CHILDREN’S LITERATURE IN THE MALAYSIAN PRIMARY ENGLISH LANGUAGE CURRICULUM (YEAR 1 – YEAR 6)

TOPIC 10

CHILDREN’S LITERATURE IN THE MALAYSIAN PRIMARY ENGLISH LANGUAGE CURRICULUM (YEAR 1 – YEAR 6)

10.0  SYNOPSIS

This topic introduces you to the children’s literature in Malaysian Primary English Language curriculum which is implemented to equip pupils with basic language skills in order to enable them to communicate effectively in a variety of contexts that is appropriate to the pupils’ level of development. This topic also helps to develop your ability to understand children’s literature and describe how literature can be used in English language classroom.It also guides you to teach the pupils to appreciatiate literature through texts read, sing songs, recite rhymes and poems as well as produce creative works for enjoyment.

10.1  LEARNING OUTCOMES

By the end of this session, you will be able to:

·         demonstrate an understanding of children’s literature in the Malaysian Primary English Language Curriculum by examine the literature content of the curiculum

·         identify and evaluate the different literary genres suitable for the primary English classroom.

·         demonstrate an awareness of the use of children’s literature in teaching English langugage through purposeful activities in meaningful contexts.

·         train the pupils to appreciatiate literature through texts read , sing songs, recite rhymes and poems as well as produce creative works for enjoyment.

10.2  fRAMEWORK OF TOPICS

10.2.1.            Examine the Literature Content of the Curriculum

The curriculum content is organised in terms of Content Standards and Learning Standards. Content Standards specify the essential knowledge, skills, understandings and strategies that pupils need to learn. Learning Standards describe in detail the degree or quality of proficiency that pupils need to display in relation to the Content Standards for a particular year.

In the initial stages of learning English, pupils will have the opportunity to listen to meaningful English input, in the form of stories or oral descriptions by teachers based on graphic texts. Through listening, pupils will become familiar with words that will be introduced in their early reading and writing lessons. The emphasis in the initial stages will be on vocabulary acquisition.

English is taught as a second language in all Malaysian primary and secondary schools. The mastery of English is essential for pupils to gain access to information and knowledge written in English. In line with the government’s policy on strengthening English, the curriculum has been designed to produce pupils who will be proficient in the language.

The goal of the English language curriculum is to help pupils acquire the language in order to help them use it in their daily lives, to further their studies, and for work purposes.

This curriculum stresses the development of critical literacy. Teachers will provide opportunities for pupils to question and evaluate texts that they listen to, read or view. These opportunities are essential for achieving personal growth and confidence in functioning as an effective and productive member of our society. This is in line with the goals of the National Philosophy of Education which seeks to optimise the intellectual, emotional and spiritual potential of pupils.

The English Language Curriculum for Primary Schools aims to equip pupils with basic language skills to enable them to communicate effectively in a variety of contexts that is appropriate to the pupils’ level of development.

In the language arts module, pupils are trained to show appreciation of and demonstrate understanding of texts read, sing songs, recite rhymes and poems as well as produce creative works for enjoyment.

Definition of children’s literature

Children’s literature’ can be defined as “the material created for and widely read, viewed and heard by children, that has an  imaginative element.” ( Pusat Perkembangan Kurikulum KPM, 2006 )

Children's literature exists as an idea in the adult mind about the ways one speaks to children, about how we adults configure childhood. Children’s literature celebrates the imagination we think is necessary for us to engage childhood as adults. It is a way for adults, in short, to distinguish children from adults ( Barnad, & Winn.  2006 ).

It is probably most useful to define children’s literature broadly, as literature that doesn't exclude children, family literature, literature for a number of generations ( Laffrodo,  2006 ).

Children’s literature represent our first encounters with literature, in which we hear words used beautifully and tune ourselves to the rhythms of our language. ( Chech, 2004 ).Children’s literature is a gymnasium where children enter it, they exercise the imagination, the emotions, the  intelect and even the conscience on moral sensisibility in a way that they can know nowhere else.( Jones, ( 2001 ).

Benefits of  having Children’s Literature

·         Personal and Emotional gains

Literature gives enjoyment.

It enriches their understanding of themselves and the world around 

them.

It develops imagination.

It helps children make sense of their own experience.

It evokes one’s feelings on issues related to life.

·         Learning Gains

It allows children to learn new ideas and knowledge.

It adds to their understanding of concepts.

It allows children to understand cultural traditions and values and   

issues in life.

It allows children to develop respect for self and others.

It encourages them to become aware of their audience.

·         Language Gains

It helps children develop an awareness of how language works in  

communication.

It helps them develop an understanding of the meaning of words.

It allows them to experience new ways of using language that bridges

the gap between written and spoken language.

Exploring  different genres in children’s literature

                   The term genre in the world of the literary arts is a reference to the    collection of all possible themes or subjects that any and all literary works can possess and display, and sometimes additionally to literary techniques, linguistic or language properties, and styles.

                   Literature may be classified into four categories or genres :

·         Prose fiction ·         Poetry ·         Drama ·         Nonfiction prose

Prose fiction or narrative fiction, includes myths,  parables,  romances,  novels and short stories. It means anything made up,  crafted,  or shaped or words refer to prose stories based in authors imagination. The essence of fiction is narration.

Poetry expresses a monologue or a conventional grounded in the most deeply felt experiences of human beings. It exists in many formal and informal shapes, from the brief haiku  to the extensive epic. Poetry relies heavily on imagery,   figurative language, and sound. Drama is a literature designed to be performed by actors. Drama on a single character or a small number or characters. It enacts personal events as if they were happening in the present.

