Pedagogi Pemulihan Bahasa Inggeris

Tahun 4
Book 1,2 & 3 LINUS 2015
Phonics in KSSR

Activity 1
Reflection and
discussion

PHONETIC
PHO
N

GRA
P

H EM
E

ICS PHONEME

Let us reflect
How do you teach your level 1 pupils how
to read?
What is phonics? How much do you
know about phonics?
Have you used phonics in your level 1
classroom? How was your experience?
Why do we teach phonics to our pupils?
Which do you prefer; whole word (look
and say) approach or phonics? Why?
Do we teach our pupils phonetic
symbols?

Page 2

Let us reflect
Phonics help children to read by
associating English Language sounds
with the letters or the combinations of
letters that produce them.
With the strong foundation of Phonics,
it is hoped our pupils can become
independent readers.

Activity 2
List of sounds and their
suggested actions in
KSSR

PHONEMIC CHART

GRAPHEME
ACTIONS

Let Us Try

Let us reflect
What is phoneme?
What is grapheme?
Why do we associate actions with
letters and sounds

Let us reflect
Phoneme is the smallest contrastive
unit in the sound system of a
language.
Grapheme is a letter of a combination
of letters to represent phonemes.

Activity 3
Lets play speed dating

Segmenting and
blending

Let us reflect
What is blending?
What is segmenting?
Why do we teach our pupils
segmenting and blending?
What is onset and rime?
What is digraph?
What is consonant cluster?
What is magic e?

Let us reflect
Blending is putting sounds or
phonemes together to form words.
Segmenting is breaking up a word into
phonemes or sounds
The "onset" is the initial phonological
unit of any word (e.g. c in cat) and the
term "rime" refers to the string of
letters that follow, usually a vowel and
final consonants (e.g. at in cat). Not all
words have onsets.

Let us reflect
a combination of two or more letters
representing one sound, as in ph and
ey.
a consonant cluster or consonant
sequence is a group of consonants
which have no intervening vowel.
The proper name for magic e is split
digraph, and it means that a vowel
sound has been split. The silent e in
the word changes the sound of the
vowel or consonant before it.

Blending

Now lets blend sounds

into words by using
word slide. We will
practice a word family
that has a consonant
clusters, a digraph and a
magic e.

Its your turn.

Each group draws a
word slide on a piece of
display sheet and
practice word sliding
together.

Segmenting

Now lets break down

words into individual
sounds using sound
boxes.
What do you think of the
activity? How would you
adapt and adopt it?

Thank you

EFFECTIVE
REMEDIAL
TEACHING
STRATEGIES

What is remedial
teaching?

Education which is designed to

bring pupils who are lagging
behind (non-achievers) up to the
level of achievement.
It is meant especially for pupils
who do not master the basic
literacy skills.
It is not re-teaching.

Design
individuali
zed
educationa
l
programm
e
Provide
systematic
pupils
trainings

Difference
s in pupils

Why do we
need to
carry out
remedial
teaching?
Bring up to
the level of
achieveme
nt

Provide
learning
and
practical
experienc
es
Develop
positive
attitude

Principle of Helping Pupils In Remedial Teaching

PLANNING

CLEAR
INSTRUCTION
AND
*Teaching
Approaches
MODELLING
*Provide Clear
Instructions
*Summarize the Main
Points

*Teaching Preparation
*Devise Various
Learning
Activities
* Relevant and Simple
*Design Meaningful
Learning Situation

MOTIVATION

*Enhance Learning Interes

and
Motivation
*Encourage pupils in Class
activities
*Focus on Learning Proces
*Show Concern

Remedial Process
Assessment
What information do
have?
What information do
need?

I
I

Evaluation
How well did the
teaching and learning
program work both
during the program and
at the end??

Planning
What will I teach and
how will I teach it?

Implementation
What will the teaching
and learning program
look like?

EFFECTIVE REMEDIAL
TEACHING
STRATEGIES FOR
READING

Components of Emergent
Literacy

Receptive
language
Vocabulary

Expressive language

Print
knowledge

Phonological
awareness

Receptive Language
the understanding of spoken communication, including
vocabulary and syntax.
associated with the ability of preschoolers and
kindergarteners (young learners) to decode texts and
read with comprehension.
can be facilitated through conversations with children
and through their active engagement during storybook
reading.

Print Knowledge
Print knowledge is the ability to name the
letters of the alphabet based on their
shapes.
Childrens alphabetic knowledge may be
influenced by

exposure to the alphabet in their natural

environments
direct teaching by adults.

