Peneraju Pendidikan Negara

YEAR 2
CONTENT & LEARNING STANDARDS
CONTENT STANDARD
LEARNING STANDARDS
4.1 By the end of the 6-
year primary
schooling, pupils
will be able to
enjoy and
appreciate rhymes,
poems and songs, through
performance.

4.1.1 Able to enjoy action songs
and jazz chants through non-
verbal response.

4.1.2 Able to sing action songs
and recite jazz chants with
correct pronunciation,
rhythm and intonation.
CONTENT & LEARNING STANDARDS
CONTENT STANDARD
LEARNING STANDARDS
4.2 By the end of the 6-year
primary schooling
pupils will be able to
express personal
response to literary
texts.
4.2.1 Able to respond to:

a. book covers
b. pictures in books
c. characters

with guidance.
CONTENT & LEARNING STANDARDS
CONTENT STANDARD
LEARNING STANDARDS
4.3. By the end of the 6-year
primary schooling, pupils
will be able to plan, organize
and produce creative works
for enjoyment
4.3.1 Able to produce simple
creative works with
guidance based on:
a) action songs
b) jazz chants
c) stories

4.3.2 Able to take part with
guidance in a performance
based on:
a) action songs
b) jazz chants
c) stories
Language Arts
The language arts module is a culmination of
the whole weeks lessons comprising listening
and speaking, reading and writing.
It provides an opportunity for children to have
fun and use the language to express themselves
creatively.
Basically, its show time for pupils to produce
creative works and to perform using their
creative products.

Suggested ideas and activities
Reciting nursery rhymes
Reciting poems
Jazz chanting
Sing
Role-play
Making booklets
Making simple puppets
Making masks
Playing language games

Why teach nursery rhymes, poems and jazz
chants?
Research shows that early learning of nursery rhymes and
rhythmic poems, songs, and chants significantly enhances
early reading skills and phonemic awareness. Phonemic
awareness is a strong predictor of a child's reading
success.
Phonemic awareness can be developed in children by
providing them with fun, rich language experiences that
encourage active exploration and manipulation of sounds
through rhymes, poems and jazz chants. These activities
lead to significant gains in subsequent reading and spelling.


Jazz Chant 4.1.1, 4.1.2
COOKIE CHANT
All : Who stole the cookie from the cookie jar?
Teacher: Sally (name of any pupil in the class) stole the
cookie from the jar.
Pupil : Who, me?
All : Yes!
Pupil : Couldnt be.
All : Then, who?
Pupil : Rama stole the cookie from the jar.

* Repeat the chant as long as desired, using names of pupils from the class.

SONGS 4.1.1, 4.1.2
Who wants to be a cuckoo?
Who wants to be a cuckoo?
Who wants to be a cuckoo?
Who wants to be a cuckoo?
Oo-oo, Oo-oo
I want to be a cuckoo
I want to be a cuckoo
I want to be a cuckoo
Oo-oo, Oo-oo Adapted from Jolly Phonics

Group discussion
1. How can the jazz chant or action
song be carried out in class?

2. What can you teach from the jazz
chant and action song?

Creative Works
Making booklets
Suggested book ideas:
Stick and elastic booklets
The hotdog booklet
Accordion book
Flip-flap books Ideas for language arts
Puppets
Finger puppets
Sock puppets
Glove puppets
Stick puppets FINGER PUPPETSGLOVE PUPPETS.doc
Masks
Paper masks
Paper mache masks
Paper bag masks MASKS1.doc

Creative Works
References:
Fyke, Laurie and Sinclair, Kerrie(2005), Jolly Phonics, United
Kingdom.
http://www.ifayed.net/Main_Folders/Resources/SPEER_02
/TEAS_CH4.PDF