PEMETAAN KURIKULUM BAGI PELAKSANAAN KELAS BERCANTUM BAHASA INGGERIS Sekolah Jenis Kebangsaan TAHUN 4 DAN TAHUN 5 KURIKULUM STANDARD SEKOLAH RENDAH (SEMAKAN 2017)
PEMETAAN KURIKULUM BAGI PELAKSANAAN KELAS BERCANTUM BAHASA INGGERIS Sekolah Jenis Kebangsaan TAHUN 4 DAN TAHUN 5 KURIKULUM STANDARD SEKOLAH RENDAH (SEMAKAN 2017)
Terbitan 2022 © Kementerian Pendidikan Malaysia Hak Cipta Terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel, ilustrasi dan isi kandungan buku ini dalam sebarang bentuk dan dengan cara apa-apa jua sama ada secara elektronik, fotokopi, mekanik, rakaman atau cara lain sebelum mendapat kebenaran bertulis daripada Pengarah Bahagian Pembangunan Kurikulum, Kementerian Pendidikan Malaysia, Aras 4, 6-8 Blok E9, Kompleks Kerajaan Parcel E, Pusat Pentadbiran Kerajaan Persekutuan, 62604 Putrajaya, MALAYSIA. ISBN 978-967-420-700-7
KATA ALU-ALUAN Pelaksanaan kelas bercantum dengan kaedah pengajaran dan pembelajaran (PdP) pelbagai gred di sekolah berenrolmen 30 dan ke bawah merupakan strategi jangka pendek Inisiatif #40: Pelaksanaan Pelan Hala Tuju Sekolah Kurang Murid (SKM). Strategi PdP pelbagai gred dalam kelas bercantum dilaksanakan di sekolah yang bilangan murid dan nisbah murid kepada guru yang kecil. Selain mempunyai bilangan murid yang kecil, kelas bercantum terdiri daripada murid dan tahun persekolahan yang berbeza. Proses PdP dalam kelas bercantum perlu mengambil kira keperluan murid daripada aspek kebolehan, minat dan tahap pemikiran. Pelaksanaan kelas bercantum dengan pendekatan PdP pelbagai gred akan dapat meningkatkan kecekapan guna tenaga guru. Bahagian Pembangunan Kurikulum (BPK) telah membangunkan Dokumen Pemetaan Kurikulum Kelas Bercantum untuk SKM Enrolmen 30 dan ke bawah bagi semua mata pelajaran KSSR Tahun 2 dan Tahun 3 (Semakan 2017) serta Tahun 4 dan Tahun 5 (Semakan 2017) bagi menyokong pelaksanaan kelas bercantum dalam Inisiatif #40. Dokumen Pemetaan Kelas Bercantum untuk SKM Enrolmen 30 dan ke bawah ini diharap dapat membantu guru melaksanakan PdP pelbagai gred dalam kelas bercantum dengan lebih berkesan. BPK mengucapkan terima kasih dan merakamkan penghargaan kepada semua pihak yang telah memberi kerjasama dan sumbangan dalam menghasilkan dokumen pemetaan ini. Haji Azman bin Haji Adnan Pengarah Bahagian Pembangunan Kurikulum
1 LISTENING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 1.1 Recognise and reproduce target language sounds Year 5 1.1 Recognise and reproduce target language sounds 1.1.1 Recognise and reproduce with support a wide range of target language phonemes 1.1.1 Recognise and reproduce with little or no support a wide range of target language phonemes Definition of terms: a wide range of target language phonemes Phonemes are the sounds that make up words in spoken language. By the end of Years 4 and 5, pupils should be able to hear and say most of the phonemes, including most of the less common ones, such as /ɔɪ/ or /aʊ/ with minimal or no support. MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES: Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW.
2 LISTENING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 1.2 Understand meaning in a variety of familiar contexts Year 5 1.2 Understand meaning in a variety of familiar contexts 1.2.1 Understand with support the main idea of longer simple texts 1.2.2 Understand with support specific information and details of longer simple texts 1.2.1 Understand with support the main idea of longer simple texts on a range of familiar topics 1.2.2 Understand with support specific information and details of longer simple texts on a range of familiar topics Definition of terms: longer simple texts Longer simple texts are those with more than 4 or 5 utterances or sentences. They usually contain more than one paragraph. They should be easy for pupils to understand. MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Please see Strategy 5 in the SoW: Learning preferences and needs. Consider pairing pupils in the classroom activities so there is a more-confident pupil and a less-confident pupil in some pairs.
