Reading

TASK 1: Evaluative Essay

1.1. INTRODUCTION

Reading is fundamental. In fact, it is one of the most important ingredients to becoming

all that you can be. Reading develops your brain, provides a window into the world around you

and helps you do better in all school subjects. Most importantly, reading can not only help you

become a better student, but a better person. You can learn from the brightest people whenever

and wherever you choose. “Comprehension is a process in which readers construct meaning by

interacting with text through the combination of prior knowledge and previous experience,

information in the text and the stance the reader takes in relationship to the text”. The teaching

of reading needs to include a range of comprehension strategies .Comprehension strategies

can be defined as the “mental processes” that good readers use to understand text.

Comprehension strategies need to be explicitly taught. The expectation that reading, writing and

spelling should be something everyone can master has only been with us for a century or so.

Historically, 90% of people were perfectly happy to live without literacy. So our brains have

never really developed a neurological system that allows us to acquire reading skills that easily.

Fortunately, most of us manage to adapt and are able to learn how to read and write. However

around 10% of us are not so lucky. If you are one of them, you know what it is like, for example,

you guess at words, the letters seem blurring or move around on the page, you swap letters

around, you track each word with your finger or you write as little as possible. Some activities

can be designed by the teacher to overcome these reading weaknesses or problems.

1.2. PROFILE OF STUDENTS

ASPECTS DESCRIPTIONS

1. Age Year 3 (KSSR)

2. Number of students 4 pupils

3. Setting SK. Seri Buluh, Hulu Terengganu

4. Locality Sub - Urban

5. Level of linguistic proficiency Intermediate

6. Reading competence Intermediate

7. Reading weaknesses 1) Lack of vocabulary

2) Poor reading skills

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This school is located in a sub-urban area at Hulu Terengganu which is also known as

Sekolah Kurang Murid (SKM). The numbers of pupils in a class are 12 altogether and 4 out of

them are identified to have some reading weaknesses. These reading weaknesses make them

to loss interest in reading especially for the second language which is English language. The

level of linguistic proficiency among these four students is intermediate because they are lack of

exposure about this foreign language. The teacher only emphasized on writing skill rather than

speaking skill as writing is the most important component when it comes to examination.

Overall, the reading competence in this class is at advance level but as we look specifically to

these four students, the reading competence among them is intermediate. One of the causes is

they are having some reading difficulties which make them more complicated in comprehending

the text or passage when they are reading.

1.3. STUDENT’S WEAKNESSES IN READING

There are two reading weaknesses faced by these students. First is they are lacking in

English vocabulary which is one of the most important element in learning second language. As

an example of situation, the students may have seen the words before but they cannot

remember or do not know the meaning of the word so they cannot understand the passage or

text given by the teacher. This reading weakness leads to the second weakness which is poor

reading skills of the students that are involved skimming and scanning. In the classroom, the

teacher may give them a text or passage to be read and they will answer some questions like

cloze test or ‘wh’-questions regarding the text as an exercise. These four students are unable to

answer the questions well as they cannot comprehend and understanding some important

details in the text.

1.4. READING PROGRAM

1.4.1. Details of the program

This reading program will be held for two weeks and it takes place outside of the

classroom. The interaction between the teacher and the students is three days per week which

are Monday, Wednesday and Thursday. The period of each interaction is 30 minutes after the

teaching and learning session is over. The theme that the teacher will use during this reading

program is “World of Stories”. There are numerous options of sample of short stories for young

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learners in this theme. Other than that, the text that will be used by the teacher must have some

moral values that can be inculcated to the students and they can practice in their daily life. The

objectives of this reading program are as follows:

1. To overcome the reading weaknesses faced by these students.

2. To make students are able to comprehend the text or passage in a second

language.

3. To create awareness among the students about the importance of reading

comprehension skills.

The learning standards that related to these reading weaknesses according to the documents

standard of KSSR system are;

CONTENT STANDARDS LEARNING STANDARDS

2.2 By the end of the 6-year

primary schooling, pupils will

be able to 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.

2.2.2. Able to read and understand

phrases and sentences in linear and

non-linear texts.

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

1.4.2. The first week of the reading program.

The first week of this reading program, the teacher will focus on the first weakness which is

lacks of vocabulary of the students. As mentioned before, there are three interactions for each

week. Thus, the teacher provides three different activities for each day and the activities also

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have three levels which are simple, intermediate and challenging. For these activities, the

teacher uses a sample of text entitled “The Town-Mouse and The Country-Mouse”. The text is

simple and suitable for their age as a young learner.