Expressive Language
Oral language is spoken communication.
Childrens mastery of oral language is
most often measured by

listening comprehension or
size of vocabulary.
Oral language can also be measured by
degree of mastery of grammar and syntax.
Strickland & Shanahan, 2004

Vocabulary
Words used and understood by a language user.
The development related to the conversation of parents

and to storybook reading opportunities that promote

oral language.
Can be facilitated through direct experiences that develop

concepts.
Related to reading success and reading comprehension in

school.

Phonological Awareness
Phonological awareness includes childrens ability
to identify rhymes, delete or add syllables or
phonemes from words, and count the phonemes
in a word.
Phonological awareness is related to the later
ability to decode words and to read fluently.
Phonological awareness is also called
phonological sensitivity.

Observation
Children need the
opportunity to observe
literacy behaviors from
others.
For example : being read
to from parents

Collaboration
Children need to interact
with others who provide
encouragement and help
with the reading process

Process of Children
Emergent Literacy

Practice

Performance
Children need the
opportunity to practice
alone in order to self
evaluate, make
corrections, and
increase their skills
independently.

Children need the

opportunity to share their
new reading skills with
those who support them.

Components of Reading
and Instructions
Alphabetic
The process that
readers use to
identify words

Fluency
The ability to read
with efficiency and
ease

Vocabulary
The body of words
whose meanings a
person knows and
understand

Comprehension
The process and
product of
understanding
connected text

5 PILLARS OF READING

Phonological Awareness
Phonics
Fluency
Vocabulary
Comprehension

5 Components in
Reading
Phonological Awareness
-The knowledge and manipulation of
sounds in spoken words.

Phonics
-The relationship between written and
spoken letters and sounds.

 Reading Fluency
- The ability to read with accuracy, and
with appropriate rate, expression, and
phrasing.

Vocabulary Development
- The knowledge of words, their
definitions, and context.

Reading Comprehension
- The understanding of meaning in text.

Successful reading requires

Decoding
The process of translating a written
word
(cracking the code)

Fluency
No longer a deliberate conscious effort

Automaticity
Consists of word recognition rather
than sounding out

The Simple View of Reading

Word
recognition
or language
comprehensi
on problem

Strategies of reading

Phonics
Onset & rime
Body coda
Word

- Phrases
- Sentences

Continuum of Support
Most
Support

Least
Support

Echo reading The teacher reads a

sentence and then the
group rereads it aloud.
Choral
The teacher leads the entire
reading
group reading aloud in
unison.
Partner
Pairs of readers alternate
reading
reading aloud by following a
specific turn-taking
procedure.
Whisper
Each child reads aloud (but
reading
not in unison) in a quiet
voice.

EFFECTIVE REMEDIAL
TEACHING
STRATEGIES FOR
WRITING

Some common problems :

Penmanship problem (fine motor skills)
No spaces between words (spacing problem)
Copy wrongly
Spelling (upper and lower case)
Slow in copying (letter by letter)
Punctuation problem
Time constraint

Punctuation

Handwriting
-fine motor skills
e.g formation,
size, alignment,
speed

Sentence
structure

Vocabulary

Challenges
in teaching
writing

Spelling

Writing strategies

Guided writing
Modelled writing
Shared writing
Interactive writing
Independent writing

Guided writing (mixed ability)

The teacher works with either individual
learner or learners in small groups.
The teacher guides by discussing with
the group, helping them to form word
maps, prompting and guiding them to
write.

Modelled writing (mixed ability)

The teacher is the active writer and..
chooses the topics.
demonstrates the skills of gathering and
organizing information (diagrams, pictures,
graphic organisers)
shows the need to clarify meaning.
models the ways in which information can
be reordered, reoriented, changed or
deleted

Shared writing (mixed ability)

Teacher and learners composing the text
together teacher acts as the scribe, writing
the text as it is being composed
Teachers demonstrate writing through thinking
aloud and generates learners ideas.
Teachers create written sentences or texts for
learners who could not write independently.

Interactive writing (mixed ability)

Teachers and learners create the
sentences or texts and share the pen to do
writing.
Learners will write word by word of known
letters and familiar words by taking turns
to compose texts in group.
Teacher provides instructions and
assistance to learners as they write.

Independent writing
(mainstream pupils)
Learners do the writing themselves.
Learners do not rely on others /peers.
Teachers monitor learners writing
progress

Suggested writing activities

Copy writing
Arranging words
Parallel writing
Rebus writing
Substitution table
Fill in the blanks / cloze test
Matching
Comprehension questions.

Copy writing

Arranging Words

Parallel writing

Not parallel: The store is good for fruit, meat, and to buy cheese.
Parallel:
The store is good for fruit, meat, and cheese. (nouns)

Not parallel: Doctors say I should run, swim, and go walking.

