7 reading activity edit
TRANSCRIPT
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At the end of primary education, pupils should be able to apply knowledge of sounds of letters to
recognise words in order to begin reading and then move on to the more complex skill using a range of
strategies to construct meaning from the text read. The ultimate goal of the reading component in
primary school is to produce pupils who will be able to read independently for information and enjoyment.
The Content and Learning Standards for Year 3 are:
CONTENT STANDARDS LEARNING STANDARDS
2.2 By the end of the 6-yearprimary schooling, pupilswill be able to demonstrateunderstanding of avariety of linear and non-
linear texts in the form ofprint and non-printmaterials usinga range of strategies toconstruct meaning.
2.2.1 Able to apply word attack skills by:(a) grouping words according to word categories.(b) identifying words similar in meaning(c) identifying words opposite in meaning
2.2.2. Able to read and understand phrases and sentences inlinear and non-linear texts.
2.2.3 Able to read and understand simple and compoundsentences.
2.2.4. Able to read and understand a paragraph with simple andcompound sentences.
2.2.5 Able to apply dictionary skills to locate words.(a) entry points.(b) exit points.
2.3 By the end of the 6-yearprimary schooling, pupilswill be able to readindependently forinformation and enjoyment.
2.3.1 Able to read for information and enjoyment with guidance:
(a) fiction(b) non- fiction
In order to achieve the abovementioned, content standards and learning standards have been devised
progressively. The teaching of reading in the early stages begins at the word and phrase levels before
progressing to sentence recognition and reading at the paragraph level. Gradually, pupils are taught toextract specific information from a text and to respond to a text with their own ideas and opinions.
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Learning Standard :
2.2.1 Able to apply word attack skills by:
(a) grouping words according to word categories.
ACTIVITY CONTENT TEACHERS NOTES
Animal Hunt
1. Paste word cards around theclassroom.
2. Divide pupils into groups .3. Instruct pupils to look for as many
word cards as they can.4. Pupils read aloud the word cards
collected.5. Pupils categorize the animals.
6. Pupils present their work.7. Feed back on presentations.
List of animals:i. rabbitii. monkeyiii. squirreliv. camelv. goosevi. cowvii. horseviii. elephant.ix. hamster
x. turkeyWild Tame
monkey rabbitsquirrel goose
camel cow
horse turkey
elephant hamster
Word cards on animals(Appendix 1)
* other word cards canbe used to replaceanimal cards.
Examples:
Flowers
Vegetables
Fruits
Learning Standard :
2.2.1 Able to apply word attack skills by:(b) identifying words similar in meaning.
ACTIVITY CONTENT TEACHERS NOTES
Find My Twin
1. Project/Put up the story The Day IMet a Giant on the screen /board.
2. Distribute 2 synonym cards to eachgroup.
3. Teacher or pupils read the story.4. Read the words in bold.5. The group that has the synonym
card for the words in bold shows theword card.
6. Repeat with other words.7. Pupils read the story again with the
new set of synonyms.
Story : The Day I Met a Giant
It was a nice day.I was feeling happy.I went for a walk in thewoods.Then I met a giant.He was very big.I was scared.
I decided to run and lookfor a place to hide.I climbed a tree.The giant came closer.He found me.Found you he said. Nowits my turn to hide and youcan seek!
* Synonym word cards(Appendix 2)
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Learning Standard:
2.2.1 Able to apply word attack skills by :(c) identifying words opposite in meaning.
ACTIVITY CONTENT TEACHERS NOTES
Antonym Jigsaw
1. Divide pupils into groups.2. Give each group an antonym jigsaw.3. Pupils complete the jigsaw.4. Pupils identify and read the words
found in the jigsaw.5. Pupils give the antonyms for the
words identified.6. Pupils read the story given and
replace the words in bold with theirantonyms.
7. Pupils read the new story.
Antonyms
1. happy-sad2. fat thin3. old young4. dirty clean5. sunny gloomy6. blunt sharp
Story textThere lived a happy mannamed Jones. He was fat andold. He always wore dirty
clothes. One sunny day, hewanted to eat sugar cane. Hecould not cut it with his bluntknife.
* Antonym Jigsaw
(Appendix 3)
Story (Appendix 4)
Learning Standard :
2.2.2. Able to read and understand phrases and sentences in linear and non-linear text.
ACTIVITY CONTENT TEACHERS NOTES
The Princess and The Dragon
1. Pupils are given figurines ofcharacters.
2. Paste phrase cards on the board.3. Pupils match the figurines to the
phrase cards.4. Pupils read aloud all the phrases.5. In groups, give pupils sentence strips
of the story The Princess and TheDragon.
6. Pick a group to start a story
chain. (This group identifies andreads the first sentence of the story.)
7. The first group to identify the secondsentence continues the story chain.
(This activity is repeated until thewhole story is completed.)
8. Pupils read the whole story.
Story (Linear Text)
The Princess and The Dragon
-Refer to the story ThePrincess and The Dragon.
