CONTEMPORARY CHILDREN

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KURSUS PELAKSANAAN PROGRAM BACAAN SASTERA
KONTEMPORARI KANAK-KANAK BAHASA INGGERIS
TAHUN 6 (2006)
CONTEMPORARY CHILDRENS LITERATURE
OVERVIEW ASSESSMENT
PUSAT PERKEMBANGAN KURIKULUM KEMENTERIAN
PELAJARAN MALAYSIA
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• CONTEMPORARY CHILDRENS LITERATURE
• Definition
• Childrens literature can be defined as the
  material created for and widely read, viewed
  and heard by children, that has an imaginative
  element.
• Research shows that children learn better on
  their own, actively and in-depth about something
  via Childrens Literature
• Childrens literature can be divided into 5
  main categories namely
• Fiction
• Non- fiction
• Folktales
• Biography
• Poems

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• AIMS AND OBJECTIVES
• Aim
• To help pupils improve their English through
  reading simple fiction
• To provide a continuum for the literature
  component introduced in secondary school
• To create an enjoyable learning
  environment
• Objectives
• To instil and inculcate the reading habit among
  pupils.
• To enrich pupils vocabulary and language
  content.
• To enhance pupils thinking skills.
• To promote cultural understanding in the
  Malaysian context
• To improve English language proficiency of
  pupils.
• To provide lively, enjoyable and high-interest
  readings.

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Why was the programme launched? 1. The Cabinet
decided that Childrens Contemporary Literature
be taught in Year 4, 5 and 6. 2. To provide an
early beginning and a foundation in literature.
3. Pupils will develop an understanding of
other societies, cultures, values and
traditions that will help them in their
emotional and spiritual growth. 4. A
follow-up programme to the structured reading
programme for Year 1 and 2 pupils.
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• IMPLEMENTATION OF PROGRAMME
• Year 6 pupils will be provided with 2 books to
  read.
• Pupils need to read 2 books in a year
• 1 book every 4 months
• At any one time, pupils will have one book
  to read.
• Implementation in the classroom books on
  rotation basis.

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• What is the Programme about?
• An intensive reading programme based on 2
  prescribed texts.
• n Texts consist of short stories and poems.
• Every class is provided with 2 titles
• (assuming that a pupil will be able to complete
  1 book in 4 months).
• n Different texts for different states.

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Titles for Contemporary Childrens
Literature Year 6 (SK SJK) 1. The Perfect
Present Marcia Vaughan (Ginn Company)
Johore Central Store Sdn. Bhd. 2. Noble Tales
Untold Sheikh Hassan Seylan Abad Abad
Ceria Enterprise 3. Dans Secret Weapon
Therese Rea (Rigby Heinemann)- Alpha Sigma
Sdn. Bhd. 4. Clever Katya Julia Donaldson
(Ginn Company) Johore Central Store Sdn.
Bhd.
Selangor, Terengganu, Pahang, Sabah Labuan
Johor, Melaka, Negeri Sembilan, Kuala Lumpur
Perak
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Titles for Contemporary Childrens
Literature Year 6 (SK SJK) 5. The Case of
the Missing Maths Teacher Suzanne Weyn
(McGraw Hill) - Refined Contour Sdn. Bhd. 6.
Shorty Christine Rule SP Smart Resources
Sdn. Bhd.
Sarawak, Perlis, Pulau Pinang, Kedah Kelantan
Selected poems supplied by CDC or chosen by
teachers.
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• Requirements of the Primary School Syllabus
• 3.0 The Skill of Reading
• 3.10 Read and enjoy simple stories and poems and
  respond to them by
• talking about the people, animals and moral
  values in the story or poem, and
• relating it to ones life
• 3.11 Read simple texts and predict outcomes at a
  level suited to learners ability.
• 3.12 Read simple texts and make inferences and
  draw obvious conclusions

