DSKP BAHASA INGGERIS KSSRPK T5

KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

3.0 READING SKILLS

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD

Pupils can: Notes:
 Based on any topics chosen by the teacher.
3.1 Understand a Understand the 3.1.1 Understand the main  Linear texts contain only words. Example of linear texts

variety of main idea in a idea of very short include dialogues, stories and descriptions.
 Non-linear texts combine words and pictures. Example of
linear and variety of text types simple texts
linear texts include graphs and diagrams.
non-linear on familiar topics  Specific information can be in any form of details to support

print and the main idea. (characters, events, places or descriptions)
 Teacher may refer to:
digital texts by Understand specific 3.1.2 Understand specific
 http://www.readingrockets.org/article/effective-reading-
using details in a variety of information and interventions-kids-learning-disabilities

appropriate text types on familiar details of very short  http://www.pbs.org/parents/education/learning-
disabilities/types/reading/reading-strategies/
reading topics simple texts
 https://pridelearningcenter.com/2016/04/10/reading-
strategies comprehension-strategies-for-students-with-learning-
disabilities/

 https://study.com/academy/lesson/reading-strategies-for-
students-with-learning-disabilities.html

 Teacher may simplify or modify the texts according to the
levels of the pupils.

Suggested activities:
(a) read and draw
(b) read and match
(c) read and categorise
(d) read and complete text

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD

Use appropriate basic Pupils can: Notes:
dictionary skills  Based on any topics chosen by the teacher.
3.1.3 Use with support picture
dictionary to find, list and Suggested activities:
categorise words from (a) matching activity
the topics chosen. (b) match graphics with words

Pupils can: Notes:

 Fiction text: the type of book or story that is written

3.2 Read for Read and understand 3.2.1 Read and enjoy simple about imaginary characters and events and not

information and a variety of fiction and fiction or non-fiction print based on real people and facts.

enjoyment non-fiction texts and digital texts of  Non-fiction text: writing that is about real events and

interest. facts, rather than stories that have been invented.

 Digital text is an electronic version of a written text. It

can be found on the internet or on the computer or

on a variety of hand-held electronic devices.

 Based on any topics chosen by the teacher.

 Teacher may guide and encourage pupils to read

meaningfully.

Suggested activities:
(a) read and match
(b) read and complete text
(c) digital games

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

Performance Standards Guide for Reading Skills

PERFORMANCE DESCRIPTORS FOR READING SKILLS NOTES
LEVEL

 Hardly understands the main idea, specific information and details of very

short simple texts even with a lot of support. Requires support to achieve

1  Hardly uses picture dictionary to find, list and categorise words even with a lot curriculum target

of support. (A1 Mid)

 Hardly reads and enjoy simple fiction or non-fiction print and digital texts even

with a lot of support.

 Shows ability to understand the main idea, specific information and details of

very short simple texts with a lot of support. On track to achieve curriculum

2  Shows ability to use picture dictionary to find, list and categorise words with a target (A1 Mid)

lot of support.

 Shows ability to read and enjoy simple fiction or non-fiction print and digital

texts with a lot of support.

 Shows ability to understand the main idea, specific information and details of

very short simple texts with support. Achieves expectations of

3  Shows ability to use picture dictionary to find, list and categorise words with curriculum target (A1 Mid)

support.

 Shows ability to read and enjoy simple fiction or non-fiction print and digital

texts with support.

 Shows ability to understand the main idea, specific information and details of

very short simple texts with very minimal support. On track to exceed expectations

4  Shows ability to use picture dictionary to find, list and categorise words with (A1 Mid)

very minimal support.

 Shows ability to read and enjoy simple fiction or non-fiction print and digital

texts with very minimal support.

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

PERFORMANCE DESCRIPTORS FOR READING SKILLS NOTES
LEVEL

 Shows ability to understand the main idea, specific information and details of

very short simple texts appropriately.

5  Shows ability to use picture dictionary to find, list and categorise words Working towards exceeding

appropriately. expectations (A1 Mid)

 Shows ability to read and enjoy simple fiction or non-fiction print and digital

texts appropriately.

 Shows ability to understand the main idea, specific information and details of

very short simple texts confidently.

6  Shows ability to use picture dictionary to find, list and categorise words Exceeds expectations (A1 Mid)

confidently and independently.

 Shows ability to read and enjoy simple fiction or non-fiction print and digital

texts confidently.