Moral values:

1. Safety is the first importance.

2. We should be thankful for what we have.

3. As a friend, we should visit each other as to strengthen our relationship.

Monday: First activity - Match up

Learning outcomes of the first activity:

At the end of this task or activity:

1. The students should be able to recognize “noun” words in the text.

2. The students should be able to remember the vocabulary words that are

presented by the teacher.

Procedures:

1. The teacher reads the short story entitled “The Town-Mouse and The

Country-Mouse” to the students.

2. The teacher presents some words to be learnt in a vocabulary lesson and

the category of words is noun.

3. Then, the teacher gives the sample of text to the students and asks them to

circle the words that have been presented by the teacher.

4. The teacher provides two sets of flashcards which are the first sets are

contained vocabulary word and the second sets are contained the pictures

as the meaning of the words.

5. The teacher shows the meaning of the vocabulary words by match up the

pictures on the whiteboard.

6. At the end of the activity, the teacher gives the task sheet regarding the

vocabulary words to the students.

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Justification of activity:

As we look in this activity, first of all, the teacher reads the whole story to the students in

order to make them be familiar listened to the English words. Then, the teacher presents the

vocabulary words and their meaning to the students. It is because these students are in a low

level and they do not know the meaning of the words. The teacher does not ask the students to

look up the meaning of these vocabulary words in the dictionary because it will consume time.

The teacher asks the students to circle the “noun” words as to ensure that they can recognize

these words within the text. The teacher uses the sets of flashcards in order to grab the

student’s attention and make it more interesting as this class is held after the learning session is

over. Besides that, the teacher introduces or presents the meaning of the words by using

pictures because young learners are more interested in pictures compared to the written words.

The task sheets given at the end of this activity is aimed to evaluate the students whether they

understand or remember the meaning of the words by using pictures.

Wednesday: Second activity - Crossword puzzle

Learning outcomes of the second activity:

At the end of this activity:

1. The students should be able to remember the meaning of vocabulary words

without looking at the pictures

2. The students should be able to recognize the vocabulary words even though the

words are not within the text.

Procedures:

1. The teacher uses the same text which is “The Town-Mouse and The Country-

Mouse”.

2. The teacher presents the meaning of the vocabulary words in a written word and

not with the pictures.

3. The teacher provides the “crossword puzzle” that contains nouns and their

meanings in it.

4. Then, the teacher distributes the task sheets to each student as to complete it.

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5. After all the students have completed their work, the teacher will discuss the

answer of the task sheets.

Justification of activity:

For the second activity, the teacher still uses the same text which is “The Town-Mouse

and The Country-Mouse”. After that, the teacher presents the meaning of the vocabulary words

by using written words or synonym of the words because in this activity, the teacher still

emphasize on the meaning of the words but the students need to remember the meanings

without looking pictures. Then, the teacher gives the “crossword puzzle” to the students in order

to assess their understanding regarding the meaning of the word. At the end of this activity, the

teacher discusses the answer of the “crossword puzzle” to identify the level of their

understanding regarding this activity.

Thursday: Third activity - Cloze test

Learning outcomes of the third activity:

At the end of this activity:

1. The students should be able to fill in the blank with the correct “noun”.

2. The students should be able to apply the prior knowledge which is the meaning

of the words in a different context.

Procedures:

1. The teacher uses the same short story but slightly different of sentence structure

and words used.

2. The teacher writes this short story on the “mahjong” paper and blanks a few

words in the text.

3. Then, the teacher asks the students to sit in a circle on the floor.

4. The teacher spreads all the “noun” flashcards face up on the floor in front of the

students.

5. Then, each student will pick up a flashcard then the students need to complete

the cloze test by pasting the “noun” flashcard on the correct blank.

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Justification of activity:

During third activity, the teacher uses the same text but the teacher modifies a little bit of

the text in the aspect of the words used and the sentence structure. Before the teacher starts

the class, the teacher writes the story on the mahjong paper and the mahjong paper will be

paste on the whiteboard. The teacher blanks a few words of the text to make it as a cloze test

for the students. The students will pick up a flashcard and paste it onto the mahjong paper

according to the correct blank. The purpose of this activity is to ensure that the students can

understand well and apply their prior knowledge regarding the meaning of the words in a

different context.