Parallel:
Doctors say I should run, swim, and walk.(same verb form)

Not parallel: The meal was tasty, quick, and the food was good for you.
Parallel:
The meal was tasty, quick, and healthful. (adjectives)

Not parallel: In the rain I drove slowly, carefully, and watch out for other drivers.
Parallel:
In the rain I drive slowly, carefully, and defensively. (adverbs)

Not parallel: The qualities I admire most in a man are honesty, courageous,
and compassion.
Parallel:
The qualities I admire most in a man are honesty, courage, and
compassion. (noun)

Rebus writing

Substitution table

Cloze test

Matching

Comprehension question

Thank you

Differentiated
Instruction:
Listening and Speaking

What is differentiated
instruction?
Differentiated instruction is doing whats
fair for students.
It means creating multiple paths so that
students of different abilities, interests, or
learning
needs
experience
equally
appropriate ways to learn.

Why differentiate?
Different levels
of readiness

Different Ability Levels

Cognitive Needs

Different Interests

Different

What to differentiate?

The content
The process

The product

Differentiating Content
Resource materials at varying readability
levels
Audio and video recordings
Highlighted vocabulary
Charts and models
Interest centers
Varied manipulatives and resources

Differentiating Process
(making sense and meaning of content)

Use leveled or tiered activities

Interest centers
Hands-on materials
Vary pacing according to readiness
Allow for working alone, in partners, triads,
and small groups
Allow choice in strategies for processing
and for expressing results of processing

Differentiating Products
(showing what is know and able to be done)

Graded product choices

Model, use and encourage student use of
technology within products and
presentations
Provide product choices that range in
choices from all multiple intelligences,
options for gender, culture, and race
Use related arts teachers to help with
student products

Strategies to Make Differentiation

Work
1. Tiered Instruction
Changing the level of complexity or
required readiness of a task or unit of
study in order to meet the
developmental needs of the students
involved.

Tiering
Key Concept
Or
Understanding
Those who do
not know the
concept

Those with
some
understanding

Those who
understand
the concept

What Can Be Tiered?

Processes, content
and products

Assessments

Assignments

Writing prompts

Homework

Anchor activities

Learning stations

Materials

What Can We Adjust?

Level of complexity
Amount of structure
Pacing
Materials
Concrete to abstract
Options based on student interests
Options based on learning styles

Tiering Instruction
1.
2.
3.
4.
5.

6.

Identify the standards, concepts, or generalizations

you want the students to learn.
Decide if students have the background necessary to
be successful with the lesson.
Assess the students readiness, interests, and
learning profiles.
Create an activity or project that is clearly focused on
the standard, concept or generalization of the lesson.
Adjust the activity to provide different levels or tiers
of difficulty that will lead all students to an
understanding.
Develop an assessment component for the lesson.
Remember, it is on-going!

Strategies to Make
Differentiation Work
2. Anchoring Activities
.
These are activities that a student may do
at any time when they have completed their
present assignment or when the teacher is busy
with other students.
.

They may relate to specific needs or

enrichment opportunities, including problems to
solve or journals to write. They could also be part
of a long term project.

Strategies to Make
Differentiation Work
3. Flexible Grouping
This allows students to be appropriately
challenged and avoids labeling a students
readiness as a static state.
It is important to permit movement between
groups because interest changes as we move
from one subject to another

Ebb and Flow of Experiences

(Tomlinson)

Back and forth over time or

course of unit

Individual Small Group

Small Group
Individual

Whole Group

Flexible Grouping
Homogenous/Ability
-Clusters students of
similar abilities, level,
learning style, or interest.
-Usually based on some
type of pre-assessment

Heterogeneous
Groups
-Different abilities, levels or
interest
- Good for promoting
creative thinking.

Individualized or
Independent Study
-Self paced learning
-Teaches time management
and responsibility
-Good for remediation or
extensions

Whole Class
-Efficient way to present
new content
-Use for initial instruction

Strategies to Make Differentiation

Work
4. Compacting Curriculum
Compacting the curriculum means assessing a
students knowledge and skills, and providing
alternative activities for the student who has
already mastered curriculum content.
This can be achieved by pre-testing basic
concepts or using performance assessment
methods. Students demonstrating they do not
require instruction move on to tiered problem
solving activities while others receive
instruction.

SAMPLE OF L&S LESSON

UNIT 5 (TEXTBOOK Y4 SK)

Focus

Listening and Speaking

Learning Standard(s):

SK:
1.1.4 Able to talk about related topics with
guidance
1.1.2 Able to listen to and enjoy stories.
1.3.1 Able to listen to and demonstrate
understanding of oral texts by:
a) asking and answering questions
b) sequencing
c) predicting with guidance

Objective(s):

By the end of the lesson, pupils will be able

to:
1. M: Rearrange 8/8 pictures in sequence
according to the story.
2. L: Rearrange 5/8 pictures in sequence
according to the story.

