READING

Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
The learning standards begin with basic literacy which has been developed incrementally
in this manner :
distinguish the shapes of the letters;
recognise and articulate phonemes;
blend and segment words;
apply word recognition and word attack skills to acquire vocabulary;
read and understand phrases, simple sentences and texts; and
read independently for information and enjoyment.
Teachers should also carry out shared reading strategies in the classroom:
During shared reading, teacher and pupils read together, thus allowing pupils to
actively participate and support one another in the process of reading.
Teachers point to the text as they read slowly for word recognition and to build a
sense of story.
Ultimately, the objective of getting pupils to read a variety of texts enables pupils to see
how grammar is used correctly in order to emulate them in their productive skills;
speaking and writing. Pupils should also be made to realise that reading inculcates
enjoyment and pleasure in seeking information and knowledge. After which, pupils are
trained to give their own ideas and opinions in order to become efficient readers.
SK
2.2.1 Able to apply word attack skills by
identifying:
(a) using contextual clues to get
meaning of words:
(i) before the word (anaphoric)
(ii) after the word (cataphoric)
SJK
2.2.1 Able to apply word attack skills by
identifying:
(a) using contextual clues to get
meaning of words:
(i) before the word (anaphoric)
(ii) after the word (cataphoric)
(b) identifying idioms

2.2.2
Able
and
(a)
(b)
to read and understand phrases

sentences from:
linear texts
non-linear texts
2.2.3 Able to read and demonstrate

understanding of texts by:
(a) sequencing
(b) predicting
(c)
giving main ideas and supporting details
(b) identifying idioms

2.2.2
Able
and
(a)
(b)
to read and understand phrases

sentences from:
linear texts
non-linear texts
2.2.3 Able to read and demonstrate

understanding of texts by:
(a) sequencing
(b) predicting
(c)
giving main ideas and supporting details
with guidance
with guidance
2.2.4 Able to apply dictionary skills:
(a) recognise abbreviations
(b) understand meaning of words in
context
2.3.1 Able to read for information and
enjoyment with guidance:
(a) Bahagian
fictionPembangunan Kurikulum
PENDIDIKAN MALAYSIA
(b) KEMENTERIAN
non-fiction
2.2.4 Able to apply dictionary skills:

(a) locate words
(b) meaning of base words
2.3.1 Able to read for information and
enjoyment with guidance:
(a) fiction
(b) non-fiction
LINEAR
stories
poems
songs
reports
news
letters
messages
narratives
descriptive
factual
NON LINEAR
notices
advertisements
posters
brochures
pamphlets
graphs
charts
graphic organisers

When children first learn to read, much of

their effort is focused on decoding and
pronouncing each word correctly.
While this kind of effort in reading is
essential, in order to become proficient
readers, students have to be able to
understand the meaning of what they read.
This not only requires comprehension skills
but ultimately good thinking skills.
As students grow into mature readers,

their comprehension and thinking skills
should
also
mature.
Reading
comprehension involves the ability to
not only read the lines but also the
abstract step of reading between the
lines.

However, the next crucial step involves

higher order thinking that takes reading
between the lines one step further.
Good readers have the ability to read
beyond the lines. Higher-order thinking
skills enable students to do this and find
the real value in the information they
are reading.
Students with poor reading comprehension

skills lack adequate ability to truly
understand the many features of what they
are reading. Processing the information
presented in the text is hard for them.
They also find it difficult to connect new
ideas to previously learned facts if they
havent learned how to apply higher order
thinking skills in analysing, synthesising, and
evaluating new knowledge.
Do you know what harkarl is?

What if it was used in this sentence;
Mr Jineky prepared his favourite family
dish of harkarl for us last night.
Does the word harkarl sound
unfamiliar to you? When you encounter
such a word, what do you do?

10
If you were helping the

pupils to guess the meaning
of word harkarl without
referring to the dictionary or
the website, what are the
other words in the sentence
that
give you the clue or
hint?
11
Mr Jineky prepared his favourite

family dish of harkarl for us last
night.
Favourite Family
Dish
Does the above phrase give you a clue what

harkarl is?
Well, if we are trying to guess from the
context, harkarl is probably a kind of dish or
delicacy
to
a
particular
family/community/culture. (Mr. Jinekys name
also sounds unfamiliar that also gives us the
hint he may not be a Malaysian or an Asian)
12
By the words of the sentence, we can tell

that this harkarl is a type of traditional
cultural food. Harkarl is a traditional dish in
Iceland. Its actually aged or some people
consider it as rotten shark.
If you are able to guess the meaning of
word without referring to the dictionary,
you are actually using the context within
Well, do
sentences to understand the unfamiliar
you
word.
fancy
this kind
of food
for
dinner?
Can you name the learning
standard? 2.2.1(a)
13
Many times we run into new words for

the first time. Using the words near to
the new unknown word, we can often
determine the meaning of that word.
This is called using the word in context.
An author often includes hints, or clues,
to help the reader expand vocabulary
and grasp the meaning of the passage.
Using contextual clues enables a reader
to comprehend challenging texts.
14
Lets look at the two sentences below :

Sentence A :
I went out with Lily on Sunday. She looked
really awful.
Sentence B :
When he arrived, Mike noticed that the door
was open.
Can you identify which sentence has
anaphoric or cataphoric reference?
Can you name the learning standard?

