CHILDRENS LITERATURE

Childrens Literature in the Malaysian primary English Language curriculum

MUHAMMAD AFIQ BIN MAHMUD MOHD QUSYAIRI BIN ABDUL RAZAK

Literature
Pieces of writing that are valued as works of art, especially novels, plays and poems. (Oxford Advanced Learners Dictionary 2010) Used to describe creative writing to more technical or scientific works, but the term is most commonly used to refer to works of the creative imagination, including works of poetry, drama, fiction, and nonfiction. (http://classiclit.about.com)

Romeo And Juliet by William Shakespeare

Literature as a Subject
Literature, when defined as a subject of study, is an activity that involves and uses language. (OSullivan, 1991) The study of literature has always been viewed as something complex and unattainable. (Talif, 1991) Literature has its principle, aim the development of the capacity for individual response to language use. (Widdowson, 1975)

Literature in Language Teaching

Requires a three-way interaction between the teacher, the students and the texts selected. The activities are based on the texts, which can be adapted to suit students level of proficiency.
Teacher

Literature
Text Student

 Teach language through interesting activities such as brainstorming and role playing. Teachers of literature should be able to : - Polish up the linguistic skills. - Polish up language proficiency.

Literature in classroom give students opportunities to express their opinion about the subject.

Childrens Contemporary Literature Programme in Primary Schools

The Childrens Contemporary Literature Programme was initiated in the year 2003 by the Ministry of Education. In 2006, students of upper primary classes were all exposed to six prescribed texts in their ESL literaturebased reading classes.

The Aims and Objectives of the Childrens Literature Programme

The aims and objectives of the Childrens Literature Programme: - to instill and inculcate the reading habit among

students.
- to enrich students vocabulary and language content. - to enhance students thinking skills.

- to promote cultural understanding in the Malaysian context.

- to improve English language proficiency of pupils.

- to provide lively, enjoyable and high-interest readings.

Curriculum Specifications English Language Year 2

Objectives For Year 2:
Talk about themselves, their family, their friends and what they do; Sing childrens songs and recite nursery rhymes; Follow simple instructions and directions;

Ask and answer simple questions;

 Read and understand simple information on simple subjects;

Read and understand simple stories and talk about the

people and animals in these stories; Write simple sentences; and Show an awareness of moral values and love towards the nation.

LISTENING SKILL

LEARNING OUTCOMES Listen to and enjoy the rhyme, rhythm, and sounds of poetry, jazz chants and songs. Listen to and enjoy stories, fables and other tales of imagination and fantasy and predict outcomes, and draw conclusions at a level suited to the pupils ability.

SPECIFICATIONS All levels Listen to and enjoy childrens songs, and rhymes. Levels 1 & 2 Listen to simple short stories, fairy tales and respond -non-verbally Level 3 Listen to simple short stories and fairy tales and share feelings about the story.

EXAMPLES/ACTIVITIES/ NOTES Get children to: - clap their hands - move to the rhythm of the song - sing / chant along Examples of non-verbal response include: - smiling, laughing, clapping hands - body movements (e.g. swaying like trees) E.g. Do you like this story? Yes. Why? Because the wicked giant cannot catch Jack.

SPEAKING SKILL

LEARNING OUTCOMES Tell stories based on pictures and other stimuli, and recite poems.

SPECIFICATIONS Level 1 Recite simple poems and chant nursery rhymes by going in with words and phrases. Level 2 Complete parts of a story heard before. Level 3 Recite simple poems and chant nursery rhymes with expression and appropriate gestures. Retell stories heard before. Level 1 Give details about the people and animals of a story heard or read. Level 2 Talk about the actions of the people and animals in a story heard or read. Level 3 Name the good and bad characters and talk a little about them.

EXAMPLES/ACTIVITIES/ NOTES e.g. Twinkle! Twinkle! Little star How I wonder what you .

e.g. Then the crab

Ensure children have heard these stories before making them retell these stories. Details include names, number, and colour.

Talk about the people, places and moral values of the stories heard, read and viewed in simple language.

Get children to role-play the story.

Asking children which characters they like and role-playing the characters.

LEARNING OUTCOMES Express thoughts and feelings and give opinions on things read, seen, heard and viewed in simple language.

SPECIFICATIONS Level 1 Give non-verbal response to the story heard or read.

EXAMPLES/ACTIVITIES/ NOTES e.g. Do you like the story? Colour the picture that shows how you feel?

Level 2 State whether one likes or does not like the story heard or read.

e.g. I do not like the story.

Level 3 Give reasons why one likes or does not like the story.

e.g. I do not like the story. I do not like big bad giants.

Reading Skills

LEARNING OUTCOMES

SPECIFICATIONS

EXAMPLES/ACTIVITIES/ NOTES

Read aloud expressively and fluently pronouncing words correctly and observing correct stress and intonation and sentence rhythm.

Level 1 Read aloud words and phrases.

Set pair work and get pupils to read aloud to each other from a story book. e.g. reading a story to a friend.

Level 2 Read aloud pronouncing correctly sentences in signs, notices, lists, labels and simple texts.

