Embed Size (px)
DESCRIPTION
language arts
Citation preview
“Peneraju Pendidikan Negara”
YEAR 2
CONTENT & LEARNING STANDARDSCONTENT & 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 STANDARDSCONTENT & 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 coversb. pictures in books c. characters with guidance.
CONTENT & LEARNING STANDARDSCONTENT & 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 ArtsLanguage Arts
The language arts module is a culmination of the whole week’s 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, it’s show time for pupils to produce creative works and to perform using their creative products.
Suggested ideas and activitiesSuggested ideas and activities
Reciting nursery rhymesReciting poemsJazz chantingSing Role-playMaking bookletsMaking simple puppetsMaking masksPlaying language games
Why teach nursery rhymes, poems and jazz Why teach nursery rhymes, poems and jazz chants?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, 4.1.2Jazz Chant – 4.1.1, 4.1.2COOKIE 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 : Couldn’t 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, 4.1.2SONGS – 4.1.1, 4.1.2Who 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-ooI want to be a cuckooI want to be a cuckooI want to be a cuckooOo-oo, Oo-oo Adapted from Jolly Phonics
Group discussionGroup 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 WorksCreative Works
Making bookletsSuggested book ideas:Stick and elastic bookletsThe hotdog bookletAccordion bookFlip-flap books Ideas for language arts
PuppetsFinger puppetsSock puppetsGlove puppetsStick puppets FINGER PUPPETSGLOVE PUPPETS.doc
Masks Paper masks Paper mache masks Paper bag masks MASKS1.doc
Creative WorksCreative Works
References:References:
Fyke, Laurie and Sinclair, Kerrie(2005), Jolly Phonics, United Kingdom.
http://www.ifayed.net/Main_Folders/Resources/SPEER_02/TEAS_CH4.PDF