3 LISTENING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 1.2 Understand meaning in a variety of familiar contexts Year 5 1.2 Understand meaning in a variety of familiar contexts 1.2.3 Understand with support short simple narratives on a range of familiar topics 1.2.4 Understand longer supported classroom instructions 1.2.3 Understand with support longer simple narratives on a range of familiar topics 1.2.4 Understand a sequence of supported classroom instructions Definition of terms: short and longer simple narratives Simple narratives contain language which pupils can understand, and which is familiar. Short narratives are stories which are around 10–12 pages. They may be longer if in book form. Longer narratives are stories or sequences of events which are usually more than 15 lines long, and may be considerably longer in some forms, such as a book or comic. In Years 4 and 5, narratives should be on a range of different topics which are familiar to pupils. Teachers are encouraged to use their own professional judgement when selecting short and longer simple narratives, based on the level, context and interest of the pupils that they teach. Definition of terms: (a) longer supported classroom instructions (b) a sequence of supported classroom instructions
4 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Classroom instructions are the instructions teachers use to direct pupils to do activities. In Year 4, these should be longer, for example using full sentences and combining two or more instructions into a sequence (e.g. First, I’d like you to listen to the people talking. As you listen, please write down three place names you hear in your exercise book) In Year 5, these should be longer and slightly more complex, for example using full sentences and combining 2 or 3 instructions into a sequence (e.g. First, read the title and answer question 1. Then read the whole text to answer questions 2 and 3). Support classroom instructions using modelling, demonstration, miming and closed questions to check understanding of all pupils. MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks.
5 LISTENING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 1.2 Understand meaning in a variety of familiar contexts Year 5 1.2 Understand meaning in a variety of familiar contexts 1.2.5 Understand longer supported questions 1.2.5 Understand a sequence of supported questions Definition of terms: supported questions Supporting questions involves using mime and gesture, modelling and routines. This also includes using pictures and objects to visually support meaning. By the end of Year 5, pupils are expected to hear and understand a sequence or 2 or 3 of such questions. MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to needs of your pupils. Please see the seven differentiation strategies in the SoW. Please refer to Strategy 1: Task
6 LISTENING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 1.3 Use appropriate listening strategies in a variety of contexts Year 5 1.3 Use appropriate listening strategies in a variety of contexts 1.3.1 Guess the meaning of unfamiliar words from clues provided by knowledge of the topic 1.3.1 Guess the meaning of unfamiliar words from clues provided by other known words Definition of terms: unfamiliar words These are words pupils do not know or understand in English. other known words These are the words pupils already understand. They may also be able to use them. MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils. Please see the seven differentiation strategies in the SoW.
7 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Refer to Strategy 4: Differentiate by the time pupils are given to complete a task When listening to the text, some pupils may be slow at completing the gaps or other guessing the meaning activities. When pupils encounter a vocabulary word which they are unfamiliar with, allow them to use the contextual clues to determine the word's meaning. Pause the track to allow them more time to guess.
8 SPEAKING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 2.1 Communicate simple information intelligibly Year 5 2.1 Communicate simple information intelligibly 2.1.1 Explain and give reasons for basic opinions 2.1.1 Give detailed information about themselves Definition of terms: basic opinions Basic opinions are expressed in simple language and are simple in meaning and the thinking behind it, for example I like/don’t like /adore…or giving an opinion about a film (e.g. It was amazing). detailed information In Year 5, pupils will talk in more detail about themselves, their background, their opinions, preferences and experiences. This information is still familiar to pupils and related to their own lives. MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks.