Get pupils to role-play situations where they have to read aloud to each other. e.g. a child reading back the marketing list to mother.

Level 3 Read aloud poems and sentences in simple stories, expressively.

Teacher models good oral reading. Have pupils reading together. It builds up confidence of weaker pupils.

LEARNING OUTCOMES Read and enjoy simple poems and stories and respond to them by talking about the people, and moral values in the story/poem; and relate it to ones life.

SPECIFICATIONS Level 1 Read and understand simple poems and simple stories by answering comprehension questions.

EXAMPLES/ACTIVITIES/ NOTES Get pupils to talk about the cover and pictures in the book. A simple poem may consist of just 4 lines. A simple story may consist of a book of 2 sentences per page for 3-6 pages. Example: The Giant got up. He looked around for Jack. Then he saw Jack. He ran after Jack.

Level 2 Read and give details about the people and animals in the story. (e.g. number, size, other features). Level 3 Read and talk about the actions of people and animals in a story heard or read. (e.g. what the person/animal did). Tell why a person or animal in a story is good or bad.

Get pupils to pick out a character they do not like and ask them why they do not like the character.

Curriculum Specifications English Language Year 5

Talk a little about their likes and dislikes in relation to everyday matters, and on solving problems in everyday life; Sing songs, recite simple poems and tell simple stories; Follow simple instructions and directions; Ask and answer simple questions;

 Read and understand simple texts; Read and understand simple stories and talk about the people and events in these stories; Write short paragraphs; and

Show an awareness of moral values and love towards

the nation.

LISTENING SKILL

LEARNING OUTCOMES Listen to and enjoy the rhyme, rhythm, and sounds of poetry, jazz chants and songs. Listen to and enjoy stories, fables and other tales of imagination and fantasy and predict outcomes, and draw conclusions at a level suited to the pupils ability.

SPECIFICATIONS

EXAMPLES/ACTIVITIES/ NOTES

All levels Listen to and enjoy childrens songs, rhymes, poems and jazz chants. Level 1 Listen to stories and fables and recall the names of people and animals. Level 2 Listen to stories and fables and recall details. Listen to stories and fables and recall the sequence of events. Level 3 Listen to stories and fables and talk about the people or animals in the story. Share feelings about the story or fable heard.

Listening to a variety of songs, rhymes, poems and jazz chants for enjoyment. (Choose according to topic for the day ) recalling the name of people and animals e.g. Name the animals in the story? e.g. What is the story about? It is about a crow It was thirsty. e.g. What happened? The crow saw a jug. e.g. The crow is a clever bird. It looked for some stones,..etc. Teacher can initiate discussions. e.g. Teacher: Do you like the story? Pupil : Yes.

SPEAKING SKILL

LEARNING OUTCOMES Tell stories based on pictures and other stimuli, and recite poems.

SPECIFICATIONS Level 1 Recite simple poems and jazz chants with expressions and appropriate gestures. Level 2 Complete parts of a story read. Tell what happens next.

EXAMPLES/ACTIVITIES/ NOTES getting pupils to participate in class/interclass competitions on reciting a poem or jazz chants.

stopping at certain points in a story and get pupils to complete it. stopping at interesting points in a story and get pupils to say what happens next. getting pupils to give endings or to think of another ending. They can choose from a set of pictures or decide on their own. telling simple stories based on given words, pictures or a book read before.

Level 3 Give suitable endings to a story or fable. Tell simple stories.

LEARNING OUTCOMES Talk about the people, places and moral values of the stories heard, read and viewed in simple language.

SPECIFICATIONS Level 1 Give details about the people and animals of a story heard, read or viewed. Level 2 Talk about the actions of people and animals in a story heard, read or viewed. Level 3 Name the good and bad characters and talk a little about them.

EXAMPLES/ACTIVITIES/ NOTES Example of details include stating colours, expressions used, shapes, size related to characters in the story. Note: This a good opportunity for teachers to teach: adjectives. e.g. a tall man and adverbs e.g. The duck swam quickly. e.g. How did the tiger save the man from the fire ? e.g. Who killed the old man? Do you think he/she did the right thing ?Why?

Reading Skills

LEARNING OUTCOMES Read aloud expressively and fluently pronouncing words correctly and observing correct stress and intonation and sentence rhythm.

SPECIFICATIONS Level 1 Read aloud phrases and sentences, pronouncing them correctly. Level 2 Read aloud sentences in texts observing correct stress and intonation. Level 3 Read aloud poems and stories clearly and expressively.

EXAMPLES/ACTIVITIES/ NOTES Reading aloud chants, rhymes and focusing on correct pronunciation of words.

observing correct pronunciation, pause and emphasis in sentences.

reading poems and stories clearly by pronouncing words accurately and using expressions.

QUESERRA SERRA
When I was just a little boy, I asked my father what will I be, Will I be rich will I be handsome, Thats what he said to me. Queserra serra whatever will be will be, The futures not ours to see, Queserra serra what will be will be.
So this is me now, do judge me

THANK YOU OKAY!!!