1. Figurines2. Phrase cards
(Appendix 5)
3. The story(Appendix 6)
4. Sentence strips(Appendix 7)
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Learning Standard :
2.2.2 Able to read and understand phrases and sentences in linear and non-linear texts.
ACTIVITY CONTENT TEACHERS NOTES
What does the message say?
1. Divide pupils into groups.2. Each group is given sentence strips of
a message.3. Pupils arrange the sentence strips to
form a message.4. The first group to finish, reads the
message.5. Ask questions based on the message.
Pupils answer orally.6. In groups, pupils draft simple
messages to their friends.7. Pupils read aloud their messages.
Message (Linear Text)
Questions:
1. Who wrote the message?2. Who was the message
for ?3. What did Ah Seng ask from
Alief?
4. Why do you think Aliefasked Ah Seng to call?
Message:Sentence strips
(Appendix 8)To : Ah Seng
From : Alief
Date : 13 March 2011
Time : 2:30 p.m.
I came to your house
but you werent in. I left the
book you wanted with your
brother. The book isoverdue. Call me tonight
when you are free.
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Learning Standard :
2.2.2 Able to read and understand phrases and sentences in linear and non-linear texts.
ACTIVITY CONTENT TEACHERS NOTES
People Work
1. Pupils complete a puzzle in groups.2. Put up the rhyme People Work3. Pupils recite the rhyme:
- model reading- shared reading
People work
People work in the countryPeople work in the townPeople work day and nightTo make the world go round
Nigel Naylor, hes a tailorHe makes trousers, suits andshirtsPenny Proctor, shes a doctorComes to see you when it hurts
Peter Palmer, hes a farmerHes got cows and pigs and
sheepWendy Witter, babysitterMinds the kids when theyreasleep
Mabel Meacher, languageteacherTeaches English, French andGreekGary Gummer, hes a plumberCall him when youve got a leak
Patty Prentice, shes a dentistKeeps your teeth both clean and
whiteRonnie Ryman, hes a firemanComes when theres a fire to fight
People work in the countryPeople work in the townPeople work day and nightTo make the world go round
People Work Rhyme
Puzzle
(Appendix 9)
http://learnenglishkids.britishcouncil.org/en/
People Work (simpler version)
People work in the country
People work in the townPeople work day and nightTo make the world go round
Nigel Naylor, hes a tailorHe sews trousers, skirts andshirtsPenny Proctor, shes a doctorCome to see her when you aresick
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Peter Palmer, hes a farmerHes got cows and sheepWendy Witter, babysitterHer job is to take care of kids
Mabel Meacher, shes a teacherTeaches English to her pupilsGary Gummer, hes a plumber
He repairs broken pipes
Patty Prentice, shes a dentistShe keeps your teeth healthyRonnie Ryman, hes a firemanHe helps to put out fire
People work in the countryPeople work in the townPeople work day and nightTo make the world go round
Learning Standard :
2.2.2 Able to read and understand phrases and sentences in linear and non-linear texts.
ACTIVITY CONTENT TEACHERS NOTES
Movie Poster
1. Pupils are given a movie poster ofBEN 10.
2. Ask questions about the poster .
(see discussion questions)3. Ask pupils to read the information
in the poster.4. Pupils are given a BEN 10 poster.
They fill in the name of thecharacters in groups.
5. Pupils are given a table tocomplete.( refer to the table onBEN10)
6. Pupils read out the completedtable.
Movie Poster BEN 10 (Non-linear text)
Discussion questions.a. This is a movie poster.
Can you give me the nameof the movie?
b. How many characters doyou see in the poster?
c. Can you name thecharacters?
BEN 10 Poster(Appendix 10)
Incomplete Poster(Appendix 11)
Information transfertable.(Appendix 12)
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Learning Standard:
2.2.3 Able to read and understand simple and compound sentences.
ACTIVITY CONTENT TEACHERS NOTES
Read and Draw
1. Put the first sentence strip on theboard.
2. Ask pupils what they think happened.3. Put the second sentence strip.4. Pupils read aloud the sentence strip
and draw on the frame given.5. Repeat steps 3 and 4 with other
sentence strips.6. Pupils compare their drawings with
each other.7. Teacher shows the correct drawing
discussion.
Sentence strips
I came home on a windyday.
I found all the clothes blownaway.
Dads shirt and tie flew up inthe sky.
Sisters skirt fell into the dirt.My three socks were in thebox.Brothers jeans ended up inthe dustbin.
Mums old hat looked good
on the cat.My shirt and shorts were ina puddle of water.
* sentence strips(Appendix 13)
* frame of a house anda garden(Appendix 14)
Learning Standard:
2.2.4 Able to read and understand a paragraph with simple and compound sentences.
ACTIVITY CONTENT TEACHERS NOTES
Read and Sequence
1. Ask pupils to read the text aloud.2. In groups, they are given
worksheets.3. Pupils read the text again and
complete the picture.4. Extension:
Pupils choose their favourite clownand talk about it.