1.4.3. The second week of the reading program

The second week of the reading program, the teacher will focus on the second

weakness which is poor reading skills that are involved skimming and scanning. For the first

activity of this week, the teacher will do an activity on skimming skill and for the next interaction;

the teacher will conduct an activity on scanning skill. The last day of this second week, the

teacher will do enrichment for these two reading weaknesses and the duration of the class is 1

hour.

Monday: First activity - True/ False

Learning outcomes of the first activity:

At the end of this activity:

1. The students should be able to understand each sentence in the text

2. The students should be able to answer the true-false question.

Procedures:

1. The teacher presents on the definition of skimming to the students.

2. The teacher uses a short story entitled “

3. Then, the teacher distributes the sample of text and the task sheets of true or

false regarding the text.

4. The students will complete the task sheet individually.

5. Lastly, the teacher discusses the answer with the students.

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Justification of activity:

During this activity, the teacher presents the definition on skimming to the student to let

them know what skimming is all about. After that, the students distributes the sample of the text

entitled “Tom’s Day” and the task sheet regarding the text to each student. The “true or false”

exercise needs the students to look for the main point or ideas only and at the same time they

will practice how to skim the text given by the teacher. At the end of the activity, the teacher

discusses the answer with the students.

Wednesday: Second activity - “Hunt the poster challenge”

Learning outcome of the second activity:

At the end of this activity:

1. The students should be able to identify the specific ideas and details of the

text.

2. The students should be able to complete this activity regarding the text.

Procedures:

1. The teacher presents on the definition of scanning to the students.

2. The teacher gives a poster to each student.

3. Then, the teacher provides a set of questions that assigned the students to

seek specific information for example date, heading and title.

4. The teacher gives 20 minutes to the students to complete the questions.

5. If the answer given by the students is correct then the students gets 5 points

from the teacher.

Justification of activity:

For this second activity of the second week of reading program, the teacher emphasize

on scanning exercise. First thing first, the teacher presents the definition of the scanning skill

and the differences between these two skills which are scanning and skimming to the students.

Then, the teacher provides some copies of poster and gives it to each student as a scanning

exercise. The teacher also prepares some question to be completed by the students and the

answer must base on the poster that has been given by the teacher. In order to answer the

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questions, the students must seek for specific information such as date, heading and title. The

teacher gives 20 minutes to the students to finish the task given. After all the students have

accomplished the task, the students will discuss the answer of the question and 5 points of one

correct answer will be given to the student.

Thursday: Third activity - Enrichment Activity

Learning outcomes:

At the end of this activity:

1. Students should be able to remember the meaning of the words and apply it in a

different context.

2. Students should be able to recognize and categorize the words in the text

3. Students should be able to apply the vocabulary word when they skim or scan

the text.

4. Students should be able to scan the text given and answer the question

regarding the text.

Procedures:

1. The teacher gives a sample of text to the students.

2. The teacher asks the student to identify the verbs in the text.

3. Then, the teacher gives the students the task sheet regarding the antonym of the

verbs.

4. After all the students have completed the task sheet on antonyms of verbs, the

teacher will discusses the answer with the students

5. The teacher distributes the second task sheet to each student and the questions

in the second task sheet are scanning exercises to the students and the answers

are based on the text.

6. Lastly, the teacher discusses the answer with the students.

Justification of the activity:

In this enrichment activity, the teacher will use 1 hour to evaluate the understanding of

the students. During the enrichment activity of vocabulary, the teacher uses the category of

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words is verb. The teacher asks the students to identify the verbs in the text in order to ensure

that they can recognize the verb used in the text. After they have identified all the verbs in the

text, the teacher gives the first task sheet to the students. The first task sheet requires the

students to find the antonym to the verbs and the choice of answer are provided. The teacher

will discuss the answer of the first task sheet with the students as to check the answers given by

the students. For the enrichment of scanning skill, the teacher still use the same text as to

evaluate them whether the students apply the vocabulary words or not in comprehending the

text. At the end of this activity, the teacher provides the second task sheet which contained the

“wh” question regarding the text. As to complete the task sheet, the students need to

understand the whole text and focus on specific details of the text. The teacher can assess on

scanning skill of the student by checking the answer given by them.

