Early Structured

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Ministry of Education MalaysiaPusat Perkembangan Kurikulum

2002

The English HourTraining Module

Tahap 1 English Hour

Trainin

gModu

le

Why are you doing the English Hour? Know Your Pupils

Know How to Teach Your Books Know Your Books


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Ministry of Education MalaysiaPusat Perkembangan Kurikulum

January May 2002

The English HourTraining Module

Why are you doing the English Hour?

Trainin

gModu

le



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Reading as Backbone of The English Hour

The National English Hour has as its base a reading

programme based on an established reading scheme.

The aim of the National English Hour is to bring upattainment levels in English, beginning with Tahap 1.

The English Hour

The MOE uses 2 schemes:- The Ladybird Series

- The Sound Start Series



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Section 1

AIMS OF THE ENGLISHHOUR

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The English Hour

The Malaysian National English Hour is aimed at

building up in primary pupils the ability to read andwrite in English with confidence.

At the end of the programme, pupils should

be able to:

Read well, i.e. fluently and understand what

they read

Able to use reading cues such as phonics,graphic, syntactic and contextual cues to help

them read new words and to correct their own

mistakes

Aims



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Be interested in books, read with enjoyment

and are able to give their opinion about whythey enjoy or do not enjoy a particular book

Develop their imagination and thinking

skills through reading

Have an interest in words and their

meanings and a have a continuallygrowing vocabulary

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Aims

Understand the English sound system, the

English spelling system and use these to

read and spell correctly



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Is self-motivated to read books on her/hisown for pleasure or to get at particularinformation

Able to write short and simple sentences

using vocabulary they have mastered,

using their knowledge of English

sentence patterns and grammar andusing ideas that they have gained

through their reading

Aims

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Section 2

ASPECTS INVOLVED INLEARNING TO READ

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Knowledge of Reading Strategies Helps Pupils Read

Successful readers are able to use a range ofstrategies or skills to get at meaning, or, in other

words, to understand the meaning of a text.

Aspects of Successful Reading

Text

phonics (sounds and spelling)

knowledge of

contentgrammatical

knowledge

word recognition and graphic

knowledge

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How English Words Appear to Pupils

When pupils first begin to read English, the words will not make

sense to them. The words will just appear as symbols or pictures thathas a shape and a pattern. Pupils may not understand that the

letters make sounds different from the sounds of Malay. Pupils

therefore must be taught how single letters sound in English and how

combined letters sound and how these sounds have meanings

attached to them.

Sounding out words in a book is in fact reading, but the reading must

also carry meaning. So, in addition to reading (sounding out words),

pupils must also be taught the meanings of the words they are

reading. Sounding out English words and learning the meanings ofEnglish words must be taught step-by-step by the teacher. Pupils

cannot be expected to be able to do this after the teacher has read

the words once or twice. The teachers modelling (own reading) and

continuous guidance are critical before pupils will learn to read.

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How Pupils Learn to Read English

When pupils begin to learn to read in English,they must be taught the following:

Trained to be able to see the separate sounds in words

Learn the English sounds of letters and the Englishsounds of combinations of letters (e.g. a is eh not

ah as in Malay or that -tion is shen).

Learn to read by sounding out the separate parts in a word

(e.g. sitting is sitand ting) or blending letters (e.g.sleeping is sleepand pingwhere slee.. is a blend).

Reinforce the reading cues by writing words as they

sound but following the set patterns for English

spelling.