Text (Appendix 15)
Picture (Appendix 16)
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Learning Standard:
2.2.5 Able to apply dictionary skills to locate words.(a) entry points(b) exit points
ACTIVITY CONTENT TEACHERS NOTES
Dictionary War
1. Guide pupils to look forthe meaning of the wordalien from the dictionary.
2. Explain entry/exit pointsto locate words in thedictionary. (referattachment)
3. Divide class into groups.
4. Each pupil needs adictionary.
5. Teacher writes four wordson the board.
6. Each pupil in the groupfinds one word in thedictionary and points to it.
7. When all members of thegroup have located allfour words they raise theirhands.
8. Then, pupils read out the
meanings of the wordsfound.9. The first group to raise
their hands is awardedpoints.
Words
aliendangerousclawsweighspuddle
Sample dictionary page(Appendix 17)(This activity can be done withother words.)
Note:
a. Get pupils to look up thefirst two letters of the
word at the top left handand right hand corner ofthe page ; for e.g. for theword alien, look for al.
b. After you have identifiedthe first two letters and ifthere are more than onepage with the sameletters, look for the nextletter. For the wordalien; you need to lookfor ali.
c. After finding, ali thenscan the page andidentify the word.
d. The word on the top lefthand or right hand corneris called the entry point.The word that you havebeen looking for is calledthe exit point.
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Learning Standard:
2.3.1 Able to read for information and enjoyment with guidance
(a) fiction
Activity Content Teachers Notes
Read and Sequence
1. Show a picture of aspider.
2. Ask pupils oralquestions.
3. Distribute a set of
sentence bubbles toeach group.4. Pupils try to
sequence thesentence bubbles toform a story.
5. Each group readsaloud their sequence.
6. Teacher shows thecorrect sequence onthe board.
7. Pupils read the
correct sequence fromthe board.8. In groups, pupils
draw a picture of ahungry and angryspider.
Sentence in each bubble are:
a. Anansi really loves eating andhes very fat.
b. Anansi first meets the rabbitwho is cooking carrots.
c. Rabbit tells Anansi that the foodis not ready.
d. Then, Anansi meets Monkey
who is cooking beans.e. Anansi does not like beans. So,
he goes to see Andy the Ant.f. Ant is preparing syrup. The
syrup is too sweet.g. Finally, Anansi eats nothing. He
is hungry and angry.
Sample questions:
1. What do you see in the
picture?
2. Do you like this animal?
3. Where can you find this
animal?
* Story of Anansi the spider.
Laminated individual bubbles
(Appendix 18)
e
g d
cb
a
f
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Learning Standard:
2.3.1 Able to read for information and enjoyment with guidance(b) non-fiction
Activity Content Teachers Notes
Velociraptor
1. Show video clip of adinosaur movie.
2. Brainstorm names ofdinosaurs.
3. Show text aboutVelociraptor on powerpoint.
4. Guide pupils to read thetext.
5. Pair work:A pupil reads and the
partner completes amind map.
6. Pupils do VelociraptorQuiz.
7. Pupils complete the text.
Video clip of dinosaur movie
Text on power point(Appendix 19)
Mind map(Appendix 20)
Velociraptor Quiz(Appendix 21)
Text
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Appendix 1
rabbitmonkey
squirrel
camel
goose
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Appendix 2
beautifulstroll
cheerful
huge
afraid
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nearer
search
discovered
sawtold
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Appendix 3
gloomy
sad
blunt
fat
dirty
old
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Appendix 4
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Appendix 5
a king
a queen
a princess
a prince
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an ogre
a knight
a dragon
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a castle
a tower
a cave
a bag of gold
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the kings
land
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Appendix 6
The Princess and The Dragon
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Appendix 7
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Appendix 8
Message Strips
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Appendix 9
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Appendix 10
Time of show: 12.30 p.m. , 3.30 p.m. , 7.30 p.m.
Place: Cineplex Leisure Mall
Price of tickets:
Adults RM12.00
Children RM 6.00
Ben is a young boy. One day he finds a watch. He wears the watch and he
is unable to remove it. When he presses the watch, Ben changes into
different types of aliens
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Appendix 11
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Appendix 12
BEN 10
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Appendix 13
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Appendix 1
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Appendix 1
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Appendix 1
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Appendix 17
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Appendix 18
Anansi really
loves eating
and hes very
fat.
Anansi first meets
the rabbit who iscooking carrots.
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Rabbit tells
Anansi that
the food is
not ready.
Then, Anansi
meets Monkey
who is cookingbeans.
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Ant is preparing
syrup. The syrup
is too sweet.
Anansi does not
like beans. So,
he goes to seeAnd , the Ant.
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Finally, Anansi
eats nothing.
He is hungry
and angry.
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Appendix 1
Velociraptor
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Appendix 2
Complete the mind map.
Food:
Height:
Weight:
Habitat:
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Appendix 21
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Appendix 22
Fill in the blanks to complete the text.