9 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to needs of your pupils. Please see the seven differentiation strategies in the SoW. Please refer to Strategy 5: Differentiate by supporting individual learning preferences and needs. When appropriate, teachers can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for example, pupils decide for themselves which tasks they want to do. Scaffolding strategies for speaking activities: (a) Modelling/ Gestures (b) Intentionally small group / Pair work (c) Connect to Background Knowledge (d) Graphic organisers (e) Visuals and Realia (f) Sentence structures / Starters e.g. Write on the board: ‘I love learning English, so I…’ Pupils finish the two sentence starters orally in pairs.
10 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Extend the activity by having pupils respond to each other’s plans, giving an opinion, e.g. ‘That sounds fun/exciting!’ Encourage pupils to practise the language for checking instructions, either by asking teacher for clarification or by asking each other. Remind pupils about the verb phrases that they have learnt in the previous lessons.
11 SPEAKING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 2.1 Communicate simple information intelligibly Year 5 2.1 Communicate simple information intelligibly 2.1.2 Find out about and describe experiences in the past 2.1.2 Find out about and describe experiences up to now Definition of terms: … describe experiences in the past Grammar explanations may be complex for some pupils. At this stage of the unit, support those pupils by focussing on the context of when using simple past tense. Introduce the past forms of irregular verbs without complex explanation about spelling rules at this point. You can return to these later. Avoid using grammar terminology when explaining this. MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW.
12 SPEAKING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 2.1 Communicate simple information intelligibly Year 5 2.1 Communicate simple information intelligibly 2.1.3 Give a longer sequence of basic instructions or directions 2.1.3 Ask for, give and respond to simple advice Definition of terms: longer sequence of basic directions Basic directions are short, are often two or three words long and use imperative verb forms, for example “Turn left”. More than three or four of these together make a longer sequence of basic directions simple advice Simple advice is a short piece of advice normally no longer than a sentence using simple language e.g. Eat an apple – it’s good for you. MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks.
13 SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW. Please also consider the following: When developing activities and materials, take into account that some of your pupils may lack confidence when speaking in English, while others may find it difficult to use language accurately. Give different amounts and types of support to these pupils, and make sure to give different feedback to different pupils, depending on their individual achievements to develop confidence or accuracy as appropriate. Get pupils to discuss in groups/pairs on the rules when they are in the car, on the bike and in the street. Encourage pupils to add more rules besides the ones mentioned in the song using sequences of imperative verb forms. Expect more proficient pupils to give more than one piece of advice in various situations.
14 SPEAKING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 2.1 Communicate simple information intelligibly Year 5 2.1 Communicate simple information intelligibly 2.1.4 Give reasons for simple predictions 2.1.4 Ask about and describe future plans MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW. Strategy 5: Differentiate by supporting individual learning preferences and needs When appropriate, teachers can support preferences by letting pupils make choices about what they do and how they do it. Sometimes, for example, pupils decide for themselves which tasks they want to do (e.g. the gestures they create for an action song, or a revision game), depending on the ways they prefer to
15 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 learn (for example visually, through speaking or listening, or through movement). Please also consider the following: Be sure to model language pupils need and provide practise before the speaking and writing stages. Provide a simple model to give reasons for their predictions, but also encourage pupils to give their opinions more freely using as much language as they have available to them. Support pupils in saying what they want to say so that each pupil can work at their own level. Write on board: plans and suggestions. Introduce some key phrases in asking about and describing future plans. Ask: Which phrases are for making plans? Which are for making suggestions? How many questions are there for plans? How many questions for suggestions? Which phrase is negative? (I’m not really interested in…)
16 SPEAKING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 2.1 Communicate simple information intelligibly Year 5 2.1 Communicate simple information intelligibly 2.1.5 Describe people, and objects using suitable statements 2.1.5 Describe people, places and objects using suitable statements MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW. Please also consider the following: Pupils in groups brainstorm words in a mind map about towns and cities. A pupil from each group says two words from mind map and writes words on board. Help pupils with spelling of e.g. square, restaurant, theatre, building. Invite pupils to describe their experiences with various kinds of vehicles, if they have any, and/or whether they’d like to go on any of them.
17 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Note pupils’ progress and plan future support accordingly. Write on board as a model: ‘There’s a…’, ‘There isn’t a/an …’, ‘There are some…’, ‘There aren’t any…’. Elicit sentence endings about places e.g. in Kuala Lumpur There’s a river. There isn’t a bullet train station. There are some theatres. There aren’t any beaches and waterfronts.