Time:

60 minutes

Teaching Aid(s):

Power point slides, Bingo sheets, picture

cards

Set induction
Show posters of fairy tales/modern
fairy tales e.g.: The Sleeping Beauty,
Beauty and The Beast, Maleficent

Step 1
Talk about the pictures.
Teacher asks Wh-questions and pupils respond.
E.g.:What can you see in the picture?
Is she pretty?
Teacher introduces the key words related to the
story. E.g.: dungeon, mountain, kidnapped, rode,
fought, locked
Teacher introduces the beginning sounds with
actions (Module Book 1, 2 and 3).

Step 2
Teacher introduces the key words (through
pictures from the textbook page 43
DIFFERENTIATED CONTENT) related to the
story. E.g.: dungeon, mountain, kidnapped,
rode, fought, locked
Teacher tells the story. Pupils listen.
Then, the teacher asks the pupils to predict
the ending of the story. The teacher may
help the pupils by providing three pictures
of different endings.

What will
happen
next?

Step 3
Teacher repeat the story.
In groups (mixed ability), pupils
rearrange the pictures based on the
story.

Step 4
Teacher distributes worksheet 1.
Mainstream: Pupils write their own
dialogue based on the situation.
LINUS: Pupils fill in the speech
bubbles with sentence given.
Teacher chooses a few mainstream
and LINUS pupils to present their
work.

Closure
Teacher and pupils discuss on the
moral values based on the story.

Thank You

DIFFERENTIATED
LEARNING
INSTRUCTION
READING

Objective
By the end of the session, CPs able to:
understand the objectives and
differentiated instructions in reading
lesson .
provide various activities according to
pupils ability.
design reading lesson based on mixed
ability classroom.
conduct differentiated instructions for
reading lesson.

Differentiated Instructions
Giving instructions according to
the pupils ability.
To make sure LINUS pupils can
understand the instructions
given by the teacher.

Differentiated Instructions
In Adaptation &
Accommodation
Adaptation: altering the lesson/
work to support pupils with
special education needs.
Accommodation: measures taken
to support the weak pupils in
following the same curriculum/
work as their peers.

Differentiated Instructions
In Adaptation & Accommodation
Teacher can differentiate at least 4 classroom
elements based on pupils readiness, interest or
learning profile.
4 classroom elements are:
a) Content: what the pupils need to learn
b) Process: activities in which the pupils engage in
order to master the content
c) Products: tasks/ exercises/ outcomes that
requires pupils to rehearse, apply and extend
what they have learned.
d) Learning environment: the conduciveness of
the classroom.

READING

TEXTBOOK YEAR 4:
UNIT 5

~The Lesson Plan~

Focus: Reading
LS
: 2.2.2, 2.2.3
Objs. : (Mainstream)
a) To answer 8 Wh- questions about the
story read
b) To arrange 8 sentence strips according
to the
story correctly
(LINUS)
a) To answer 5 Wh- questions about the
story read
b) To arrange 5 sentence strips according

Activities:
1) Pupils learn about the the title, author and illustrator
on the book cover.
2) Pupils read aloud the story given by the teachers :
echo reading, choral reading.
3) Pupils recall all the sounds (dungeon, mountains,
kidnapped, rode, fought & locked) in the story that
they have learnt in Year 1, 2 and 3.
4) In groups, pupils arrange sentence strips according to
the story read correctly: 8 sentence strips (M), 5
sentence strips (L) . Pupils present their outcomes in
front of the class.
5) Pupils answer Wh- questions given in the worksheet :
8 Qs (M), 5 Qs with guidance (L).
6) Extension activity- pupils rearrange words taken from
the story : 8 words (M), 8 words with guidance (L).

THE STORY

a
l
l
e
b
a
r
A
s
s
e
e
n
c
a
J
n
y
i
r
r
a
P
By M

title

author

illustrator

Illu

na
e
C
n
h
o
by J
d
e
t
a
r
t
s

Once upon a time, there was a princess

named Arabella. She lived happily with
the king and queen.

One night, three big monsters came to

her room. They kidnapped her.

The monsters ran and took Princess

Arabella to the mountains.

They locked her up in a dungeon. She

was very sad.

The king and queen ordered a brave

and handsome prince to save the lovely
princess.

He rode his white horse quickly to the

mountains.

He found the princess and fought with

the ugly monsters.

The prince killed the monsters and

freed the princess. They got married
and lived happily ever after.

