turned
one last time and looked at the computer.
What do you think will happen next?

Can you name the learning standard?2.2.3(b)
At what level of thinking in Blooms Taxonomy is this skill?
Clue in the
story
What I
Know?
Characters
Traits
Prediction
What is a Prediction?
Predictions are thoughts about what you think will happen in a story.
A prediction is more than just a guess.
It should make sense with the clues you have been given.

Why is making a prediction an important reading strategy?
It helps us to focus on what we are reading about.
It helps us make connections about what we already know to what we think
we know.
It gets us excited about what we are reading.

How do we make Predictions to help us understand what we are reading?
Before you begin reading preview the title, table of contents, and pictures.
Ask yourself:
Does this remind me of any experiences in my life?
Does this remind me of other books I have read?
Have I read or heard something like this before?
As you are reading, look for clues that will lead you to make a good
prediction.
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An abbreviation is a short way of writing words.
The abbreviations for the days of the week use the
first letters of the word.
examples: Monday = Mon. Thursday = Thurs.
Look for the abbreviations of these words in the
dictionary.

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especially
New
Zealand
informal
suffix
illustration
Can you name the learning standard?
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DANAS FLOWER GARDEN
Dana loves flowers. Her
favourites are daisies,
tulips, and daffodils. Tulips
and daffodils come up every
spring, and daisies come up
later in the summer. These
plants are perennials; they
come up year after year.

What are these texts called?
Can you name the learning standard?
TEXT A
TEXT B
What can you derive from Text B? What does Text A tell us?
Teaching pupils reading strategies:
Choice of Text:
- 95% of words in the text chosen should be understood by pupils
- topics of interest according to the maturity level of pupils

Getting Ready to Read:
- Previewing a Text

Engaging in Reading:
- Using Context to Find Meaning
- Reading Between the Lines (Inferences)
- Identifying main and supporting ideas

Responding to Text
- Drawing Conclusions (I Read/I Think/Therefore)

SAMPLE READING TEXT
- In Danger of Extinction
(with Higher Order Thinking Elements [HOTS]
incorporated into comprehension questions)

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A species is the name for a group of animals that are alike,
such as lions and tigers. If a species is endangered it means
there are very few of those animals left in the world. If all
the animals in a species die, the species becomes extinct.
Those animals are gone forever. Many species are
protected. A protected species means governments have
made laws against killing the animals. The koala is close to
being an endangered species.

Interestingly, the koala is partly to blame for its decline.
Koalas are too stubborn for their own good! When you were
younger, were you a picky eater? Did your parents have to
force you to eat things that were good for you? Hopefully
you listened to what they taught you and ate your dinner.
Koalas are picky eaters. They live in tall eucalyptus trees.
Many of these trees are also called gum trees. Koalas eat the
leaves of those trees.

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Since there are over 600 different types of eucalyptus trees,
the koala should have no trouble finding food. But koalas
are picky! They only want certain gum tree leaves to eat.
Out of the 600 varieties of trees, koalas will only eat the
leaves of about 120 kinds of gum tree. Some are even pickier
than that. The koalas of a specific area will only eat about
four or five kinds of gum leaves.

They would rather starve than eat the other kinds. Now
thats stubborn! The biggest problem for koalas now is that
the brush land in Australia is being cut down. Towns and
cities are pushing farther into the brush. Since many koalas
live there, they are losing their tree homes and the trees
leaves that feed them.

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1)What does it mean when an animal is extinct?
______________________________________________
2) Imagine if you were like a koala and ate only one kind of food. What kind
of food would it be? (HOTS : Applying)
______________________________________________
3) What is another name for many gum trees?
______________________________________________
4) Why do you think the koala is so picky? (HOTS : Analysing)
_______________________________________________
5) What would you tell people to get them to stop cutting down the brush
land where koalas live? Why do you think the koala is so picky? (HOTS
: Creating and Applying )
________________________________________________

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Reading
aloud
pronunciation
stress &
intonation
Silent
reading
Sub-skills

Identify main facts & details
Relate cause & effect
Identify sequence of events
Predicting outcomes
Inferring meaning from
contextual clues
Reading levels

Literal comprehension
Reorganisation
Inferential comprehension
Evaluation
Appreciation
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Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

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