18 SPEAKING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 2.2 Use appropriate communication strategies Year 5 2.2 Use appropriate communication strategies 2.2.1 Keep interaction going in short exchanges by: using suitable words (i) to show understanding (ii) to ask for clarification 2.2.1 Keep interaction going in short exchanges by asking suitable questions Definition of terms: short exchanges An exchange is a dialogue – that is, when there are two people communicating (or more than two). A short exchange will usually include two turns but could include up to three or four turns if they are very short (e.g. one word/phrase). The turns may be just one word or phrase, a fixed expression, or may be short simple sentences. MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW.
19 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Write on board ‘5 minutes’. Explain that the pupils have 5 minutes to write questions with words from the grid. Pupils look at the grid. Ask: What are the five question words you can use? (When, Where, How often, Do, Does). Check questions after 5 minutes. With a different partner, pupils take turns to ask and answer questions they wrote. Their partner should ask for clarification, e.g. Omelette: eggs and chocolate: Sorry, did you say chocolate? Develop the dialogue so that it is more natural, to include language to show and clarify understanding (e.g. by repeating a word: Would you like anything to drink? Yes, please…) Please also consider the following: If some of the pupils have difficulty with an extended dialogue, repeat the activity by pairing more and less proficient pupils together so that they have the support of each other as well as of the extra examples.
20 SPEAKING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 2.2 Use appropriate communication strategies Year 5 2.2 Use appropriate communication strategies 2.2.2 Check steps needed to complete short classroom tasks 2.2.2 Agree a set of basic steps needed to complete short classroom tasks Definition of terms: a set of basic steps These steps refer to the procedures for carrying out an activity in the classroom. They should be clear, short and easy to understand and will appear in a short sequence. Pupils will work with others to discuss such steps when deciding how to work as a group or pair, for example: First, I need to tell you my answers. You listen and write them, don’t you? Suggested activities: Teacher prepares a set of instructions to create a model house. Ensure that the instructions include materials and steps needed for the project. Teacher informs pupils that they are going to create their dream house. Before they begin the project, get pupils to check the steps needed to complete the model with the pupil next to them. Teacher provides questions for pupils to check the steps, e.g. ‘What is step 1? What do we do next?’
21 Get the pupils respond to each other’s ideas, e.g. ‘That looks interesting/beautiful!’ Encourage pupils to practise the language for checking instructions, either by asking the teacher for clarification or by asking each other. Remind pupils about the verb phrases that they have learnt in the previous lesson. Pupils will present their dream house and explain the steps they took to create it. Teacher supports by adding connectors such as ‘First, Second...’. MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SOW.
22 SPEAKING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 2.3 Communicate appropriately to a small or large group Year 5 2.3 Communicate appropriately to a small or large group 2.3.1 Narrate short basic stories 2.3.1 Narrate short basic stories and events Definition of terms: short basic stories and events Where pupils are asked to tell stories themselves, they are narrating the story. They may also be recounting an event which is familiar to them. If written, the texts should be around one or two short paragraphs long and be simple in nature; or they may be unscripted. They may be pupil-made or be based on other input. MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW.
23 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Refer to Strategy 2: Differentiate by the type and amount of support provided. The teacher can support pupils to understand and use language with: ▪ their own instruction (e.g. ‘It’s an animal we have in Malaysia. It begins with the letter M. It lives in the trees in the jungle.’) ▪ with gestures. ▪ with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary) ▪ with written words (e.g. written words on a worksheet or the board to help pupils with spelling) Different types and amount of support can be given to less proficient pupils, depending on their needs, and extra challenge can be provided for more proficient pupils. For example, teachers can give more proficient pupils more verbal instructions without using gestures.