IDENTIFYING WORDS BY INITIAL

SOUNDS

1) m
2) l
3) r
4) k
5) f
6) d

mountains, monsters
- locked, lovely, lived
- rode, ran
- king, kidnapped
- found, fought
- dungeon

SENTENCE STRIPS (MAINSTREAM)

Once upon a time, there was a princess named Arabella. She lived
happily with the king and queen.
One night, three big monsters came to her room. They kidnapped
her.
The monsters ran and took Princess Arabella to the mountains.
They locked her up in a dungeon. She was very sad.
The king and queen ordered a brave and handsome prince to save
the lovely princess.
He rode his white horse quickly to the mountains.
He found the princess and fought with the ugly monsters.
The prince killed the monsters and freed the princess. They got
married and lived happily ever after.

SENTENCE STRIPS (LINUS)

Once upon a time, there was a princess named Arabella. She lived
happily with the king and queen. One night, three big monsters came
to her room. They kidnapped her. The monsters ran and took
Princess Arabella to the mountains.
This sentence strip is
already pasted for
the pupils

They locked her up in a dungeon. She was very sad.

The king and queen ordered a brave and handsome prince to save
the lovely princess.
He rode his white horse quickly to the mountains.
He found the princess and fought with the ugly monsters.
The prince killed the monsters and freed the princess. They got
married and lived happily ever after.

WH- QUESTIONS (MAINSTREAM)

WITHOUT GUIDANCE
Answer the questions below.
1. What is the title of the story?
_____________________________
2. Name the author and the illustrator of the story.
_________________________________________________
3. Name three characters in the story.
_________________________________________________
4. What happened to the princess?
_________________________________________________
5. Who ordered the prince to save the princess?
___________________________________
6. Where did the prince go to find the princess?
___________________________________

WH- QUESTIONS (MAINSTREAM)

WITHOUT GUIDANCE

7. If you were the prince, would you save the princess? Why?
_________________________________________________
_________________________________________________
8. What is the moral value that you have learnt?
__________________________________

WH- QUESTIONS (LINUS)

WITH GUIDANCE
Answer the questions below using the words given.
kidnapped

Mary Jane

king

prince

Princess Arabella

mountains

John Cena

1. What is the title of the story?

The title of the story is _______________ .
2. Name the author and the illustrator of the story.
The author of the story is _____________ and the illustrator is
_______________.
3. Name three characters in the story.
The characters are Princess Arabella, _______________ and
_____________.

WH- QUESTIONS (LINUS)

WITH GUIDANCE

4. What happened to the princess?

The princess was _______________ by the monsters.
5. Where did the prince go to find the princess?
The prince went to the ______________ to find the princess.

EXTENSION ACTIVITY
JUMBLED WORDS (MAINSTREAM)
8 WORDS WITHOUT GUIDANCE
Rearrange the jumbled letters to form the correct words.
1. kappedidn = ________________
2. cessnirp = ________________
3. dongeun = ________________
4. mtainsoun = ________________
5. stersmon = ________________
6. bvera
= ________________
7. lygu = ________________
8. eenqu
= ________________

EXTENSION ACTIVITY
JUMBLED WORDS (LINUS)
8 WORDS WITH GUIDANCE
Rearrange the jumbled letters to form the correct words.
1. kappedidn = k _ d _ _ pp _ d
2. cessnirp = p _ _ nc _ ss
3. dongeun = d _ ng _ _ n
4. mtainsoun = m _ _ nt _ _ns
5. stersmon = mo _ _t _ _s
6. bvera
= b _ av _
7. lygu = u _l _
8. eenqu
= q _ _ _n

GROUP WORK

YOUR TASK

Gro
u
Wo p
rk

Using the textbook, each group

will have to produce a reading
lesson plan with activities
which are suitable for mix
ability classroom.

THANK YOU!

DIFFERENTIATED
LEARNING
INSTRUCTION
WRITING

Objective
By the end of the session, CPs able to:
understand the objectives and
differentiated instructions in writing lesson
.
provide various activities according to
pupils ability.
design a writing lesson based on mixed
ability classroom.
conduct differentiated instructions for
writing lesson.

WRITING

TEXTBOOK YEAR 4:
UNIT 5

DSKP YEAR 4

CONTENT
LEARNING
STANDARD STANDARD
3.1
By the end
of the 6
year
primary
schooling,
pupils will
be able to
form letters
and words
in neat
legible print
including
cursive
writing.