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Benefits of having Childrens Literature Persona
l and Emotional gains Literature gives
enjoyment. It enriches their understanding of
themselves and the world around them. It develops
imagination. It helps children make sense of
their own experience. It evokes ones feelings on
issues related to life. Learning Gains It allows
children to learn new ideas and knowledge. It
adds to their understanding of concepts. It
allows children to understand cultural traditions
and values and issues in life. It allows children
to develop respect for self and others. It
encourages them to become aware of their
audience. Language Gains It helps children
develop an awareness of how language works in
communication. It helps them develop an
understanding of the meaning of words. It allows
them to experience new ways of using language
that bridges the gap between written and spoken
language. It allows them to experience the form
of narratives.
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• Teachers Role in Teaching Stories
• Read story thoroughly Take note of the
• - story line
• - characters in the story
• message or moral of the story
• Carry out activities as suggested in the course.
• Develop worksheets for pupils.
• Plan activities that pupils can put in their
  folio.
• Assess the work that pupils complete
  (portfolio).
• Create an enjoyable learning
  environment by devising activities
• suited to your pupils.

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Preparation to teach poetry

• Read the poem silently.
• Ask yourself these questions-
• - Who is speaking in the poem?
• - What is the person feeling?
• - What does he/she look like?
• - How does he/she sound?
• - What is he/she saying?
• Think about the narrator and characters.
• Think of how you can portray this person through
  your voice, body and facial expression.
• Underline key words in the poem.
• Practice reading aloud the poem.
• Practice reading aloud to an audience.
• Record your poem and listen to it. How can you
  improve?
• What props and costumes could you use?
• Remember to have fun as you perform!

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• Teachers Role in Teaching Poetry
• Read the poem thoroughly.
• Introduce the subject of the poem.
• Read the poem aloud in class. Let pupils
• enjoy listening to the poem.
• Get pupils to follow along as you reread the
• poem.
• Have them read the poem chorally with you as
  the
• leader keeping the voices together.
• Discuss new vocabulary to help pupils
  understand the
• poem.
• As the poem becomes more familiar, use the
  text to
• teach aspects of language.

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• Pupils Role
• Read the book/ poem. Talk about the book/poem
  to his/her
• friend
• Complete exercises given by the teacher.
• Get involved in classroom activities
• Keep a vocabulary book. Write down new words
  learnt.
• Keep a folio. Ensure the folio has the
  following
• Table of Contents Pupils Work
• Dates Drafts and Final pieces Reflections
• Reflect on own learning (Self Assessment).

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• The Three Phases in A Reading Lesson
• Pre-Reading
• To introduce and stimulate interest in the
  topic To motivate students by providing a
  reason for reading
• To provide language preparation for the text
• To be enthusiastic about reading
• To activate background knowledge
• To recognise that reading gives us a lot of
  new ideas
• To link existing knowledge to new information
• To understand and acquire new words
• While reading
• To clarify content and vocabulary of the text
  To help students understand the writers
  purpose
• To help students understand the structure of
  the text To identify important information
• To monitor understanding
• Post-reading
• To consolidate and reflect upon what has been
  read To relate the text to the students own
  knowledge/interests/ views
• To provide a stimulus for other language
  activities. To reflect on and respond to the
  text.
• To select, organise and use relevant
  information for extended activities

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Pre-Reading Activities
Using the CoverShow the front cover of the book
and ask for comments.Predict what the book is
about from the title/cover/chapter headings. Look
at the cover and complete three sentences about
the book. Match covers and titles. Look at the
blurb and predict the story. Using the
PicturesWhich picture in the book do you
like?Based on the pictures in the book, guess
the story line. Book Features Discuss the
layout, e.g. title, author, illustrator, blurb,
chapters, contents, captions BrainstormingTalk
about the possible theme.Help pupils to recall
any previous stories that have the same theme.
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• Skimming
• Scanning
• Jigsaw Reading
• Information Transfer (e.g. draw diagram/
  graph/ map/ plan, complete a diagram)
• Cloze test
• Write/ Complete Summaries
• Make/ Complete Notes (e.g. tree diagrams,
  mind maps)
• Reading poems
• aloud.
• Story Telling
• PLBS

While Reading

• Sequencing Events
• Talking about characters in the story
• Answering comprehension questions
• Answering multiple choice questions
• Rebus Writing
• Dramatization/Role-Play the events
• Talk about good and bad characters
• Sharing ones favourite events in the story
• Predicting Outcomes
• Grouping words with similar meanings
• Vocabulary building activities
• Grammar