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Books of 2 Levels of Difficulty are Used

Books for the teacher to read to the class, i.e.for modelling and for guided reading activities

Books for modelling and shared reading may be complete

stories. These books are at a level that pupils cannot readon their own

Teachers should teach reading at all 3 levels, i.e. word level,phrase and sentence level and text level as the occasion deemsappropriateDifferent reading strategies (cues) will be used for word, phrase

and sentence level reading

Books for independent reading i.e. pupil readson her/his own

Books for independent reading are books that pupils canread on their own -independently. At the beginningstages, this may be pitched at word level

w

w

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Section 3

LEARNING OUTCOMESWhat Pupils Should Know

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Structure for Teaching

Comprehension and simple writingText level work

Phonics, spelling, vocabularyPhrase and Sentence level work

Grammar and punctuationWord level work

Stages in Learning to Read Year 1 to Year 3

Understands storyline of books

read by teacher and books s/he

reads on her/his own,

understands some details,

composes simple sentences of

her/his own

Aware of English grammar,

sentence construction,

punctuation

Phonic awareness,

pronunciation, spelling

strategies, spelling

conventions and rules,

extends vocabulary, pays

attention to handwriting

Year 3

Understands storyline of books

read by teacher and books s/he

reads on his own, understands

some details, composes

phrases and simple sentencesof her/his own

Aware of English grammar,

sentence construction,

punctuation

Aware of sounds of

letters/blends, phonics,

spelling

Word recognition skills,

extends vocabulary,

develops handwriting

Year 2

Understand that print carries

meaning, comprehends

storyline, writes words and

short phrases

Beginning to be aware of

rules of English grammar,

e.g. gender of pronouns,

plural, etc.

Aware of sounds of letters,

know some phonic rules &

spelling

Year 1

Text level workPhrase and Sentence levelwork

Word level work

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By Year 2, pupils should be able toread books at sentence level well.

By Year 3, pupils should be able to read simple storiesand informative writing that has short sentences andvocabulary control.

By Year 1, pupils are familiar with books written in English,

a language that is different from their own language.

Expected Outcomes at Year 1, Year 2 and Year 3

Reading skills include having a stock ofvocabulary, knowledge of the English soundsystem (phonology) and phonics (sounds), agrowing understanding of how Englishgrammar works and how English sentences

are constructed

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Monitoring Childrens Progress in Reading

The 5 Reading Milestones tell teachers at which level aparticular child is reading.

Children usually show several behaviours (indicators) that

show the teacher her/his reading level. Although sometimes the

indicators cross over a few milestones, nevertheless, experience

shows that indicators do tend to cluster at a quite definite readingmilestone.

Experience also shows that childrens progress is not orderly.

Children may remain at one milestone for a very, very long time,

then, they suddenly make rapid progress and move through other

milestones very quickly. The other thing for teachers to rememberis that pupils in one class may be at different milestones at any

one time. Therefore teachers should not expect the same reading

ability from all the pupils, but must be sensitive to what a pupil can

and cannot do.

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Principles of Teaching Reading in The English Hour

direct teaching

modelling, i.e. shows pupils how a story

should be read properlycontinuous support & help

attention to meaning of words,

pronunciation, spelling

The Teachers Role

Implementing this programme will be challenging and teachers willencounter a lot of difficulties along the way. Accept this as a

given. Teachers should not expect things to be perfect

straightaway it will take a long time before things settle down

and the programme become truly workable and easy to carry out.

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Emphasis on teachers


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Teachers Modelling

-

modelling, i.e. shows pupils how a story should be read properly

MODELLING

In modelling the teacher herself reads to the

class or group, and is so doing, gives the

best example or model of what good reading

is. In other words, the teacher acts as a role

model. A role model is someone the childwants to copy or become.

MODELLING is one strategy the teacher uses in structured reading

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Modelling means that teachers set an example as to

how something is done in the proper way. Modelling

reading means that the teacher will read at a good

speed, reads fluently, pronounces her/his wordswell, uses proper English intonation and pauses or

stops at appropriate places following the

punctuation marks in the text. The teacher reads

with expression i.e., her/his voice sounds angrywhen the character who is speaking is angry, and so

on.

The Importance of Teachers Modelling

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- aware of their own role & responsibility in

mastering reading strategies aware of the progress

they are making in their reading and the need for

her/him to monitor her/his own learning closely- aware of the need to learn spelling and

pronunciation rules as well as self-help strategies

in learning to read

The Pupils Role

The pupil should be given lots of opportunities to interact withprint (in reading and writing)

These interactions should be relevant, i.e. in the context of their

everyday lives, e.g. reading instructions on boxes, labels on

cans, etc.