Who
is (a)
She
to in the text?
2.2.1
i, referring
ii
15
Sentence A :
I went out with Lily on Sunday. She looked really awful.
This sentence contains anaphoric reference as She clearly
refers to Lily. There is no need to repeat her name.
Anaphoric reference means that a word in a text refers
back to other ideas in the text for its meaning.
Sentence B :
When he arrived, Mike noticed that the door was open.
This sentence contains cataphoric reference as he clearly
refers to Mike.
Cataphoric reference means that a word in a text refers to
another later in the text and you need to look forward
to understand.

16
Asking pupils to identify

what or who the pronouns
in a text refer to is one of
the
ways
to
raise
awareness
of
how
anaphoric
reference
is
used in the text.
17
Matching parts of sentences can help

pupils
understand
how
cataphoric
reference works, for example:
a) As she entered
the building
b) When he was
running upstairs
1) Sam fell over

2) the woman saw
a huge crowd
At what level of thinking in Blooms Taxonomy is this activity at?

18
Lets read the passage below and

identify the idiom used in the text.
Matthew and Nicholas were fighting. First,
they were yelling at one another. Next, they
started hitting one another. Then they began
pushing each other. "Cut it out, you two,"
their mom said. "If you don't stop, I'll send
you each to your room.
Have you ever quarelled with your siblings before?
Did your parents reprimand you? What words do
they use to stop their children from quarelling?

19
"Cut it out, you two," their mom

said.
Should your mother say cut it out if
i) you are behaving yourself?
ii) you are bothering those around you?
Yes
No
Cut it out means __________________.

(a) continue
(b) stop
(c) laugh out loud

20
What a birthday party!

Kathy and Tina were trying to
prepare a birthday party for their
younger sister. Little did they know
that it became very complicated!
Friends, aunts, and grandmothers all
wanted to help. Everyone, though,
had a different plan and now things
were all messed up. How true - too
many cooks spoil the broth!
21
Too many cooks spoil the broth means

__________.
(a) your dinner is too spicy
(b) things are wonderful
(c) too many people working on a project
can make
it worse
Using your imagination, draw a picture of
what too many cooks spoil the broth might
look like to someone who doesn't understand
it isyou
an idiom.
Can
name the learning standard? 2.2.1(b)
22
Why introduce idioms to pupils?

teach pupils about the richness and cultural diversity of
the English language.
help pupils to understand the text as idioms are used
often to replace a literal word or expression
many a times idioms or idiomatic expressions better
describe the subtle difference of meaning
it can be more precise than literal words. , often using
fewer words but saying more. For example, the
expression it runs in the family is shorter and more
concise than saying that a physical or personality trait 'is
fairly common throughout one's extended family and
over a number of generations.
(Gail Brenner, Webster's New World American Idioms Handbook. Webster's New
World, 2003)

23
Activity 5
Lets read the story.
The Missing File
Mickey's mom had told him he was not to touch her
computer when she was away from home. But
Mickey's friend, Willy, had told him about this great
new game online. Mickey thought that if he just went
online quickly to check it out, it would be no big deal.
After he turned the computer on, he hit a wrong key,
and deleted his mom's work. He tried hard to find it,
but he had no luck. Mickey shut the computer down,
and went into his room, feeling nervous. He turned
one last time and looked at the computer.
What do you think will happen next?

2.2.3(b)
At what level of thinking in Blooms Taxonomy is this skill?
24

What is a Prediction?
Predictions are thoughts about what you think will happen in a
story.
A prediction is more than just a guess.
It should make sense with the clues you have been given.
Why is making a prediction an important reading strategy?
It helps us to focus on what we are reading about.
It helps us make connections about what we already know to
what we think we know.
It gets us excited about what we are reading.
How do we make Predictions to help us understand what we are
reading?
Before you begin reading preview the title, table of contents,
and pictures.
Ask yourself:
Does this remind me of any experiences in my life?
Does this remind me of other books I have read?
Have I read or heard something like this before?
As you are reading, look for clues that will lead you to make a
26
good
prediction.
Bahagian
Pembangunan Kurikulum
An abbreviation is a short way of

writing words.
The abbreviations for the days of the
week use the first letters of the word.
examples: Monday = Mon. Thursday =
Thurs.
New
Look for the abbreviations
of
these
informal
words in the dictionary. Zealand
illustration
suffix
especially
27
DANAS FLOWER
GARDEN
Dana loves
flowers. Her
favourites are
daisies, tulips, and
daffodils. Tulips and
daffodils come up
every spring, and
daisies come up
later in the summer.
These
plants
TEXT
A are
perennials; they
come upWhat
year after
are these
year.
What does Text A tell us?
TEXT B
texts called?
What can you derive from Text B?