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Post Reading

• Prepare a story map. Write the main details.
• Prepare a concertina book of the story/poem.
• Prepare a comic strip of the story/poem.
• Role-play a part of the story.
• Draw a character you like the most. Tell your
  friends why you like the character.
• Look at pictures and tell the story.
• Pupil to recite a passage of about 12 lines.
  Then tell the story using their own
• words.
• Conferencing (Questions to stimulate
  discussion-
• e.g. What characters do you like or dislike?
  Why? What did you learn from this
  story/poem? Would you ask your friend to read
  this story/poem?
• Match characters and descriptions.
• Make lists of adjectives to describe
  characters.
• Draw the story.
• Make a collage telling the story.
• Making book marks/ post cards.
• PLBS
• Characters Mobile.
• One student pretends to be a
  character and the others have to guess who it is
• (yes/No questions).

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• Make up a new ending for the story
• Give the story a new title/ chapter headings.
• Design a new cover
• Plan and act out a sketch of an important scene
  in the book.
• Draw portraits of the main characters.
• Cut out words from newspapers and magazines for
  a word collage which gives a feeling for the
  book.
• Draw what you believe is the most important
  idea or scene from the book.
• Make paper dolls and clothes of the main
  characters.
• Design a costume for a character to wear.
• Make puppets and produce a puppet show of the
  story/poem.
• Write a song which tells about the story/poem.
• Pantomime a scene from the book/poem.
• Perform a scene from the book with one person
  taking all the parts.
• Research some real aspect of the book and
  present your newly found facts.
• Perform a choral reading from the story/poem.
  Mime episodes from the book.
• Character bingo names on the bingo cards,
  teacher reads out information about the
  characters.
• Retell the story changing the point
  of view (eg I)

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• Enrichment Activities
• If the characters were animals/trees/ fruit
  etc. what would they be
• and why?
• Think of a popular song/ film/ TV programme
  which would make a
• good title for the book.
• Expand on an incident in the story.
• What happens to the characters in five years
  time?
• Pupils role-play interviews with the characters
• Pupils take the role of characters and answer
  questions from journalists.
• Dramatise part of the story.
• Relate to personal experience has anything
  like this happened to
• you?
• Write letters of advise to the characters.
• Write a diary for a character.
• Make a poster for a character.
• Make a word puzzle using all the characters in
  the story.
• Write a letter from one character to the other.
• Write an introduction to the book for other
  students.
• Write an advertisement for the book.

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• Make up riddles about the book or any parts of
  it.
• Develop a word game based upon the book.
• Write a letter to the author, particularly if
  you enjoyed the book or have a question.
• Write an imaginary interview with the main
  character or any character of the book.
• Make a newspaper which summarizes elements from
  the book. Include sections like sports, comics,
  business, and so on).
• Rewrite a section of the book in a script form.
• Select a passage or quotation which has special
  importance for you. Write it down and then tell
  why it is meaningful.
• Rewrite part of the story as a news article.
• Rewrite part of the book in a different time
  period- space age(future) or cavemen(past).
• Write a chapter which tells what happened
  before or after the book.
• Write a simplified version of the story in
  picture book form.
• Write a review of the book.

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PENSTRUKTURAN JADUAL WAKTU BAHASA INGGERIS
SEKOLAH RENDAH
SK TAHAP 2 (Tahun 4, 5 dan 6)
Masa pengajaran 7 waktu X 30 minit (210 minit
seminggu)
CONTEMPORARY LITERATURE
Monday
E X T E N S I V E R E A D I N G

LISTENING SPEAKING
LEARNING ENGLISH WITH THE COMPUTER
Tuesday
.
READING COMPREHENSION
Wednesday
LEARNINGENGLISH WITH THE COMPUTER
Thursday
GRAMMAR


Friday
WRITING
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PENSTRUKTURAN JADUAL WAKTU BAHASA INGGERIS
SEKOLAH RENDAH
SJK TAHAP 2 (Tahun 4, 5 dan 6)
MINGGU 1
Masa pengajaran 4 waktu X 30 minit (120 minit
seminggu)
LEARNING ENGLISH WITH THE COMPUTER
Monday
E X T E N S I V E R E A D I N G