Emphasis on pupils being

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Pupils can deal with only one or two things at one time.

Therefore the teachers focused word work session should

concentrate on a particular language point. Pupils should be

allowed to master these discrete language points over time.

Once these points are mastered one by one, they will add upto reading skills.

For example, when engaged in shared reading with the

teacher or with focused word work story one pupil may be

focusing on the meaning, pronunciation and spelling of aword; another pupil may be engrossed in one of the

characters both pupils may not be able to take in the

teachers explanation of punctuation,because their memory

can only handle one or two things at one time.

Children can only focus on learning one thing at a time

Rule: Do not give too many things at one time

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What the child already knows that is present in thestory makes the child understand the story

Reading only makes sense when the child have

prior knowledge of something similar in their lives.

Prior knowledge acts as pegs to connect what is

already known to what is new. If this is not done,

the idea or concept in the story will not make sense.

For example, is a story shows a house and a boy then the child expects

a story that will involve a father and mother, or food, etc. The childs

world at this point of time revolves around home and family.

This means that is a story, let us say concerning rocks on Mars, or a

Nordic or Tibetan festival will not make sense to the child because

the child will not be able to make the connection to her/his own life,

resulting in her/him not understanding the story or text.

In order to understand a story, the child must alreadyhave some knowledge of what is being talked about

Rule: The theme of a story must be familiar to the pupil

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Spelling

Build up pupils spelling skills by:

studying how words are formed i.e. derivations,

origins, morphemic units

visual patterning activities

identifying critical features of words

using spelling resources e.g. dictionary

word sorting

build up personal lists

other strategies individual teachers and pupils own

discoveries

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Principles of Structured Reading in The English Hour

The aim of reading is to get meaning from the wordscontained in a text

Reading involves many separate skills combined together

Reading is an active and continuous process that involves thecontinuous construction of meaning from the words in the text.

People keep improving their reading skills all throughout

their lives.

Self-help reading strategies are important to get at meaningin a text.

Being good at reading is a conscious acquisition process and

cannot be left to chance. A lot of reflection, review and self

examination is called for.

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Pupils and Reading

Teacher-pupil interaction during shared readingsessions allow forimmersion in the English language.

Skills and strategies are not learnt singly or mechanically,

but in the context of a wholistic language activity.

Pupils should be aware that there is a purpose to their

reading.

Reading requires an understanding of the grammar of the

language.

Pupils should be trained to realise that when they

reading they have to apply certain skills and techniques.

Purposeful reading means that a pupil is able to derive

meaning from a piece of writing or text.

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Teaching the child to read

The teacher should create a language rich environment inthis environment, words, phrases and sentences are displayedin a meaningful context

The teacher should read to the pupils every day.

The teacher should make lots ofbooks available to the pupils.

The teacher should make sure that the pupilreads something on her/his own every day.

The teacher should try to make time to guide eachchilds reading as much as is possible.

The teacher should point out reading strategies, discussthese strategies so that pupils may be able to pick upthese strategies to assist them in their reading.

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The teacher should teach pupils how tojudge whether the reading strategiesthey are using serve them well.

The teacher should make pupils confident in

commenting or giving an opinion on a story,characters, etc. in a story, and to make themfeel that their opinions are valued.

The teacher should encourage pupils to be brave

in making guesses about the meaning of anunfamiliar word or the meaning of a text read.

The teacher should focus on what the pupil hasachieved rather than what s/he has not achieved.

Teaching the Pupil to read

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The English Hour is based on a cognitive view of

language learning. This means that the pupil is

always thinking and always trying to figure outpatterns and rules of the English language. This

approach is the exact opposite of the drill method

which is based on the belief that pupils can pick up

language unconsciously.

Thinking and reflection are important

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Early Structured

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