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

WRITING Objectives for Writing in Year 5

The Writing Content Standards focus on pupils’ ability to By the end of Year 5, pupils are able to:
communicate meaning, and to use appropriate language, form
and style when doing so. 1. Write basic information using phrases and sentences.
2. Write a sequence of:
The order in which the Content and Learning Standards appear
does not reflect a chronological sequence of classroom learning (i) simple instructions
which starts with 4.1.1 and finishes with 4.2.3. Pupils need to (ii) simple directions
develop these skills simultaneously over the school year, and so 3. Write and describe people and objects using suitable
will learn from opportunities to practise different reading skills in phrases and simple sentences.
varied sequences in their English lessons. 4. Use capital letters, full stops, question marks and comma
appropriately in guided writing at sentence level.
The Performance Standards for writing are provided for teachers 5. Spell a range of familiar high frequency words in guided
to assess their pupils’ progress in writing. There are six writing.
performance levels which are arranged in an ascending order to 6. Plan, draft and write an increased range of simple
differentiate the levels of pupils’ achievement. sentences based on any familiar topics.

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

4.0 WRITING SKILLS FOCUS LEARNING STANDARD NOTES

CONTENT Pupils can: Notes:
STANDARD
4.1.1 Write basic information  Based on any topics chosen by the teacher.
4.1 Write basic Write basic using phrases and  Teacher may brainstorm on the topics beforehand.
information for a information sentences  Teacher should cultivate pupils’ thinking skills by
range of
purposes in print asking HOTs questions.
and digital  In accordance to pupils’ ability, teacher may guide
media
them to write words, phrases, then sentences.
 Teacher may use any kind of forms, notes

(information transfer) from printed or digital media as
tools or learning activities.
 Teacher may refer to:

www.brighthubeducation.com/special-ed-inclusion-
strategies/127947-the-pre-writing-stage/

https://www.ernweb.com/educational-research-
articles/learning-disabilities-writing-strategies/

Suggested activities:
(a) listen and write
(b) fill in the blanks
(c) information transfer

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD
Pupils can: Notes:

4.1.2 Write a sequence of:  Instruction in daily activities. (Dressing up, Simple
i) simple instructions recipes, Giving directions)
ii) simple directions
 Introduce preposition e.g. behind, in front of etc. and
sequence connector e.g. firstly, secondly, lastly. (in
accordance to pupils’ ability)

 In accordance to pupils’ ability, teacher may guide
them to write words, phrases, then sentences.

 Teacher may refer to:
 https://www.easypacelearning.com/all-
lessons.com/all-lessons/learning-english-level-
1/201-giving-and-asking-directions-english-lesson
 www.learnesl.net/introduction-to-english-
prepositions/
 https://www.toppr.com/guides/english/preposition
s/introductions-prepositions

Suggested activities:
(a) listen and write
(b) fill in the blanks
(c) information transfer

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD

Pupils can: Notes:

Describe people and 4.1.3 Write and describe people  Introduce adjectives.
things and objects using suitable
phrases and simple  Adjectives refer to words that describe or clarify
sentences. nouns.

 Example of phrases:
o blue car
o big book
o tall boy

 Example of simple sentences:
o This is a blue car.
o The tall boy is my brother.

 Based on any topics chosen by the teacher.

 Teacher may brainstorm on the topics beforehand.
 Teacher may guide and encourage pupils to write

confidently.
 In accordance to pupils’ ability, teacher may guide

them to write words, phrases, then sentences.
 Teacher may refer to:

 https://education.seattlepi.com/teaching-simple-
adjectives-kindergarten-students-4303.html

Suggested activities:
(a) write and match
(b) write and complete text

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD

Pupils can: Notes:

4.2 Write with Punctuate texts 4.2.1 Use capital letters, full  Punctuate any form of written materials.
appropriate appropriately stops, question marks  Written materials are based on any topics chosen.
language form and comma  Introduce proper noun and common noun
and style for a appropriately in guided
range of writing at sentence level knowledge to pupils.
purposes in print
and digital media Suggested activities:
(a) rewrite sentences and punctuate
(b) identify and rewrite sentences with correct

punctuation
(c) sorting activities

https://teachstarter.com/blog/28-punctuation-
resources-activities

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD
Spell high
frequency words Pupils can: Notes:
accurately
4.2.2 Spell a range of  Spell words used in written materials.
familiar high  Activities should be guided by teacher, and based on any topics
frequency words in
guided writing chosen.
 High frequency words are words which pupils use often in

writing, such as colours, numbers, days of the week, and
classroom objects.
 A range of familiar high frequency words are in addition to the
words that have been taught.
 Teacher needs to use their own judgement on familiar high
frequency words, according to words pupils write often in every
lesson.
 Look on the neatness, legibility and accuracy in spelling.
 Teacher may refer to:
www.highfrequencywords.org/

Suggested activities:
(a) spelling games
(b) use pictures to stimulate pupils to write words
(c) Rebus writing – representation of a word or a syllable by a

picture of an object
https://en.islcollective.com/resources/search_result?Tags=rebus
(d) word search

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD

Pupils can: Notes:

Plan, draft and edit 4.2.3 Plan, draft and write an  Teacher guides pupils to construct a variety of
work appropriately on increased range of simple sentences based on any familiar topics
familiar topics simple sentences based chosen by teacher.
on any familiar topics
 An increased range of simple sentences are in
addition to the simple sentences that has been
taught.