Tuesday
LISTENING SPEAKING
.
READING COMPREHENSION GRAMMAR
Wednesday
)
Thursday

Friday
WRITING
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PENSTRUKTURAN JADUAL WAKTU BAHASA INGGERIS
SEKOLAH RENDAH
SJK TAHAP 2 (Tahun 4, 5 dan 6)
MINGGU 2
Masa pengajaran 4 waktu X 30 minit (120 minit
seminggu)
E X T E N S I V E R E A D I N G
LISTENING SPEAKING
Monday
.
Tuesday
CONTEMPORARY LITERATURE
READING COMPREHENSION GRAMMAR
Wednesday
(
Thursday

Friday
WRITING
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Pentaksiran Lisan Berasaskan Sekolah (PLBS)
MODEL 1
PUPIL
TEACHER
Activity Presenting information from
non-linear forms. Instructions 1. Teacher
gives pupils a visual stimulus of family.
2. Pupil answers questions asked by the
teacher. 3. Activity can be carried out
inside or outside the
classroom. Resource Visual Stimulus
pictures, photographs, compact discs. Assessment
1. Pupil looks carefully at the picture
stimulus 2. Pupil answers questions asked
by the teacher.
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MODEL 2
PEERS (LISTENERS)
PUPIL
TEACHER
Activity Tell story Instructions 1.
Teacher asks pupil to choose a story he/she would
like to tell the class. 2.
Pupil tells the story. 3. Activity can be
carried out inside or outside the
classroom. Resource Visual Stimulus
pictures, photographs, compact discs. Assessment
1. Pupil is given a suitable stimulus of the
story he/she has chosen. 2.
Pupil shares information about the story. 3.
Pupil retells the story.
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MODEL 3
PEER
PUPIL
TEACHER
Activity Describe scenes Instructions 1.
Teacher appoints pupils peer. 2. Teacher
gives a list of questions to the peer. 3.
Teacher gives stimulus to the pupil. 4.
Teacher observes the interaction between the
pupil and
the peer. Resource Visual stimulus and
questions . Assessment 1. Pupils work in
pairs. 2. Pupil looks carefully at the
stimulus given. 3. Peer asks questions
prepared by the teacher. 4. Teacher awards
the score to the pupil only.
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MODEL 4
PUPIL
PUPIL
TEACHER
Activity Give and share information Instructi
ons 1. Teacher chooses two pupils to be
assessed. 2. Teacher prepares the task.
3. Teacher facilitates the pupils.
4. Activity can be carried out inside or outside
the
classroom. Resource Visual Stimulus
pictures, photographs. Assessment 1. Each
pupil is given the same visual stimulus.
2. Teachers asks pupils to look at the stimulus
carefully. 3. Pupils describe what they
see. 4. Teachers may ask other questions
based on the stimulus.
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MODEL 5
PUPIL
PUPIL
PUPIL
TEACHER
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Activity Give and share information Instructi
ons 1. Teacher gives the group a visual
stimulus. 2. Teacher asks pupils to look
at the stimulus carefully. 3. Teacher
asks pupils to discuss the visual stimulus
among
themselves. 4. Teacher prompts or guides
whenever necessary. 5. Activity can be
carried out inside or outside the
classroom. Resource Visual Stimulus
pictures, photographs. Assessment 1. Teacher
explains the task to the pupils. 2.
Pupil discuss among themselves the given visual
stimulus. 3. Pupils give
relevant information and respond to
enquiries made by other
pupils in the group. 4. Teacher observes and
awards the score to the pupils in
the group.
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PORTFOLIO ASSESSMENT
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• What is Portfolio Assessment?
• A portfolio is a kind of scrapbook or
  photo album that
• records the progress and activities of
  the program and
• its participants, and showcases them to
  interested
• parties both within and outside the
  program.
• (Meg Sewell, Mary Marczak Melanie
  Horn)
• A representative sample of a students work,
  showing
• the range of performance and
  experience.
• A collection of students best work or
  best efforts,
• student selected samples of work
  experiences related
• to outcomes being assessed, and
  documents according
• growth and development toward mastering
  identified
• outcomes. (Paulson, F.L. Paulson, P.R.
  and Meyer)

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• A portfolio provides samples of pupils work
  which show
• growth over time.
• As pupils reflect on their own learning
  (self-assessment),
• they begin to identify their strengths and
  weaknesses.
• With proper guidance, weaknesses then become
  
