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HBEL2203 TEACHING OF READING

WHAT IS READING? There are several definitions of reading. Reading is a task of decoding words. Emphasis is placed on sounding out words, recognizing words by sight and reproducing what was in the text by answering comprehension questions.

SCHEMATA AND CONTENT Meaningful learning occurs when a learner relates new information to what is already knoewnexisting schema. A schema is like file folders in a file cabinet (Thelen, 1986 cited in Irvin, 2003,p.9). A particular schema represents all the associations that come to mind when a person reads about a certain subject. The schemata are the ideas contained within the file folders. It comprises all of the information and all of the experience that the reader has stored in memory.

COMPETENT READING Linguitic competence : The ability to recognize the elements of writing systems, knowledge of vocabulary, knowledge of how words are structured into sentences. Discourse competence : Knowledge of discourse markers and how they connect parts of the text to one another. Sociolinguistics competence : Knowledge about different types of texts and their usual structure and content. Strategic competence : The ability to use top-down strategies (strategies for developing reading skills), as well as knowledge of the language ( a bottom-up strategy).

BLOOMS TAXONOMY According to Bloom, there are three types of learning domains: o Cognitive : mental skills ( Knowledge) o Affective : growth in feelings or emotional areas ( Attitude ) o Psychomotor : manual or physical skills ( Skills ) This taxonomy of learning behaviours can be thought of as the goals of the learning process. That is, after a learning episode, the learner should have acquired new skills, knowledge and/or attitudes.
LYNE PATRICIA ANAK JUTI 820324135272-002 SMP PEDALAMAN

HBEL2203 TEACHING OF READING

The pyramid shows the Blooms Taxonomy Learning Domains according to the upper and lower domains.

The SIX questions that I have formulated from the story are according to Blooms Taxonomy. 1. What was the name of the hermit? Cognitive Domain : Knowledge ( recall data or information )

2. Why did Amongkut ask his soldiers to find Soreng? Affective Domain : Valuing ( explains )

3. If you were Soreng, what is your action when Amongkut forgot his promises? Cognitive Domain : Application (applies, predicts, relates, solves )

4. Which character did you prefer? describes, detects )

Psychomotor Domain : Perception ( chooses,

5. What are the moral values from the story?

Affective Domain: Valuing ( the worth

of a person attaches to a particular object, phenomenon or behaviour.

6. How do you find the story? Why?

Cognitive Domain : Evaluation ( Make

judgments about the values of ideas or materials ).

LYNE PATRICIA ANAK JUTI 820324135272-002 SMP PEDALAMAN

HBEL2203 TEACHING OF READING

LESSON OUTLINE

Lesson Title Learning Specifications

Theme Grammar

Sound System Vocabulary Moral Value(s) Educational Emphasis

The Smell of Durian 1.7.4 Listen to stories and fables and talk about the people or animals in the story. 3.3.3 Read and understand simple paragraphs. 1.6.1 Listen to and enjoy childrens songs, rhymes, poems and jazz chants. 4.7.9 Write stories with little or no guidance. World of Stories ( Childrens Literature) Punctuation: i. Capital letters ii. Full stop iii. Question mark iv. Comma v. Exclamation mark vi. Apostrophe vii. Indent Stress in 2-syllable and 4-syllable words soldiers, powerful, hermit, advisors, trackers, ladles, reward, nectar, request, majesty Keeping ones promises Values and Citizenship

LYNE PATRICIA ANAK JUTI 820324135272-002 SMP PEDALAMAN

HBEL2203 TEACHING OF READING

SECTION 1 : INTRODUCTION

This lesson tells the story of Amongkut, a strong and powerful king. Although he was very powerful and rich, he was not very good looking. He married a beautiful young girl named Dayang, which he loved very much. Unfortunately, she did not love him in return. To win her love, he sent his soldiers far and wide to find her expensive gifts.
SECTION 2: CONTENT