24 READING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Year 5 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters 3.1.1 No learning standard 3.1.1 No learning standard *These learning standards have been covered in the previous years. Focus: Identify and distinguish the letters of the alphabet* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support
25 READING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Year 5 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters 3.1.2 No learning standard 3.1.2 No learning standard *These learning standards have been covered in the previous years. Focus: Distinguish and articulate beginning, medial and final sound words* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support
26 READING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Year 5 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters 3.1.3 No learning standard 3.1.3 No learning standard *These learning standards have been covered in the previous years. Focus: Blend phonemes to recognise words* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support
27 READING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters Year 5 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds of letters 3.1.4 No learning standard 3.1.4 No learning standard *These learning standards have been covered in the previous years. Focus: Segment words into phonemes to spell* *Preliterate children will need more support to achieve this Learning Standard, literate children more challenge and less support
28 READING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Year 5 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies 3.2.1 Understand the main idea of simple texts of one or two paragraphs 3.2.1 Understand the main idea of simple texts of two paragraphs or more MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW. Refer to Strategy 5: Differentiate by supporting individual learning preferences and needs. Some pupils will have difficulty reading and understanding the text. Support them by reading it aloud to them when sitting in a group.
29 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Please also consider the following: Teacher can support needs by setting individual tasks and targets for pupils based on teacher assessment. For example, if a number of pupils are not able to read fluently yet, a teacher might decide on a reading target for each pupil and provide them with different tasks from those pupils who can already read English very well. If a few pupils are very proficient or fast readers, they could be given extra tasks. Teacher can make the content of the text simpler or more challenging by varying vocabulary and length. Try not to introduce new vocabulary or form in the text, however. Teacher could use more than one version of the text, with different levels of difficulty, so that more proficient pupils are challenged as much as less proficient pupils.
30 READING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Year 5 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies 3.2.2 Understand specific information and details of simple texts of one or two paragraphs. 3.2.2 Understand specific information and details of two paragraphs or more MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW. Please also consider the following: Some pupils may find reading a longer text challenging. For the first reading, you could give half of the class one text and the other half use the other text. Pupils can then make pairs and share their answers before providing feedback as a whole class. This will allow pupils to support each other and work collaboratively.
31 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Some of the topic content of the reading texts may need adapting to suit the pupils’ context. Make sure to draw connections between the language, topic and pupils’ own lives as much as possible. Suggested activity: Start by having the pupils circle (or point to) the main idea and underline the specific information and details in paragraphs. Then, ask the pupils to restate the main idea in their own words. Ask them to use a full sentence to describe the main idea. This may be something like “The main idea of this text is blueberries” or “Blueberries are my favourite food.” Next, ask pupils to write out the details that support the main idea. Again, help the pupils use complete sentences to describe the supporting details. These may sound like “Blueberries are sweet and juicy” or “Blueberries grow on bushes”. Encourage pupils to use a graphic organizer that can help them to collect information about the text.
32 READING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Year 5 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies 3.2.3 Guess the meaning of unfamiliar words from clues provided by title and topic 3.2.3 Guess the meaning of unfamiliar words from clues provided by title, topic, and other known words MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW. Please also consider the following: Refer to Strategy 2: Type and amount of support The teacher can support pupils to understand and use language with: • their own instruction (e.g. ‘It’s an animal we have in Malaysia. It begins with the letter M. It lives in the trees in the jungle.’) • with gestures
33 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 • with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary) • with written words (e.g. written words on a worksheet or the board to help pupils with spelling). Different types and amount of support can be given to less proficient pupils, depending on their needs, and extra challenge can be provided for more proficient pupils. For example, you can give more proficient pupils more verbal instructions without using gestures. Suggestion For Teaching A Process Of Interpreting Context Clues It’s also important to teach pupils a process for finding and interpreting context clues: (a) Stop and reread the sentence. Pay attention to the words that come before and after the unfamiliar word. (b) Identify context clues. What clues can pupils gather to help them determine the word’s meaning? (c) Make an educated guess about the word’s meaning.