• improvement goals.
• The portfolio enables pupils to show quality
  work, which
• is done without pressure and time
  constraints and with
• the help of resources, reference materials
  and
• collaboration.
• Portfolios offer a way of assessing student
  learning that
• is different than traditional methods.
  (Paulson and Meyer)

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Types of Portfolio

• Documentation Portfolio
• - a collection of work over time showing
  growth and
• improvement .
• e.g. brainstorming activities, drafts
  and completed
• pieces of work.
• Process Portfolio
• - includes pupils work, dates, drafts
  final pieces and
• reflections.
• Showcase Portfolio
• - documents pupils best work as agreed by
  pupil and
• teacher.

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PORTFOLIO ACTIVITIES
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• Retelling the story
• Pupils retell the story orally at first.
  Then they
• - write
  individually - write in
  pairs/ groups - use
  drawings with a minimum of writing
  - use drawing only
• Map a Story
• Maps should show important parts of the
  setting. Maps should also trace the movement of
  the main characters. Pupils can retell the story
  from their map.
• Change the Form
• Pupils work in pairs or small groups to
  rewrite the story in a different
• form, e.g a play, a journal, a comic
  strip, a picture book.

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• Role Playing
• Children work in groups of about six. After
  everyone has heard or read the story, choose one
  person to be a character from the story. Others
  ask questions.
• Retelling from a characters point of View
• Discuss how the story would change if it
  was written by the bad character. Telling the
  story and then writing the story from the bad
  characters point of view.
• 6. Character Diaries
• Group members discuss what it would be like
  to be a character
• from the story. They then write an account
  of a day in the life of
• that character.

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• Story Grammar
• Pupils select details from the story and
  place them under appropriate headings.

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• Character Self Portrait
• Pupils assume the personality of a
  character from the story and write details under
  the heading
• e.g. Dans Secret Weapon or Shorty
• I am ________________ I live
  _______________ I have
  ______________ I like _______________
  I hate ______________ I wish
  ______________
• Writing letters
• The teacher can compose a letter to one of
  the characters. The pupils then respond
  appropriately, writing a reply as that character.

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• Concertina Books
• Group Work ( Rewriting the story or
  writing a similar story)Decide how many pages
  you will need.Decide what part of the story goes
  in each pageIllustrateEither rewrite or add
  captions to each panel.Share with others as
  either shared reading or as a wall story.

• Newspaper Reports
• e.g. Letters to the editorPlace a series
  of advertisements for characters in the
  storyMissing person section. Write a report on
  one of the characters in the story who has gone
  missing.A reporter could interview one of the
  characters.

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• Semantic Webs
• Choose a character from the storyPlace the
  name or drawing of the character in the middle of
  the page.From the story, fill in as much detail
  you can around the circle.
• 13. Reflection Sessions
• Ask questions to stimulate discussion.
  e.g.
• What do you expect the story to
  be about? What characters do you like or
  dislike? Why? What did you learn from
  this story? Would you ask your friend to
  read this story?

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Other Suggested Activities

• Make a collage telling the story/poem.
• Draw portraits of the main characters.
• 3. Rewriting the story/poem in cartoon form.
• Make a poster for a character.
• Make a word puzzle using all the characters
• in the story/poem.
• Write an advertisement for the book.
• 7. Draw/tell/write what you believe is the
  most important idea or scene from the
  story/poem.
• 8. Make up riddles about the book or any parts
  of it.

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• Introducing Portfolios in the Classroom.
• The teacher will need to present the idea of a
  portfolio to the classroom. It is a good idea to
  show the pupils examples of portfolios prepared
  by other classes.
• Inform the pupils how much weight the
  portfolio will have in their final grade.
• Teacher needs to tell pupils that drafts and
  reflections will be put in the portfolio and
  explain how the portfolio will be graded.
• The portfolio may be due only at the end of the
  semester, but teachers need to give feedback so
  that pupils know whether they are on the right
  track.
• To ensure that the portfolio shows the pupils
  own work, some exercises can be done completely
  in class.

