TSL 3106 - Teaching Reading Skills And Vocabulary For The Primary lassroom

Ac!i"i!y #or Teaching Reading and Vocabulary

Level Theme Title Time oc"sed #kills %pproach 'aterials #pecific %ims

: Elementary Year 4 : World of Personal Relationship (Taking care of oneself) : The Perfect it : !min"tes : Reading (predicting$ skimming) : Word %ttack #kills ("sing conte&t"al cl"es and str"ct"ral cl"es) : Te&t and (orksheets : ) To train the st"dents to make predictions and g"esses (ith the meaning of "nfamiliar (ords* : ) To train the st"dents to skim thro"gh the te&ts given*

%ctivity

: +lassifying The Word ,) Teacher distri-"tes the (orksheet to the p"pils* .) P"pils need to skim the te&t to search o"t five ver-s and five ad/ectives in the te&t* 0) Worksheets e&changed among the p"pils and teacher disc"sses the ans(ers*

TSL 3106 - Teaching Reading Skills And Vocabulary For The Primary lassroom

Worksheet:

ill in the -lanks (ith at least five ver-s and five ad/ectives from the te&t given* %n e&ample is given as -elo(:

12* e*g* , . 0 4 8 9 : !

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Based on the task given, we had choose and adapted a text with the title of The

TSL 3106 - Teaching Reading Skills And Vocabulary For The Primary lassroom

Perfect Fit as the text for elementary Year 4 st dents! "e chose this text is #eca se it is #asically related to the st dents life with the theme$ "orld of %nowledge! &t dents may se their #ackgro nd knowledge to proceed with this lesson! The Perfect Fit is a text to help st dent choose their correct shoes, ' st to make s re they are comforta#le while walking, r nning and others! Th s, in o r opinion, this text is s ita#le to teach a#o t their world of knowledge which is to find an appropriate shoe! "e had adapted the text with the appropriate voca# laries according to the s ggested word list of %B&( )nglish *ang age + crric l m &pecifications, s ch as #oth, #efore, changes, dont, try and walk! The selected words will #e se #y st dents with high fre, ency and commonly! -n fact, all the selected words can #e sed and recycled in different contexts and topics! -n addition, we also added on some of the new voca# laries in order to make the activity r n smoothly! -n this activity, o r aim to train the st dents with the word attack skills! By sing this approach, indirectly we integrated the predicting skill and skimming skill! The aim why we sed predicting skill is #eca se we want to train the st dents to make predictions and g esses when they read the text! -n o r point of view, reading is an activity that involving constant g esses that are may#e later confirmed or re'ected! This means, if the reader does not read the entire sentence in the same way, # t relies on a n m#er of words to get the idea of what kind of sentence, they will #e lost and co ld not comprehend the idea of the text! -n the other hand, why we choose this skill is #eca se we want to train the st dents to skim thro gh the text given! Thro gh o r viewpoint, we want them to read rapidly for the main points, take o t the main point to get foc s of the text! -t is one way for them to get the , ick cl es in the any text when they are doing skimming! Therefore, predicting and skimming skill are s ita#le to #e cond cting the activity! .s we all know, there are six #asic strategies in the word attack approach$ sing config ration cl es, sing pict re cl es, sing context al cl es, sing dictionary, sing str ct ral cl es and sing phonemic cl es! "ord attack approach is implemented if the st dent has diffic lties to read, or misread the words! -t is the #est way to help them recogni/e word and #e a#le to read smoothly and also nderstands the meaning of se while

TSL 3106 - Teaching Reading Skills And Vocabulary For The Primary lassroom

words! -n the selected text, we adapted it with the s ita#ility of the st dents proficiency level! &t dents will sing the context al cl es to g ess the nfamiliar words meaning and to predict the possi#le message in the text! They may also se the str ct ral cl es to make their prediction! The knowledge of some common prefixes and s ffixes, or even a comparative can help them make sense of nfamiliar words! For example, the words comfort with added it prefix dis as discomfort, the words large and larger are introd ce in the text! Teachers need to g ide the st dent and disc ss with them after the prediction! -n o r opinion, it is important to have disc ssion #eca se they can know whether they gave the correct prediction or not! -f no, the teacher needs to play her role #y shows the reason why their prediction is wrong! 0oca# laries were introd ced in this activity too! .fter the disc ssion of the nfamiliar words meaning, st dents need to complete the worksheet given with finding o t at least five ver#s and five ad'ectives in the text! .nswers will #e checked #y exchanging the worksheet among the st dents! By this, st dents will feel more interestingly as playing the role of teacher, marking their friends worksheet! Besides, we also integrate reading skill with other skills s ch as speaking in o r activity! .t the very #eginning of the activity, st dents re, ired to read the text o t and this enhance the speaking skill indirectly! Besides, d ring the disc ssion, st dents need to voice o t his1her prediction of meaning of the nfamiliar words! -n concl sion, we had chosen and adapt the text according to the s ita#ility of the p pils! "e also integrated the predicting and skimming skills together to make o r activity going smoothly! Pl s, new voca# lary will #e introd ced to enrich their word of )nglish lang age! Thro gh the s ita#ility of adaptation of the text, the activity will r n smoothly and efficiently!