3.1.1
Able to write in neat
legible print with
correct spelling:
(a) phrases
(b) sentences
(c) numerals in
word form

PERFORMANCE STANDARD
PERFORMANCE
DESCRIPTOR
LEVEL
Can write phrases, sentences, numerals
in word form with a very limited level of:
1
neatness and legibility
accuracy in spelling
Can write phrases, sentences, numerals
in word form with a limited level of:
2
neatness and legibility
accuracy in spelling
Can write phrases, sentences, numerals
in word form with a satisfactory level of:
3
neatness and legibility
accuracy in spelling
Can write phrases, sentences, numerals
in word form with a good level of:
4
neatness and legibility
accuracy in spelling
Can write phrases, sentences, numerals
in word form with a very good level of:
5
neatness and legibility
accuracy in spelling
Can write phrases, sentences, numerals
in word form with an excellent level of:
6
neatness and legibility
accuracy in spelling

CONTENT
STANDARD
3.1
By the end of
the 6 year
primary
schooling,
pupils will be
able to form
letters and
words in neat
legible print
including
cursive
writing.

LEARNING
STANDARD

3.1.2
Able to write in
neat cursive
writing with
correct spelling:
(a) words
(b) phrases
numerals in
word form

PERFORMANCE STANDARD
PERFORMANCE
LEVEL

DESCRIPTOR
Can write words, phrases and numerals in word
form in cursive writing with a very limited level
of:
neatness

accuracy in spelling

Can write words, phrases and numerals in word

form in cursive writing with a limited level of:
neatness

accuracy in spelling

Can write words, phrases and numerals in word

form in cursive writing with a satisfactory level
of:
neatness

accuracy in spelling

Can write words, phrases and numerals in word

form in cursive writing with a good level of:
neatness

accuracy in spelling

Can write words, phrases and numerals in word

form in cursive writing with a very good level
of:
neatness

accuracy in spelling

Can write words, phrases and numerals in word

form in cursive writing with an excellent level
of:
neatness

accuracy in spelling

CONTENT
STANDARD
3.2
By the end of
the 6 year
primary
schooling,
pupils will be
able to write
using
appropriate
language form
and style for a
range of
purposes.

LEARNING
STANDARD

3.2.1
Able to transfer
information with
guidance to complete:
(a) linear texts
non-linear texts

PERFORMANCE STANDARD
PERFORMANC
E LEVEL

DESCRIPTOR

Can transfer information to complete linear

and non-linear texts with a very limited level
of accuracy

Can transfer information to complete linear

and non-linear texts with a limited level of
accuracy

Can transfer information to complete linear

and non-linear texts with a satisfactory level
of accuracy

Can transfer information to complete linear

and non-linear texts with a good level of
accuracy

Can transfer information to complete linear

and non-linear texts with a very good level of
accuracy

Can transfer information to complete linear

and non-linear texts with an excellent level of
accuracy

CONTENT
STANDARD
3.2
By the end of
the 6 year
primary
schooling,
pupils will be
able to write
using
appropriate
language form
and style for a
range of
purposes.

LEARNING
STANDARD
3.2.2
Able to write with
guidance:
(a) labels
(b) notices
(c) messages

PERFORMANC
E LEVEL
1

Can write labels, notices and messages with a

very limited level of accuracy

Can write labels, notices and messages with a

limited level of accuracy

Can write labels, notices and messages with a

satisfactory level of accuracy

Can write labels, notices and messages with a

good level of accuracy

Can write labels, notices and messages with a

very good level of accuracy

6
3.2.3
Able to punctuate
correctly:
(a) apostrophe
(b) speech markers
3.2.4
Able to spell words by
applying spelling rules

PERFORMANCE STANDARD
DESCRIPTOR

1
2
3
4
5
6

Can write labels, notices and messages with an

excellent level of accuracy
Can punctuate and spell with a very limited level
of accuracy
Can punctuate and spell with a limited level of
accuracy
Can punctuate and spell with a satisfactory level
of accuracy
Can punctuate and spell with a good level of
accuracy
Can punctuate and spell with a very good level of
accuracy
Can punctuate and spell with an excellent level
of accuracy

CONTENT
STANDARD

LEARNING
STANDARD

3.3
By the end of
the 6-year
primary
schooling,
pupils will be
able to write
and present
ideas through
a variety of
media using
appropriate
language,
form and
style.

3.3.1
Able to create simple
texts using a variety
of media with
guidance:
(a) non-linear
(b) linear

PERFORMANCE STANDARD
PERFORMAN
CE LEVEL
1

DESCRIPTOR
Can create simple linear and non-linear texts
with a very limited level of accuracy and
appropriateness
Can create simple linear and non-linear texts
with a limited level of accuracy and
appropriateness
Can create simple linear and non-linear texts
with a satisfactory level of accuracy and
appropriateness
Can create simple linear and non-linear texts
with a good level of accuracy and
appropriateness
Can create simple linear and non-linear texts
with a very good level of accuracy and
appropriateness
Can create simple linear and non-linear texts
with an excellent level of accuracy and
appropriateness