28
Teaching pupils reading strategies:

Choice of Text:
- 95% of words in the text chosen should be understood by pupils
- topics of interest according to the maturity level of pupils
Getting Ready to Read:
- Previewing a Text
Engaging in Reading:
Using Context to Find Meaning
Reading Between the Lines (Inferences)
Identifying main and supporting ideas
Responding to Text
- Drawing Conclusions (I Read/I Think/Therefore)
SAMPLE READING
TEXT - In Danger
of Extinction
(with Higher Order Thinking Elements
[HOTS] incorporated into
comprehension questions)

30
A species is the name for a group of animals that are

alike, such as lions and tigers. If a species is
endangered it means there are very few of those
animals left in the world. If all the animals in a
species die, the species becomes extinct. Those
animals are gone forever. Many species are protected.
A protected species means governments have made
laws against killing the animals. The koala is close to
being an endangered species.
Interestingly, the koala is partly to blame for its
decline. Koalas are too stubborn for their own good!
When you were younger, were you a picky eater? Did
your parents have to force you to eat things that were
good for you? Hopefully you listened to what they
taught you and ate your dinner. Koalas are picky
eaters. They live in tall eucalyptus trees. Many of
these trees are also called gum trees. Koalas eat the
leaves of those trees.
31
Since there are over 600 different types of

eucalyptus trees, the koala should have no trouble
finding food. But koalas are picky! They only want
certain gum tree leaves to eat. Out of the 600
varieties of trees, koalas will only eat the leaves of
about 120 kinds of gum tree. Some are even pickier
than that. The koalas of a specific area will only eat
about four or five kinds of gum leaves.
They would rather starve than eat the other kinds.

Now thats stubborn! The biggest problem for koalas
now is that the brush land in Australia is being cut
down. Towns and cities are pushing farther into the
brush. Since many koalas live there, they are losing
their tree homes and the trees leaves that feed
them.
32
1)What does it mean when an animal is extinct?

______________________________________________
2) Imagine if you were like a koala and ate only one kind
of food. What kind of food would it be? (HOTS :
Applying)
______________________________________________
3) What is another name for many gum trees?
______________________________________________
4) Why do you think the koala is so picky? (HOTS :
Analysing)
_______________________________________________
5) Can you suggest some interesting ways to persuade
people to stop cutting down the brush land where
koalas live? (HOTS : Creating )
33
________________________________________________
Sub-skills
pronunciation
Reading
aloud
stress &
intonation

Identify main facts & details

Relate cause & effect
Identify sequence of events
Predicting outcomes
Inferring meaning from
contextual clues
Silent
reading
Reading levels
Literal comprehension
Reorganisation
Inferential comprehension
Evaluation
Appreciation

35

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Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

(b) identifying idioms

to read and understand phrases

2.2.3 Able to read and demonstrate

(b) identifying idioms

to read and understand phrases

2.2.3 Able to read and demonstrate

2.2.4 Able to apply dictionary skills:

Bahagian Pembangunan Kurikulum

When children first learn to read, much of

As students grow into mature readers,

Bahagian Pembangunan Kurikulum

However, the next crucial step involves

Students with poor reading comprehension

Do you know what harkarl is?

Bahagian Pembangunan Kurikulum

If you were helping the

Mr Jineky prepared his favourite

Does the above phrase give you a clue what

By the words of the sentence, we can tell

Many times we run into new words for

Lets look at the two sentences below :

Can you name the learning standard?

Bahagian Pembangunan Kurikulum

Asking pupils to identify

Matching parts of sentences can help

1) Sam fell over

At what level of thinking in Blooms Taxonomy is this activity at?

Lets read the passage below and

Bahagian Pembangunan Kurikulum

"Cut it out, you two," their mom

Cut it out means __________________.

Bahagian Pembangunan Kurikulum

What a birthday party!

Too many cooks spoil the broth means

Why introduce idioms to pupils?

Bahagian Pembangunan Kurikulum

What do you think will happen next?

Bahagian Pembangunan Kurikulum

An abbreviation is a short way of

What does Text A tell us?

What can you derive from Text B?

Can you name the learning standard?

Teaching pupils reading strategies:

Bahagian Pembangunan Kurikulum

A species is the name for a group of animals that are

Since there are over 600 different types of

They would rather starve than eat the other kinds.

1)What does it mean when an animal is extinct?

Bahagian Pembangunan Kurikulum

Identify main facts & details

Bahagian Pembangunan Kurikulum

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