34 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 (d) Check the meaning in context. Read the sentence again, substituting the definition for the unknown word. Does it make sense? Another strategy is using illustrations related to the content of the reading texts. Get pupils elicit something from each picture. Then, let pupils read the texts and prompt them to predict the content of the texts based on their feedback and understanding of the pictures they have seen initially. Check if their prediction is correct. Remember to vary questions so that teacher can support the understanding of less proficient pupils, and ask more proficient pupils to help explain the content of the reading texts. Some pupils may still struggling; say it’s good to keep trying even when they don’t understand every word. Note another example; Pupils choose 3 quiz facts they think are surprising. In small groups, compare ideas using key phrases: What do you
35 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 think? What about you? Write 1–12 on board. Ask: Which facts are surprising? Pupils put up hands for each number. Record numbers on board. Which three numbers have most votes? Write on board: ‘Between 7.30 and 8.30 in the morning’; ‘Between 7.30 and 8.30 in the evening’. Teacher models language: e.g. I think you get up, have breakfast and go to school between 7.30 and 8.30 in the morning. In pairs, they take turns to guess what their partner does. How many guesses are correct? Note how well pupils used key phrases to interact with each other when comparing answers. Note pupils who needed support to understand unfamiliar words. Some of the topic content of the lesson may need adapting to suit your pupils’ context. Make sure to draw connections between the language, topic and pupils’ own lives as much as possible.
36 READING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies Year 5 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies 3.2.4 Recognise and use with little or no support key features of a simple monolingual dictionary 3.2.4 Use with support familiar print and digital resources to check meaning MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW. Refer to Strategy 4: Time. Differentiate by the time pupils are given to complete a task. Some pupils need longer than others to complete tasks, especially when writing is involved. When it is appropriate, these pupils should be given a little more time to finish, and extra tasks for pupils who complete the task early should be provided.
37 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 A few suggestions in the primary school language classroom to practise and learn vocabulary: Matching words and pictures • playing games as pair/group or class games • generating a game of their ownwhere the pupils have to decide which words, which picture definitions and also perhaps which alphabetical order or pattern they want to lay out their game. Developing dictionary skills with pelmanism card games (a card game in which matching pairs must be selected from memory from cards laid face down) • simple pair pelmanism games, where there has been prior discussion of how pupils make visual definition pictures in their heads of the meaning of words. • a pelmanism card gallery- simply laying out the cards from the game above as word-picture and again encouraging the pupils to place the words in alphabetical order.
38 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 • a pelmanism card gallery challenge. Ask the pupils to turn over the picture cards - picture side down- and leave just the words in alphabetical order. Show the class a picture card. Can they recall the word, say it and locate it? Which is the fastest and the slowest pair to do so?
39 READING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 3.3 Read independently for information and enjoyment Year 5 3.3 Read independently for information and enjoyment 3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest 3.3.1 Read and enjoy A2 fiction/non-fiction print and digital texts of interest MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW. Refer to Strategy 2: Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW.
40 CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Please also consider the following: Encourage pupils to read silently and remind them they can take as long as they need to read and understand the story. Some pupils might not be able to read independently. Teacher will then have to lead the reading, or model read a few times before asking pupils to do so. Or if the class consists of mixed ability pupils, let the more proficient pupils lead the reading. Avoid rewarding pupils for finishing quickly, but provide a meaningful task which will extend/review their learning.
41 WRITING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 4.1 Form letters and words in neat legible print using cursive writing Year 5 4.1 Form letters and words in neat legible print using cursive writing 4.1.1 No learning standard 4.1.1 No learning standard *These learning standards have been covered in the previous years. Focus: Develop prewriting skills* *Preliterate children only
42 WRITING SKILLS CONTENT STANDARDS LEARNING STANDARDS NOTES YEAR 4 YEAR 5 Year 4 4.1 Form letters and words in neat legible print using cursive writing Year 5 4.1 Form letters and words in neat legible print using cursive writing 4.1.2 Use cursive writing in written work* *all children 4.1.2 No learning standard MATERIALS / REFERENCES 1. Primary Years 4 and 5 Schemes of Work (SoW). 2. Get Smart Plus 4 and English Plus 1 textbooks. SUGGESTED DIFFERENTIATION STRATEGIES Differentiate learning according to the needs of your pupils and class. Please see the seven differentiation strategies listed in the SoW. Please also consider the following: Some pupils may continue to have difficulty with the form of cursive writing and/or neatness. You could ask pupils to draft their answers in their notebooks so that you can monitor carefully and help where needed. Then ask pupils to write the final answers in their notebooks as well, and collect these in to review for content, language and handwriting.