TASK 1 Study the Content & Learning Standards of the primary English Language Curriculum.

Comment on the progression & development of the reading skill. Phonemes How to articulate words ( pronunciation) Clarity

Table 1. Phonological skills, from most basic to advanced Phonological Skill Description Tracking the words in sentences. Note: This semantic language skill is much less directly predictive of reading than the skills that follow and less important to teach directly (Gillon, 2004). It is not so much a phonological skill as a semantic (meaning-based) language skill.

Word awareness

Responsiveness to rhyme Enjoying and reciting learned rhyming words or alliterative phrases and alliteration during in familiar storybooks or nursery rhymes. word play Syllable awareness Counting, tapping, blending, or segmenting a word into syllables. The ability to produce a rhyming word depends on understanding that rhyming words have the same rime. Recognizing a rhyme is much easier than producing a rhyme. Identify and match the initial sounds in words, then the final and middle sounds (e.g., "Which picture begins with /m/?"; "Find another picture that ends in /r/"). Segment and produce the initial sound, then the final and middle sounds (e.g., "What sound does zoo start with?"; "Say the last sound in milk"; "Say the vowel sound inrope"). Phoneme awareness Blend sounds into words (e.g., "Listen: /f/ // /t/. Say it fast").

Onset and rime manipulation

Segment the phonemes in two- or three-sound words, moving to four- and five- sound words as the student becomes proficient (e.g., "The word is eyes. Stretch and say the sounds: // /z/"). Manipulate phonemes by removing, adding, or substituting sounds (e.g., "Say smoke without the /m/").

TASK 2 In groups, design pre, while & post reading activities for the text. - state what year of primary school & the objective of the reading lesson

Title : The Missing Sandwich Year : Year 3 Objective : To enhance the reading skills in students and to develop their new vocabulary in English. NUM 1. Pre-reading : Ask them whether they have eaten the sandwich at home. Show pictures of sandwiches to the classroom. Who? When? What? Why? How? ACTIVITIES RATIONALE To make ss focus. To attract students attention.

2.

While-reading : Reading aloud, sequencing of the text.

To improve their vocabulary and reading skills.

To make them understand the story better.

3.

Post-reading : Q&A, word search puzzle, role play, make story book.

To make sure they will remember what they learnt.

To enhance their creativity and

thinking skills. TASK 3

Study the following reading text from pg. 87 Unit 19 of the Year 1 textbook.

Jack The Big Man This is Jack. He is a big man. He wears a hat. He sells hats in a big bag. Jack puts the hats in a van. It is a red van. He can sell five to ten hats. He likes his job.

i. Select a suitable Learning Standard from the KSSR Document Standards to teach this text.

2.2.3 able to read & understand sentences (3-5 words) in linear and non-linear texts with guidance.

ii. Based on the Learning Standard you selected state 2 suitable while-reading activities.

Activity 1 : Reading aloud the text. Activity 2 : Multiple choice question

iii. What would be a suitable pre-reading and post-reading activity?

Pre reading : matching the pictures with alphabets Post-reading : draw a poster of Jack