1.5. CONCLUSION

This reading program or plan is one of the ways to overcome the reading difficulties or

reading weaknesses faced by young learners. This reading program will be more effective if

each student that are involved in this reading program have passion and motivated in acquiring

and improving their reading skills. In order to instill the passion and interest to reading among

the young learners, the teacher should play their roles effectively. Both of them who are the

teacher and the students should contribute their effort and shows their responsibility to this

reading program. “There are many little ways to enlarge your world. Love of books is the best of

all.” (Jacqueline Kennedy).This quote tells us that reading skills are very important for young

learners in order to make them become an independent reader in the future and also to become

the good writer. According to the American Association of School Librarians, students who

begin a book in class are more likely to continue reading it on their own. Practices such as daily

independent reading time can boost a student's interest in reading. Programs such as the

Accelerated Reader program which encourages students to read books, take comprehension

tests and try to meet school-wide goals for reading and it can also help to encourage

independent reading.

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REFERENCES

Berthoff, A. E. (1981). The Making of Meaning. Upper Montclair, N. J.: Boynton Cook.

Mohan, B. A. (1986). Language and Content Reading. Mass.: Addison-Wesley.

West, Michael (1953). A general service list of English words, with semantic frequencies and a

supplementary word-list for the writing of popular science and technology. London, New York:

Longman, Green.

Carver, R.P-Prof (1990). Reading Rate: A Comprehensive Review of Research and Theory.

Baker, S. K.; Simmons, D. C.; Kameenui, E. J. (1995). Vocabulary acquisition: Synthesis of the

research. Technical Report No. 13. Eugene, OR.: National Center to Improve the Tools of

Educators.

McKeown, M. G.; Curtis, M. E. (1987). The nature of vocabulary acquisition. Hillside, NJ:

Lawrence Erlbaum.

Nagy, W. E.; Herman, P. A.; Anderson, R. C. (1985). "Learning words from context". Reading

Research Quarterly

Newton, E.; Padak, N. D.; Rasinski, T. V. (2008). Evidence-based instruction in reading: A

professional development guide to vocabulary. Boston, MA: Pearson Education

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APPENDIX

Sample of text

The Town-Mouse and The Country-Mouse

A town-mouse paid a visit to his friend who lived in the countryside. The country-mouse was

happy to see his friend. So he prepared a fine feast for him. The town-mouse looked at the fruit

and the car of corn with hatred.

"Is this how you live?" he asked, "Life in the country does not offer much."

He persuaded the country-mouse to accompany him to the town and see all the good things

there.

So, the country-mouse packed all his belongings and off they went to the city. The country-

mouse was really surprised to see the things there. But as soon as they settled down to enjoy a

fine meal of cheese and fruit, a big cat leapt in through the window. Seeing the cat, both the

mice ran into their hole to save themselves, so the cat ate up all the cheese and fruit.

When the cat had gone away, the mice came out of their hole.

"I am going," cried the country-mouse, "I like my simple fare in safety than this grand feast in

such a danger."

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Activity 1 - Match up

NAME: …………………………………………..

CLASS: ………………

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Town

Mouse

Meal

Country

Activity 2 - Crossword puzzle

NAME: …………………………………………..

CLASS: ………………

Horizontal.

1. Synonym to “country”

Vertical.

2. Synonym to “town”3. Synonym to “mouse”4. Synonym to “meal”

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Y

EL A GLV

TT

RC

I

L

A

M1

32 4

Activity 3 - Cloze test

The Town Mouse and the Country Mouse Country Mouse

A country mouse invited his cousin who lived in the town to come visit him. The town (1) __________ was so disappointed with the sparse meal which was nothing more than a few kernels of corn and a couple of dried berries.

"My poor cousin," said the town mouse, "you hardly have anything to eat! I do believe that an ant could eat better! Please do come to the (2) ____________ and visit me, and I will show you such rich feasts, readily available for the taking."

So the country mouse left with his town cousin who brought him to a splendid feast in the city's alley. The country mouse could not believe his eyes. He had never seen so much food in one place. There was bread, cheese, fruit, cereals, and grains of all sorts scattered about in a warm cozy portion of the alley.

The two mice settled down to eat their wonderful (3) __________, but before they barely took their first bites, a cat approached their dining area. The two mice scampered away and hid in a small uncomfortable hole until the cat left. Finally, it was quiet, and the unwelcome visitor went to prowl somewhere else. The two mice ventured out of the hole and resumed their abundant feast. Before they could get a proper taste in their mouth, another visitor intruded on their dinner, and the two little mice had to scuttle away quickly.