~The Lesson Plan~

Focus: Writing
LS
: 3.1.1 (a) (b), 3.2.2(a), 3.2.3 (a) (b), 3.2.4
Objs. : (Mainstream)
a) To label parts of a book cover
b) To write 3 paragraphs by replacing the
10
pictures with correct words
c) To punctuate 3 paragraphs correctly using
capital letters, commas and full stops
d) To complete a crossword puzzle of 10
words

~The Lesson Plan~

Focus: Writing
LS
: 3.1.1 (a) (b), 3.2.2(a), 3.2.3 (a) (b), 3.2.4
Objs. : (LINUS)
a) To label parts of a book cover
b) To write 3 paragraphs by replacing the
10
pictures with guidance of words
c) To punctuate 5 sentences correctly using
capital letters, commas and full stops
d) To complete a crossword puzzle of 7 words

Activity 1 : Label book cover

Activities:
1) Pupils recall the story of Princess Arabella.
2) Pupils recall the parts of a book cover.
3) Pupils label the parts of a book.

a
l
l
e
b
a
r
A
s
s
e
e
n
c
a
J
n
y
i
r
r
a
P
By M

Illu

na
e
C
n
h
o
by J
d
e
t
a
r
t
s

Activity 2 : rebus
writing

1. Teacher gets pupils to read the story from the

previous reading lesson.
2. In groups, pupils discuss to complete the story
by replacing the pictures with words. (rebus
writing)
3. Individual work:
a) Mainstream pupils write the story by
replacing
10 pictures with words.
b) LINUS pupils write the story by replacing 5
pictures with words given.

Once upon a time, there was a

princess named
lived happily with the
.

. She
and

One night, three

came to her room. They
kidnapped her. The monsters ran
and took Arabella to the
.

They locked her up in

a

She was very sad. The king and

queen

a handsome

prince to save the lovely

princess.

He rode his white

quickly to the mountains. He
found the princess and
with the ugly monsters. The
prince killed the monsters and
freed the princess.

They got

and lived

happily ever after.

The End

Answers

Once upon a time, there was a princess named

Arabella. She lived happily with the king and
queen.
One night, three big monsters came to her
room. They kidnapped her. The monsters ran and
took Arabella to the mountains. They locked her up
in a dungeon. She was very sad.
The king and queen ordered a handsome prince
to save the lovely princess. He rode his white
horse quickly to the mountains. He found the
princess and fought with the ugly monsters. The
prince killed the monsters and freed the princess.
They got married and lived happily ever after.

Activity 3 :
punctuation

Mainstream pupils
1.Punctuate the whole story and write
in
neat legible print.
(Appendix P1)
LINUS pupils
1. Punctuate the 5 sentences given
and
write in neat legible print.
(Appendix P2)

Mainstrea
m

once upon a time there was a princess named

arabella she lived happily with the king and queen.
one night three big monsters came to her room
they kidnapped her the monsters ran and took
arabella to the mountains they locked her up in a
dungeon she was very sad
the king and queen ordered a handsome prince
to save the lovely princess He rode his white horse
quickly to the mountains he found the princess and
fought with the ugly monsters the prince killed the
monsters and freed the princess they got married
and lived happily ever after
P1

LINUS

1. once upon a time there was a princess named

arabella
2. one night three big monsters came to her room
3. the monsters ran and took arabella to the
mountains
4. the king and queen ordered a handsome prince
to save the lovely princess
5. he found the princess and fought with the ugly
monsters
P2

Activity 4 : crossword
puzzle

Amazing Race
1. In groups, pupils compete with one another to
complete the crossword puzzle.
* Teacher may use :
a) CW1 for Mainstream (10 words) or
b) CW2 for LINUS (7 words)
* Teacher may want to add letters in the
crossword
puzzle to assist the LINUS pupils to complete
the
task.

LETS FIGURE
IT OUT!

CW
1

Across
3.
5.
6.
7.
9.

Mount Everest is the highest _____ in the world

Another word for prison
Son of a king
Past tense of find
The male ruler of a kingdom
Down

1.
2.
4.
7.
8.

To take a person away by force

Scary creatures
A wife of a king
Past tense of fight
A ruler's daughter
CW
1

CW
2

Across
4. Another word for prison
5. A ruler's daughter
6. A wife of a king
Down
1.
2.
3.
5.

Past tense of fight

To take a person away by force
Scary creatures
Son of a king
CW
2

GROUP WORK

YOUR TASK

Gro
u
Wo p
rk

Using the textbook, each group

will have to produce a writing
lesson plan with activities
which are suitable for mix
ability classroom.

THANK YOU!