 Teacher must guide and encourage pupils to write
confidently.

 Look on the neatness, legibility and accuracy in
spelling.

Suggested activities:
(a) listen and write
(b) write and complete text

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

Performance Standards Guide for Writing Skills

PERFORMANCE DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL

 Hardly writes basic information, simple instructions and directions even with a

lot of support.

 Hardly writes and describes people and objects using suitable phrases and Requires support to achieve

1 simple sentences even with a lot of support. curriculum target

 Hardly punctuates at sentence level and spells a range of familiar high (A1 Mid)

frequency words in guided writing even with a lot of support.

 Hardly plans, drafts and writes simple sentences even with a lot of support.

 Shows ability to write basic information, simple instructions and directions with

a lot of support.

 Shows ability to write and describes people and objects using suitable phrases On track to achieve curriculum

2 and simple sentences with a lot of support. target (A1 Mid)

 Shows ability to punctuate at sentence level and spells a range of familiar high

frequency words in guided writing with a lot of support.

 Shows ability to plan, draft and write simple sentences with a lot of support.

 Shows ability to write basic information, simple instructions and directions with

support.

 Shows ability to write and describes people and objects using suitable phrases Achieves expectations of

3 and simple sentences with support. curriculum target (A1Mid)

 Shows ability to punctuate at sentence level and spells a range of familiar high

frequency words in guided writing with support.

 Shows ability to plan, draft and write simple sentences with support.

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

PERFORMANCE DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL

 Shows ability to write basic information, simple instructions and directions with

very minimal support.

 Shows ability to write and describes people and objects using suitable phrases

4 and simple sentences with very minimal support. On track to exceed expectations

 Shows ability to punctuate at sentence level and spells a range of familiar high (A1 Mid)

frequency words in guided writing with very minimal support.

 Shows ability to plan, draft and write simple sentences with very minimal

support.

 Shows ability to write basic information, simple instructions and directions

appropriately.

 Shows ability to write and describes people and objects using suitable phrases Working towards exceeding

5 and simple sentences appropriately. expectations (A1 Mid)

 Shows ability to punctuate at sentence level and spells a range of familiar high

frequency words in guided writing appropriately.

 Shows ability to plan, draft and write simple sentences appropriately.

 Shows ability to write basic information, simple instructions and directions

confidently.

 Shows ability to write and describes people and objects using suitable phrases

6 and simple sentences confidently. Exceeds expectations (A1 Mid)

 Shows ability to punctuate at sentence level and spells a range of familiar high

frequency words in guided writing confidently.

 Shows ability to plan, draft and write simple sentences confidently.

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

LANGUAGE ARTS Objectives for Language Arts in Year 5

The Language Arts Content Standards focus on pupils’ ability to By the end of Year 5, pupils are able to:
enjoy and appreciate different text types, to express a personal
response to texts, and to respond imaginatively to texts. 1. Enjoy and sing:
(i) nursery rhymes
The order in which the Content and Learning Standards appear (ii) songs
does not reflect a chronological sequence of classroom learning
which starts with 5.1.1 and finishes with 5.3.1. Pupils need to 2. Name people, things or places of interest based on any
develop Language Arts skills simultaneously over the school year, stimulus given.
and so will learn from opportunities to practise different Language
Arts skills in varied sequences in their English lessons. 3. Respond imaginatively through presenting creative works.

The Learning Standards for Language Arts ensure pupils benefit
from hearing and using language from functional as well as non-
functional resources. Through fun-filled and meaningful activities,
pupils will gain a rich and invaluable experience in using the
English Language. When taught well, pupils will take pride in their
success. They will also benefit strongly from consistent praise
effort and achievement by the teachers with the aim of making
their learning as rewarding as possible. Pupils will also be
encouraged to plan, prepare and produce simple creative works.
In addition, Language Arts also provides pupils an opportunity to
integrate experiment and apply what they have learnt in the other
language skills in fun-filled, activity-based and meaningful
experiences.

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

5.0 LANGUAGE ARTS

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD
Pupils can:
Notes:
5.1.1 Enjoy and sing:
5.1 Enjoy and Say the words in (i) nursery rhymes  Any suitable songs based on any topics chosen by
appreciate simple texts, and (ii) songs the teacher.
rhymes, poems sing simple songs
and songs with correct  Teacher may guide and encourage pupils to sing
pronunciation, and enjoy the nursery rhymes and songs.
rhythm and
intonation  Pupils may show non-verbal responses (actions,
gestures, facial expressions, body language) and
verbal responses (can be in oral and written form).