"Goodbye," said the (4) ____________ mouse, "You do, indeed, live in a plentiful city, but I am going home where I can enjoy my dinner in peace."

ANSWERS:

(1) mouse

(2) town

(3) meal

(4) country

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Activity 4 - True / False question

NAME: …………………………………………..

CLASS: ………………

Tom’s Day

On Sunday, Tom gets up at 10 o'clock. Then he reads his newspaper in the kitchen. He has breakfast at 11.30 and then he telephones his mother in Scotland.

In the afternoon, at 1.00, Tom plays tennis with his sister and after that, they eat dinner in a restaurant. At 6.00, Tom swims for one hour and then he goes by bike to his brother´s house. They talk and listen to music.

Tom watches television in the evening and drinks a glass of Jack Daniel's whiskey. He goes to bed at 11.30

1. Tom gets up at 10am on Sundays. True / False

2. Tom reads the newspaper in the lounge. True / False

3. His father lives in Scotland. True / False

4. Tom plays tennis with his sister. True / False

5. Tom and his sister eat before playing tennis. True / False

6. Tom goes swimming at five o'clock. True / False

7. Tom drives to his brother's house. True / False

8. Tom and his brother listen to music. True / False

9. Tom drinks a glass of wine in the evening. True / False

10. Tom goes to bed at 11.30pm. True / False

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Activity 5 - “Wh” Questions

SCANNING EXERCISE

Before you start, read the ‘How To Scan Sheet’ sheet.

Have a quick look through the advert below, then answer the questions on the next page.

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NAME: …………………………………………..

CLASS: ………………

Questions

1 What can you save from shopping at this place?

................................................................................................................................................................

2 How many good reasons are there for shopping there?

................................................................................................................................................................

3 What is the telephone number?

................................................................................................................................................................

4 What can you earn with Argos?

................................................................................................................................................................

5 What are the names of the catering firm?

................................................................................................................................................................

6 How long does the offer last?

................................................................................................................................................................

ANSWER:

1. Pounds

2. Over a hundred

3. 0151 207 3898

4. Hundreds of pounds

5. Bestway Catering, Best in-Catering

6. For 3 weeks

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Activity 6 - Enrichment activities

My Working Day

My working day starts very early. From Monday to Friday I get up at half past three and I have a

shower and a cup of coffee. I usually leave the house at ten past four because the car always

arrives a few minutes early. I get to the studio at about five o'clock and start work. My

programme Good Morning Britain starts at seven o'clock and finishes at nine o'clock. Then I

leave the studio at a quarter past ten. After that, I go shopping and visit some friends. I get

home at three o'clock. A woman helps me with the housework and the ironing. I read a

newspaper and do some work.

Then my husband gets home at half past five in the evening and I cook dinner. We stay at home

in the evening. We don't go out because I go to bed very early. We usually watch television and

then I go to bed at half past eight, I'm usually asleep by nine o'clock.

At weekends, I don't get up until ten o'clock. In the evening, we often see some friends or go to

the cinema. But I'm always up early again on Monday morning.

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NAME: …………………………………………..

CLASS: ………………

Question of vocabulary

Antonym of the words below.

Pass Come Resist Depart

Ignore Move End

1. Start : _____________

2. Leave : _____________

3. Arrive : _____________

4. Help : _____________

5. Read : ______________

6. Stay : ______________

7. Watch : _____________

Questions for scanning

1. What time does Cynthia get up during the week?

2. How does Cynthia get to the studio in the morning?

3. What time does she arrive at the studio?

4. What time does the TV show begin?

5. How long does "Good Morning Britain" last?

6. What time does Cynthia get home after finishing at the studio?

7. What time does her husband arrive home?

8. Do Cynthia and her husband go out in the evening?

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9. What time does Cynthia go to bed?

10. Does Cynthia stay in bed longer at the weekend?

Fill in the blanks .

1. She gets up at half past _______ in the morning.

2. She goes by ________.

3. She gets to the studio at ________ o'clock.

4. The TV show begins at________ o'clock.

5. It lasts for _______ hours.

6. She gets home at ________ o'clock.

7. Her husband arrives home at _______ thirty.

8. No, they don't because Cynthia goes to bed_______.

9. She goes to bed at _______ thirty.

10. Yes, she stays in bed until ________ o'clock

ANSWER:

1. Three

2. Ten past four

3. Five

4. Seven

5. Two

6. Three

7. Five

8. Early

9. Eight

10. Ten

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