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• The Portfolio Contents
• Table of Contents
• Entries - both core (items students have to
  include) and optional (items of pupils
  choice).
• Dates on all entries, as proof of growth over
  time.
• Drafts of written work and revised versions
• Reflections Pupils can reflect on the
  following
• What did I learn from the lesson?
• What did I do well in?
• What do I want to improve in my work?
• What were the problem areas?

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CRITERIA FOR GRADING PORTFOLIO
Accuracy of Information Connections to Other
Subjects Creativity Developments of
Process Diversity of Selections Evidence of
Understanding Following Directions Growth and
Development
Knowledge of Content Multiple Intelligence Origina
lity Quality Product Reflection Visual Appeal
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Model 1 General Scoring Rubric
Response to Readingamount of informationaccuracy of informationselection of information Management of Contentorganization/focusdevelopmentaccomplishment of task Command of languagesentence structure/varietyword choicesgrammar/usage/mechanics
The information used is accurate and relevant to the task clearly organised The ideas flow logically from beginning to end. The response successfully fulfills the task. Sentences are correctly written, and they display variety. Few if nay errors in grammar, usage, or mechanics are present.
Some minor inaccuracies may appear. Some of the information selected may be irrelevant to the task minor organisation flaws Ideas flow logically through most of the response. Sentences are correctly written but lacking in variety. There may be some errors in grammar, usage, or mechanics.
It may contain frequent or serious inaccuracies. Irrelevant information from the passage may outweigh relevant information Disruption in the flow of ideas may be frequent The response may only partially fulfill the task. There may be several errors in sentence structure, and little variety There may be several errors in grammar, usage, or mechanics.
The response may reflect serious misunderstanding of the passage The ideas do not flow logically. The response does not fulfill the task. There may be many errors in sentence structure. There may be many errors in grammar,usage, or mechanics.
4 3 2 1
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Portfolio Assessment

• Model 2 Rating Criteria
• 5 (Excellent)
• Vocabulary is good
• Ideas are expressed clearly
• Minor errors in spelling and punctuation
• 4 (Good)
• Vocabulary is adequate
• Ideas are expressed but at times there is
  a break down of meaning.
• Some errors in spelling and punctuation
• 3 ( Average)
• Vocabulary is simple
• Meaning is frequently not clear
• Spelling and punctuation and word order
  errors.

• 2 (Weak)
• Vocabulary is limited and repetitious
• Meaning is unclear
• Spelling, punctuation and word order errors
  disrupt communication
• 1 (Very Weak)
• Responds with a few isolated words
• No complete sentences are written
• Meaning is very unclear
• Errors cause serious disruption in
  communication

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Samples of Pupils Reflection
Changing Days12/8/05From worksheet A, I learnt
about the cover. I learnt about the title, the
writer and the people in the story19/8/05Todays
lesson, I learnt about the place of the story. I
like the place because it is a jungle.26/8/05I
feel sad for the king and queen. They have no
children. But, they are happy with baby Taming
12/8/05Today I learnt about the writer and the
things on the cover of the book. I dont know
the ISBN number. 19/8/05 Today I learnt 5 words-
jungle, canal, worries, kingdom, queen 26/8/05I
like this worksheet. I can fill in the blanks
correctly
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ReferencesRees D Raison G Shortlland-Jones,
B Baraaatt-Pugh Sinclair,ADewsbury,A and
Lambert, S (1997) Reading Resource Book.Rigby
Heinemann Education Department of Western
Australia.Brown, J.D ( 2003 ) New Ways of
Classroom Assessment.VirginiaTESOLCarter,G
(1992) Ideas for Developing Comprehension, New
Zealand Waiatarua Publishing. Farr,R and Tone
B. (1998) Portfolio And Performance Assessments.
OrlandoHarcourt Brace College
Publishers. Andrew, M. (1990) Language in Colour.
England Belair Publications Limited. Burke,K.,
Fogarty R. and Belgrad S. (1994) The Portfolio
Connection. USA Skylight Training and
Publishing Inc. Paulson, F.L. Paulson, P.R. and
Meyer, CA. (1991). What Makes a Portfolio a
Portfolio?. Educational Leadership. Paul S.
George. (1995). What is Portfolio Assessment
Really and How Can I Use It in My Classroom?
Gainesville, FL Teacher Education
Resources. http//www.eduplace.com/rdg/res/literac
y/assess6.html