ENGLISH LANGUAGE UNIT

CURRICULUM DEVELOPMENT DIVISION

MINISTRY OF EDUCATION MALAYSIA

High Quality Teacher Interaction

hour Teacher-Pupil
Interaction
10 mins
Summing up

15 mins

hour Teacher-Pupil
Interaction

Shared Reading

20 mins

Guided Reading
or Independent
Work

15 mins
Focused Word
Work

hour individual
work
hour Teacher-Pupil
Interaction

Shared Reading
The teacher uses one big book or poster of a story and sits
together with the class. Everyone can see the text and the
illustrations (pictures).
The book chosen for shared reading is one pupils are not able
to read on their own.
The teacher makes pupils read one or two words where they
can.
In shared reading pupils see how good reading is done.
Later they will be able to read on their own from the example
given by the teacher in the shared reading.

Step 1
Shared Reading - 15 mins

The atmosphere is accepting and non-threatening.

The teacher shows how good expressive reading is done. The
teacher reads slowly word by word. She does not rush
through.
The teacher reads word by word and points clearly to the word
that s/he is reading. S/he may read a sentence more than
once.
The teacher reads in a loud clear voice with good pronunciation
and intonation.
The teacher dramatises the text. She is sad when the person in
the story is sad and happy when the person is happy.

Step 2
Focused Word Work - 15 mins
The teacher teaches the sound system of English. Pupils need
to understand that letters in English (especially vowels) do not
carry the same sound as Bahasa Malaysia.
Pupils must be able to hear and tell the difference and
regularities in sounds of letters and blends of letters

In the very early stages

word recognition, i.e. able to recognise a certain

number of key words that they have met before
understand the sounds of letters
vocabulary work, i.e. able to understand
the meanings of a number of key words

Step 2
Focused Word Work

In the later stages

spelling and vocabulary
grammar
punctuation

sentence building
Tenses
Refrains Cant you see that babys sleeping?
Instructions Dont you come
Requests / permission

Step 3
Guided Reading and Independent Work

This time during the English hour:

allows teachers to concentrate on one group each day
allows other pupils to work independently on their
own or in a group - and learn to work independently
Guided Reading
The book chosen is at a level pupils can read on their own i.e.
they can read 95% of the book. The teacher guides and
facilitates the reading when the pupil needs help and offers
praise and encouragement throughout.
Independent Work
Independent reading, writing, spelling, etc.
Pupils are trained about what they should be doing and it is
important that they do not disturb the teacher.

Independent Work
Activities pupils can do on their own or in small groups are the following:

Independent reading of a text simple enough to read and has

been read before with the teacher

Phonic study and spelling practice

Practice and study of punctuation and sentence construction

Vocabulary extension (adding to pupils own stock of

vocabulary) and dictionary work

Understanding sentence building.

Doing written work by having to refer to story.

During this time, pupils are trained not to interrupt a teacher. If they
come across any difficulty in their work they should rely on their
own resources to solve the problem. This is good practice
for them to become independent learners.

Step 4

Plenary
Teacher monitors and assesses how much pupils have learnt
and clarifies misconceptions
Teacher re-emphasises and reinforces teaching points
Pupils reflect upon what they have learned and clarify their
thinking
Pupils revise and practise new skills learned during earlier part of
the lesson
Teacher rounds up or sums up main teaching points

STEP 1
COVER OF THE BOOK

BACK COVER
OF THE BOOK

Introduction: Teacher can introduce the book by talking a little about the
cover and back cover eg. title, who wrote the book, pictures to capture pupils
interest.

Tr, sits on a chair with pupils around her.

Tr. reads the story with expressions.
Tr. points to pictures and get pupils to guess.
eg. broom, baby, mosquito

Tr. carries on reading.

Tr. may get pupils to repeat after her or join in when words are repeated.
Tr. may get pupils to carry out the actions.

Carry on reading with expressions pointing to the words and

pictures.
Encourage pupils to join in.

Tr. may ask pupils if they have seen a lizard and carry out the
action of the lizard and the mother.

Tr. will end the story for the day by saying

e.g OK! Children, well continue tomorrow,
OK! children, well find out more tomorrow.

WHAT HELPS CHILDREN UNDERSTAND A STORY?

VOICE

USE OF PAUSES

EYE CONTACT

POINTING TO VISUALS

MIME & GESTURE

FACIAL EXPRESSIONS

ASKING QUESTIONS

REPETITION

Choosing the right reading materials to

support phonics
Reading resources in a phonic-based
programme have to mirror authentic language
Books must have a storyline, complete
sentences, grammatical structure to enable
pupils to apply both phonics and comprehension
skills
Pupils must be able to apply phonics
knowledge of sounds, segments, and blending
in authentic reading texts.
*** A direct connection between phonics
instruction and reading is essential

Learning outcomes of Structured Readers

1. Develop phonemic awareness
2. Develop concepts of print
3. Make connections between sounds and letters
4. Blend sounds to make words
5. Recognise high-frequency words
6. Write words
7. Read independently
8. Develop fluency

STAGES OF A LESSON

Develop Phonemic
Awareness

Connect Sound/
Symbol

Consolidation

Read the story

Adapted from
Scholastic

STEP 2

Focused Word Work/

Teaching Point

Phoneme : ee
Pronunciation

sleeping

peeping

Spelling
Vocabulary

creeping

weeping

REMEMBER! to focus only on 1 or 2 Teaching Points

STEP 3

Independent Work

WORKSHEETS
Group 1

Guided Reading
Teacher calls out 2
pupils/groups
Ask them to read in order to:

Group 2

Build confidence
To do silent assessment
Every pupil gets a chance

Group 3
Tr. Distributes worksheets/tasks and asks pupils
to do on their own.
Tr. may explain if necessary

Other pupils are told not to

disturb tr. during guided
reading

STEP 3
WORKSHEET
1

weeping
peeping
creeping
sleeping

Independent Work
Match

STEP 3

Independent Work

WORKSHEET 2

Fill in the missing

letters

sl __ __ ping

p __ __ ping

w __ __ ping

cr __ __ ping

STEP 3

WORKSHEET 3

S
C
R
E
E
P
I
N
S

G
L
R
C
M
S
N
G
L

N
E
C
E
R
N
K
E

I
E
O
M
E
E
R
J
E

P
P
T
Y
F
P
H
P
P

E
N
I
P
E
E
I
S
I

E
G
S
W
I
G
R
N
N

P
W
E
E
P
I
N
G
G

STEP 4

Summing up/Plenary

Tr. sums up the days teaching point by using:

A song/ rhyme/ chant
Questions
Tr. may also include moral value /aesthetic questions
Did you like the story ?

Babys sleeping,
Hush! Hush!,
Babys sleeping,
Hush! Hush,
Cant you see
That babys sleeping,
Cant you see
That babys sleeping,
Hush! Hush!

I said, Sh! Sh! Babys sleeping!

I said, Sh! Sh! Babys sleeping!

What did you say?

What did you say?

I said, Hush! Hush! Babys sleeping!

I said, Hush! Hush! Babys sleeping!

What did you say?

What did you say?

I said, Please be quiet, Babys sleeping!

I said, Please be quiet, Babys sleeping!

What did you say?

What did you say?

I said Shut up! Shut up! Babys sleeping!

I said, Shut up! Shut up! Babys sleeping!

WAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA
AAAAAAAAA!!!!!