One day, Amongkuts advisor told him about a hermit named Soreng. Soreng was said to be a wise old hermit who lived alone in the jungle. The locals spoke of him being able to perform magic, magic powerful enough to make someone enough fall in love. Amongkut immediately sent out his trackers to find Soreng and bring him back to the Palace. Amongkut threatened Soreng into helping him, but in return for his help, Soreng asked Amonhkut to hold grand party and invite him as the guest of honour. Amongkut agreed to this request without a second thought. To help Amongkut, Soreng needed three ingredients: Eggs from a black Tabon bird; twelve ladles of milk form a pure while water buffalo; and nectar from the flower that grew from the Tree of Make-Believe. Amongkut sent his trackers out to find the ingredients needed. From the three ingredients, Soreng magically produced a seed, which he asked Amongkut to plant in the royal gardens. The next day, a magical tree grew. From its branches, grew sweet round sweet smelling fruits. Amongkut plucked one fruit and gave it to Dayang. When she ate it, she fell instantly in love with Amongkut. To celebrate, Amongkut held a grand party, but forgot to invite Soreng like he had promised. Soreng found out about it and angrily, he cursed the fruit. The fruits smooth skin became thick and thorny; its sweet smell became smelly. aCTIVITY: ACTIVITY SECTION 3 Activity has 3 sections.
SUBSECTION 3A : LET S LISTEN AND SPEAK

Pupils learn the stresses in 2-syllable and 4-syllable words. Examples : hermit ( 2 syllable ) and magically ( 4 syllable ). Pupils listen to the words then try repeating them themselves.
SUBSECTION 3B : FUN WITH PRACTICE

There are three levels in Fun With Practice. Activity sheets and sample answers accompany all exercises here. Level 1 Pupils listen to Sorengs song again, appreciating the lyrics and its meaning. (Refer to appendix).
LYNE PATRICIA ANAK JUTI 820324135272-002 SMP PEDALAMAN

HBEL2203 TEACHING OF READING

Level 2 Pupils are given a passage to read, then, they have to answer six questions based on the passage given.

Level 3 There are three activities in Level 3. In the first activity, a passage is given. Pupils have to discuss Amongkut and Sorengs action with the help of the passage. Some keywords are provided to further help pupils write their answers. In the second activity, pupils are required to write a story on how Amongkuts trackers found out the ingredients Soreng asked for. Pupils can use the words and pictures provided to help them. In the third activity, pupils are asked to choose a local fruit and create a story on it. Descriptions on some popular fruits are given to help the pupils. Sample answer is also provided for every fruit shown.
SUBSECTION 3C : GRAMMAR TIME

In Grammar Time, punctuations are taught. Examples of sentences are given where the punctuations changed the meaning of the sentences. Explanation on how the different punctuations can be used is given. For the exercise portion of grammar, sentences are given where the punctuations have been left out. Pupils will have to place the commas and full stops in the correct places.
SECTION 4 : CHECK

In check, pupils are tested on punctuations. Sentences are given, and pupils have to rewrite them with the correct punctuations.
SECTION 5 : EXTENSION

In Extension, pupils are introduced to some unique looking fruits. Descriptions on each fruit are provided. Pupils are then asked to fill the crossword puzzle with the names of the fruits. In the second Extension activity, pupils watch a video on how to make fruits salad.
LYNE PATRICIA ANAK JUTI 820324135272-002 SMP PEDALAMAN

HBEL2203 TEACHING OF READING

LESSON PLAN
Year :5

No.of students: 18 Level : 2 Duration : Two periods ( 1 hour ) Subject : English Language Theme : Literature Component Topic : World of Stories: The Smelly King of Fruits Skills : Reading Learning Objectives : Read texts and answer questions. Learning Outcomes : By the end of the lesson, students should be able to : i) ii) describe the durian fruit correctly; answer at least 3 out of 6 questions correctly based on the story given.

