Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

READING
1

English Year 6
Reading Module
Masreen Wirda Mohammad Ali
wirda.ali@moe.gov.my
03-8884 2091

BAHAGIAN PEMBANGUNAN KURIKULUM

KEMENTERIAN PENDIDIKAN MALAYSIA

2.0 READING
The reading modules begins by developing pupils ability
to read words, phrases and sentences. Pupils are taught
reading skills and strategies to further develop their
reading ability so that they can progress to reading a
variety of texts for information and enjoyment. Pupils are
also taught to apply word attack and dictionary skills in
order to develop pupils ability to read independently.
Appropriate reading materials should be utilised to
enhance pupils reading skills. BY THE END OF Year 6,
pupils will be able to read a variety of text effectively and
efficiently so that they become avid and independent
readers.
Curriculum Content; Page
15

CONTENT STANDARD
By the end of the 6-year primary schooling, pupils
will be able to:
2.2 demonstrate understanding of a variety of
linear and non-linear texts in the form of print and
non-print materials using a range of strategies to
construct meaning.
2.3 read independently for information and
enjoyment.

READING
YEAR 4

YEAR 5

YEAR 6

2.2
By the end of the 6-year primary schooling, pupils will be able
to demonstrate understanding of variety of linear and nonlinear texts in the form of print and non-print materials using a
range of strategies to construct meaning.

YEAR 4
2.2.
1

YEAR 6

Able to apply word attack skills

by identifying:
a) homographs
b) homophones

2.2.
2

YEAR 5

by:
a) using
contextual
clues to get
meaning of
words:
i. before the
word
(anaphoric)
ii. after the
word
(cataphoric
)
b) identifying
idioms

by identifying:
a) proverbs
b) phrasal verbs
c) similes

Able to read and understand phrases and sentences from:

a) linear texts
b) non-linear texts

a) linear texts
b) non-linear texts

a) linear texts
b) non-linear texts

YEAR 4
2.2.
3

YEAR 6

Able to read and demonstrate understanding of texts by:

a) sequencing
b) predicting
with guidance

2.2
.4

YEAR 5

a) sequencing
b) predicting
c) giving main
ideas and
d) supporting
details
with guidance

a) giving main ideas

and supporting
details
b) drawing
conclusions with
guidance

Able to apply dictionary skills:

a) entry
b) exit

a) locate words
b) meaning of
base word

a) recognise
abbreviations
b) understand
meaning of words
in context

YEAR 4

YEAR 5

YEAR 6

2.3
By the end of the 6-year primary schooling, pupils will be able
to read independently for information and enjoyment.
2.3.
1

Able to read for information and enjoyment with

guidance:
a) fiction
b) non-fiction

a) fiction
b) non-fiction

a) fiction
b) non-fiction

CONTENT STANDARD
By the end of the 6-year primary schooling, pupils
will be able to:
2.2 demonstrate understanding of a variety of
linear and non-linear texts in the form of print and
non-print materials using a range of strategies to
construct meaning.
2.3 read independently for information and
enjoyment.

Experience

BPK
Guess
Picture Clues

Look it up

Dissect the
word

Connect to a word you

know

WORD
ATTACK
SKILLS

Use prior
knowledge

Skip it

Reading
10/20/15

Keep reading

Reread the
sentence

Courses

10/20/15

GAME TIME
Two wrongs don't make a right
When in Rome, do as the
Romans

10/20/15

The pen is mightier than the

sword
The squeaky wheel gets the
grease

When the going gets tough, the

tough get going

No man is an island

People who live in glass houses

should not throw stones

Better late than never

A picture is worth a thousand

Birds of a feather flock
words
together
The early bird catches the
Practice makes perfect
worm
Beauty is in the eye of the
beholder

There's
place
like home
Actions no
speak
louder
than
words
God helps those who help
Too many cooks spoil the broth
themselves
A penny saved is a penny
earned