 Use familiar words, phrases as lyrics for the songs.
https://youtu.be/jK99ZcVi0b4
https://youtu.be/3zJJ1S6-rMc

Suggested activities:
(a) listen and tell
(b) sing songs

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD Pupils can:

Notes:

5.2 Express personal Identify, analyse and 5.2.1 Name people, things,  The stimulus may be familiar to the pupils and can
responses to respond to elements actions or places of be based on any topics chosen by the teacher.
literary texts / in texts / digital interest based on any
digital media media stimulus given  Teacher may guide and encourage pupils to
communicate confidently.

 Pupils responses can be in non-verbal and verbal.
 Teacher may use stories, movies, comics etc which

the pupils are familiar with.

Suggested activities:
(a) listen and tell
(b) role play

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

CONTENT FOCUS LEARNING STANDARD NOTES
STANDARD Pupils can:

Notes:

5.3 Express an Plan, prepare and 5.3.1 Respond imaginatively  Based on any topics chosen by the teacher.
imaginative produce creative through presenting  Teacher may guide and encourage pupils to
response to literary work with a focus on creative works.
texts / digital language use. communicate confidently and express their ideas
media freely and creatively.
 Teacher may give a lot of prompting.
 Group work with fun activities are recommended.
 Teacher may use TPR (Total Physical Response),
in getting the pupils motivated.
 Total Physical Response (TPR) is a method of
teaching language or vocabulary concepts by using
physical movement to react to verbal input. The
process mimics the way that infants learn their first
language, and it reduces pupils inhibitions and
stress.
www.theteachertoolkit.com/index.php/tool/total-
physical-response-tpr
https://www.fluentu.com/blog/educator/total-
physical-response
 Example of creative works (art and craft, rap, song,
chants)
https://youtu.be/jK99ZcVi0b4
https://youtu.be/3zJJ1S6-rMc

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1. Eileen Jessie Ah Guan KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5
2. YM Tunku Ireneza Marina binti Tunku Mazlan
3. Anon Sham binti Che Din PANEL OF WRITERS
4. Noor Azmira binti Amran
5. Dr. Rabindra Dev Prasad Curriculum Development Division
16.. Haris bin Yusof Curriculum Development Division
7. Aida Farzlina binti Rosly Curriculum Development Division
8. Nur Syazana binti Zakaria Curriculum Development Division
9. Mohd Saiful Azam Khoo bin Abdullah Curriculum Development Division
10. Suraya Hani binti Abdul Jalil Curriculum Development Division
11. Nadasofa’ binti Rafiai Curriculum Development Division
12. Ruziyawati binti Mohd Salleh Curriculum Development Division
13. Nuratiqah binti Mohd Kohar Curriculum Development Division
14. Rayleena binti Rolan SK Puchong Utama (1), Selangor
15. Mohamad Suhaidi bin Mohd Sujak SK Bandar Tasik Selatan, Kuala Lumpur
16. Khairiah binti Abd Rashid SK Jalan U3, Selangor
SK Putrajaya Presint 9 (2), Putrajaya
SK Bukit Rimau, Selangor
SK Bandar Baru Seri Petaling 1, Kuala Lumpur
SK Desa Setapak, Kuala Lumpur

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

ACKNOWLEDGEMENT

Dr. Mohamed bin Abu Bakar Advisors
Datin Dr. Ng Soo Boon - Director

- Deputy Director (STEM)

Editorial Advisors

Mohamed Zaki bin Abd. Ghani - Head of Sector

Haji Naza Idris bin Saadon - Head of Sector

Mahyudin bin Ahmad - Head of Sector

Dr. Rusilawati binti Othman - Head of Sector

Mohd Faudzan bin Hamzah - Head of Sector

Fazlinah binti Said - Head of Sector

Mohamed Salim bin Taufix Rashidi - Head of Sector

Haji Sofian Azmi bin Tajul Arus - Head of Sector

Paizah binti Zakaria - Head of Sector

Hajah Norashikin binti Hashim - Head of Sector

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5

Technical Coordinator for Publication and
Specifications

Saripah Faridah Binti Syed Khalid
Nur Fadia Binti Mohamed Radzuan
Mohamad Zaiful bin Zainal Abidin

Grafic Designer
Siti Zulikha Binti Zelkepli

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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5
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KSSR PENDIDIKAN KHAS (MASALAH PEMBELAJARAN) BAHASA INGGERIS TAHUN 5
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