Language Arts
Year 4

Sample Lesson
4.3.1: able to plan, produce and display creative texts using
variety of media.
4.3.2: able to plan, prepare and participate in a performance with
guidance based on literary work.
Theme : World of Stories
Topic : Arabella and the monster
Objective(s) : By the end of the lesson pupils will be able to:
1. plan, prepare and participate in performance.
Time
: 60 minutes
Teaching Aid(s) : textbook, picture cards, pictures with pages for
story, scripts and cue cards.
Cross Curricular Element(s): Creativity, Multiple Intelligences

 Set Induction
- Talk about the story and the
characters of the story
a) King and queen
b) Monsters
c) Princess Arabella
d) Prince

mask

Monsters-masks
Tiara-princess and queen.
Sword- prince
Crown-king

masks

 Cue cards
Arabella: I am Princess Arabella

Arabella: Help! Help! mother! Father! Please help

me!

Arabella: Help! I am in the dungeon!

Arabella: Thank you my prince.

King : I am a king.

Queen : I am a queen.

Queen and king : Dear prince, rescue my princess.

Queen and king : Thank you dear prince.

Monsters: To the mountain! To the mountain ! To the

mountain!

Monsters: Grrr ! The princess belongs to us...Grrrrr!

Prince: I will rescue the princess

Prince: Princess! Princess! Where are you?

PLAY SCRIPT
Princess Arabella
SCENE 1
Arabella : I am Princess Arabella.
King
: I am the King.
Queen : I am the Queen.
Narrator : The monsters roared as they walked in.
Monster1 : The princess!
Monster 2 : Shhhs....
Monster 3 : Take her!
Arabella : Mother! Father! Help!
Narator : The monsters took Arabella to the mountain.
Arabella : (sobbing) Please help me! Please help me!
Monster 1 : Quiet!

SCENE 2 (At the palace)

King
: Dear prince, rescue Princess Arabella.
Prince
: I will rescue Arabella.
SCENE 3
Narrator

: The prince rode a white horse to the

mountain.
Prince
: Princess! Princess! Where are you?
Arabella
: Help! Help! Im in the dungeon.
Narrator
: The prince fought the monsters.
Monster 1
: The princess belongs to us.
Monster 2 and 3 : Ours! Ours!
Narrator
: The prince killed the monsters and
freed the princess.

SCENE 4
Narrator : They returned to the place.
King
: Owh...my Arabella. Thank you, dear prince.
Arabella : Thank you, my prince.
Narrator : Then, they got married and lived happily
ever after.

Language Instruction

Distribute the masks template

Colour the mask
Cut the mask
Tie the rubber band to the mask
Teacher gives script to intermediate
pupils.
Teacher gives the cue cards to low
performance pupils.
The pupils will role play the story.

 Thank you

Grammar
Year 4

 Focus
: Grammar
Learning Standard(s)
appropriately;

:5.3.1 able to use verbs correctly and

a) irregular verbs
b) regular verbs

Theme
:World of Stories
Topic
:
Arabella and the monster
Objective(s) : By the end of the lesson pupils
will be
able to:
i. use verbs correctly and appropriately.
Time:
60 minutes
Teaching Aid(s)
: textbook, picture cards and pictures
with pages for story
Cross Curricular Element(s): Creativity, Multiple Intelligences

 Set Induction:
Teacher shows a story titled Princess
Arabella and the monsters .
Pupils talk about the story; the
pictures, the characters and storyline

a
l
l
e
b
a
r
A
s
s
e
e
n
c
a
J
n
y
i
r
r
a
P
By M

title

author

illustrator

Illu

na
e
C
n
h
o
by J
d
e
t
a
r
t
s

Once upon a time, there was a princess

named Arabella. She lived happily with
the king and queen.

One night, three big monsters came to

her room. They kidnapped her.

The monsters ran and took Princess

Arabella to the mountains.

They locked her up in a dungeon. She

was very sad.

The king and queen ordered a brave

and handsome prince to save the lovely
princess.

He rode his white horse quickly to the

mountains.

He found the princess and fought with

the ugly monsters.

 Presentation :
Explanation of language function Past Tense

a)Regular verbs
b)Irregular verbs
Step 1
Teacher gives a text of a story and read the
story.
Asking pupils to locate verbs in the text
Teacher guides pupils to underline the words in
the past tense in the text .

 Step 2
Teacher asks pupils to extract out the words in past tense
and put in the table.
Teacher plays a game called Find my match
Teacher gives cards in present and past tense to the
pupils and in their groups, pupils will find the words in
present and its past tenses.
Step 3: Teacher ask the pupils to write the words of their
present tense form in the table.

Step 4: rewrite the sentence in present tense with guidance

 Group discussion to come up with

grammar lesson which introduce the
regular and irregular past tense
Categorizing of the regular and
irregular verbs.
For low performance, they only write
the regular verbs.

 Thank you