Don't put all your eggs in one

basket

A chain is only as strong as its

weakest link

Honesty is the best policy

Don't count your chickens

You can lead a horse to water,

but you can't make him drink
Absence makes the heart grow

a hot potato

caught
between two
stools

once in a
blue moon

piece of cake

cry over spilt

milk

cost an arm
and a leg

cut corners

to make
ends meet

hit the nail

on the head

drive up the
wall

burn the
midnight oil

on cloud
nine

kill two birds

with a stone

has a heart
of gold

pull one's leg

cup of tea

born with a
silver spoon
in one's
mouth

let the cat

out of the bag

under the
weather

sleep on it

miss the
boat

in the blink
of an eye

stand rooted
to the spot

down in the
dumps

10/20/15

Definition of Phrasal Verbs

https://www.englishclub.com/ref/Phrasal_Verbs/

Task : List 10 similes each

in your groups. Write a
sentence each for the
similes.

10/20/15

Linear Texts

stories
poems
songs
reports
news
letters
messages
narratives
descriptive
factual

Non - Linear Texts

notices
advertisements
posters
brochures
pamphlets
graphs
charts
graphic organisers

Word Attack Skills

Picture clues
Look it up
(dictionary, thesaurus, parts of speech)

Make a guess
(contextual clues, hints before and after the word)

Dissect the word

(prefixes, suffixes, root word)

Connect to a word you know

Skip it
Reread the sentence
Keep reading
(if the word reappear, compare the word in both sentences)

Use prior knowledge

Main Ideas

Supporting Details
Consists of the additional information for
readers to understand the main idea
completely
The function of details is to support (explain,
illustrate, prove, exemplify) the information in
the main idea sentence.
Usually the details are interesting and very
descriptive.
It also gives definition to any terms that
readers may not know

Abbreviations
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.

From LOTS to HOTS

10/20/15

Reject the question

"Why do I have to eat my

vegetables?"
- "Don't ask me any more questions."
- "Because I said so."

10/20/15

Restate or almost restate the question as a

response

"Why do I have to eat my

vegetables?"
- "Because you have to eat your
vegetables."

10/20/15

Admit ignorance or present

information

"I don't know, but that's a good

question."
Or, give a factual answer to the
question.

10/20/15

Voice encouragement to seek response through

authority

"Let's look that up on the internet."

"Let's look that up in the
encyclopedia."
"Who do we know that might know
the answer to that?"

10/20/15

Encourage brainstorming, or consideration of alternative

explanations

"Why are all the people in Holland so tall?"

- "Let's brainstorm some possible answers."
- "Maybe it's genetics, or maybe it's diet, or maybe
everybody in Holland wears elevator shoes, or"
N.B. When brainstorming, it is important to remember all
ideas are put out on the table. Which ones are "keepers"
and which ones are tossed in the trashcan is decided later.

10/20/15

Encourage consideration of alternative explanations and a means of

evaluating them

"Now how are we going to evaluate

the possible answer of genetics?
Where would we find that
information?

10/20/15

Encourage consideration of alternative

explanations

"Okay, let's go find the information

for a few days we'll search through
the encyclopedia and the Internet,
make telephone calls, conduct
interviews, and other things. Then
we will get back together next week
and evaluate our findings."
10/20/15

Drawing Conclusions
Observe all the facts, arguments and
information given in the text or
stories
Consider what you already know
from your own experiences
When given multiple choice answers,
choose the best answer based on the
information given in the passage.

Dictionary Skills

Dictionary Skills
Finding and checking spellings.
Finding a definition of an unknown
word.
Find out word classes through the
abbreviations used in a dictionary
vb - verb
adj - adjective
adv - adverb
pl - plural
n - noun
art - article

Words in Context

Identify words in
sentences
Find suitable
meaning for a
word
Different words
used for different
contexts

What to
Assess?
pronunciation
Reading
aloud
stress &
intonation

Sub-skills
Identify main facts & details
Relate cause & effect
Identify sequence of events
Drawing conclusions
Infer from contextual clues

READING

Silent
reading

Reading levels
Literal comprehension
Reorganisation
Inferential comprehension
Evaluation
Appreciation