Teaching Aids : short story, handouts, picture of durian, crossword puzzle. CCTS: Making Connections and Solving Problems. Educational Emphases: Values and Citizenship

LYNE PATRICIA ANAK JUTI 820324135272-002 SMP PEDALAMAN

HBEL2203 TEACHING OF READING

STAGE/ DURATION Pre-reading activity (10 minutes)

TEACHERS PRESENTATION 1. Teacher asks pupils to name the king of fruits.

PUPILS ACTION 1. Pupils make guesses. 2. The pupil with the durian answer is correct.

REMARKS

Aids: Picture of durian (refer to appendix 1 )

2. Teacher shows the picture of durian. Ask pupils to describe.

3. Pupils describe the durian fruit: Thorny Smelly Hard skin Sweet and fluffy

3. Teacher relates the fruit with the story that is going to be heard by pupils.

While Reading activity (20 minutes)

1. Distribute the story to the pupils. 2. Ask pupils to read the story silently. 3. Read the story aloud with expressions (twice). 4. Stress the important words.

1. Receive the story from teacher. 2. Read the story silently (5 minutes). 3. As the teacher reads, pupils refer to the story. 4. Focus on the stressed words.

Aids: Story The Smelly King of Fruits (refer to appendix 2) Words Stress: hermit, soldiers, guest of honour, ingredients, etc.

LYNE PATRICIA ANAK JUTI 820324135272-002 SMP PEDALAMAN

HBEL2203 TEACHING OF READING

STAGE/ DURATION

TEACHERS PRESENTATION 5. Guide pupils to understand the text by identifying the important points.

PUPILS ACTIONS 5. Pupils identify the important points.

REMARKS

Post-reading activity (20 minutes)

1. Distribute the handouts to the pupils. 2. Guide pupils to answer the questions by moving from one table to another table. 3. Give pupils sufficient time to finish the practice. 4. After pupils have finishing their work, teacher asks pupils to exchange the exercise with their friends. Then, the class will discuss the answer.

1. Receive the handouts from teacher. 2. Answer the questions.

Aids: Handouts (refer appendix 3)

3. Peer evaluation 4. Discussion.

LYNE PATRICIA ANAK JUTI 820324135272-002 SMP PEDALAMAN

HBEL2203 TEACHING OF READING

STAGE/ DURATION Closure (10 minutes)

TEACHERS PRESENTATION 1. Teacher distributes the handouts (crossword puzzle). 2. Ask pupils to finish their puzzles in approximately 6 minutes. 3. Discuss the answer.

PUPILS ACTION 1. Pupils receive the handouts. 2. Pupils solve the puzzles in 6 minutes. 3. Discussion to check the answer.

REMARKS

Aids: Crossword puzzle (refer to appendix 4 )

LYNE PATRICIA ANAK JUTI 820324135272-002 SMP PEDALAMAN

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HBEL2203 TEACHING OF READING

My Reflection For the first time I receiving the assignments, I was wondering, what are the things that I should do? Can I assign the task? Can I finish my assignments in time? So, there were a lot of questions popping up and I have try my very best to complete it in time.

I got a lot of new knowledge that I couldnt get for free. It requires hard works, time and willing fullness to learn. I plan and carried out my lesson daily. I carefully plan and design the lesson as creative as I can. Without my awareness, I have utilized the Bloom Taxonomy learning domains for all this while. I forced myself going out to the library, looking up for materials from various sources and strengthen my relationship among friends and colleagues when I refer to them. I feel that I am not like the 5 years previously; Im the new knowledgeable teacher, future graduate teacher that should be equipped with compact knowledge.

Completing this assignment is a challenge for me. Its not easy to complete, but not impossible to accomplish. I learn that there are still huge gaps in my knowledge that I should cover it with continuous effort. Thanks to OUM, my tutor, family and friends that are always stand by me. They are the most important persons in contributing ideas and assist. Thank you so much. Finally, I have successfully completed my assignments in TIME.

LYNE PATRICIA ANAK JUTI 820324135272-002 SMP PEDALAMAN