Nonfiction prose consists of news reports,  feature articles,  essays,  editorials,  textbooks,  historical and biographical works,  and the like all of which describe or interpret facts and present judgments and opinions.   

One genre that might be effective as a beginning point, and is particularly enjoyable for children, is folktales.  Folktales often start with real people, good guys and bad guys. As the exploits and the events of these people are told and retold, usually the original story is modified to make it more interesting or more humorous. That's the reason that many folktales present larger-than-life characters and very unusual happenings. As people told these tales around the local cafes and restaurants, they became more eye-popping or side-splitting to impress the listening audience.

                  The notion of genre is an abstraction, a thought apart from concrete realities or specific objects. Moreover, it's used to classify and describe other abstract objects, namely written works.

10.2.2      Analyse the Literature Component of the Curriculum

·         Dokumen Standard  Kurikulum Sekolah Rendah ( Modul Teras Asas)

Bahasa Inggeris SK, Bahagian Pembangunan Kurikulum 2010

·         Dokumen Standard  Kurikulum Sekolah Rendah ( Modul Teras Asas)

Bahasa Inggeris SJK, Bahagian Pembangunan Kurikulum 2010

Aims and objectives  of the children’s literature programme

·         To help pupils improve their English through reading simple fiction

·         To provide a continuum for the literature component introduced in secondary  school

·         To create an enjoyable learning environment

·         To instil and inculcate the reading habit among pupils.

·         To enrich pupils’ vocabulary and language content.

·         To enhance pupils’ 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.

By the end of each year of learning, learners should be able to:

·         talk about their friends and family confidently and

·         express concerns about growing up;

·         sing songs,

·         recite simple poems and;

·         tell simple stories;

·         read and understand simple stories

·         give an opinion on the story and

·         write stories,

·         show an awareness of moral values and love towards the nation.

A Modular Curriculum

The modularity of the standard – based English Language Curriculum (KSSR) is of a modular structure. By organizing the organizing the curriculum standards under five modules (four for Year 1 and 2),  pupils will be able to focus on the development of salient language skills under each module through purposeful activities in meaningful contexts.

This modular approach does not exclude integration skills. However, skills integration is exploited strategically to enhance pupil’s development of specific language skills as described in the content and learning standards in a module. The curriculum is modular in design and this is reflected in the organization of the content and learning standards.

In order to make learning more meaningful and purposeful, language input is presented under themes and topics which are appropriate for pupils. Three broad themes have been identified in the curriculum.

·         World of Self, Family and Friends;

·         World of Stories and

·         World of Knowledge.

Language Arts

Language Arts  Bahasa Inggeris SK  Year 1&, 2

The standards for language arts in Year 1 and 2 will explore the power of story,  rhyme,  and song to activate pupil’s imagination and interest,  thus encouraging them to use English language widely.  

This  component  will  ensure  that  they  benefit  from hearing and using language from fictional as well as non – fiction sources. Through fun – filled and meaningful activities in this component,  pupils will gain a rich and invaluable experience in using the English language. When taught well, pupils will take pride in their success.

They will also benefit strongly from consistent praise for effort and achievement by the teachers with the aim of making their learning as rewarding as possible. Pupils will also be encouraged to plan, prepare and produce simple creative works.

In addition, the Language Arts module also provides pupils an opportunity to integrate, experiment and apply what they have learnt in the other modules in fun-filled, activity-based and meaningful experiences.

The standards for language arts in Year 1 and 2 will explore the power of story, rhyme and song to activate pupils’ imagination and interest, thus encouraging them to use English language widely. This component will ensure that they benefit from hearing and using language from fictional as well as non-fictional sources.

Through fun-filled and meaningful activities in this component, pupils will gain a rich and invaluable experience in using the English language. When taught well, pupils will take pride in their success. They will also benefit strongly from consistent praise for effort and achievement by the teachers with the aim of making their learning as rewarding as possible.

Pupils will also be encouraged to plan, prepare and produce simple creative works. In addition, the Language Arts module also provides pupils an opportunity to integrate, experiment and apply what they have learnt in the other modules in fun-filled, activity-based and meaningful experiences.

                                                       

Table 1 : Content and Learning Standards - Language Arts

( Bahasa Inggeris SK Year 1 and 2 )

CONTENT STANDARD	LEARNING STANDARD Year One	LEARNING STANDARD Year Two
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 nursery rhymes, jazz chants and action songs through non-verbal response. 4.1.2 Able to recite nursery rhymes , jazz chants and sing action songs with correct pronunciation and rhythm.	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.
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 demonstrate skills in handling books appropriately. 4.2.2 Able to respond to: a. book covers b. pictures in books with guidance.	4.2.1 Able to  respond to: a. book covers b. pictures in books c. characters with guidance.

Language Arts  Bahasa Inggeris SJK  Year 1, 2 and 3

The standards for language arts in Year 1, 2 and 3 will explore the power of story, rhyme and song to activate pupils’ imagination and interest, thus encouraging them to use English language widely.

This component will ensure that they benefit from hearing and using language from fictional as well as non-fictional sources. Through fun-filled and meaningful activities in this component, pupils will gain a rich and invaluable experience in using the English language. When taught well, pupils will take pride in their success.

They will also benefit strongly from consistent praise for effort and achievement by the teachers with the aim of making their learning as rewarding as possible. Pupils will also be encouraged to plan, prepare and produce simple creative works. In addition, the Language Arts module also provides pupils an opportunity to integrate, experiment and apply what they have learnt in the other modules in fun-filled, activity-based and meaningful experiences.

Table 2 :  Content and Learning Standards Year One and Two- Language Arts

( Bahasa Inggeris SJK  Years 1, 2 and 3 )

CONTENT STANDARD	LEARNING STANDARD Year One	LEARNING STANDARD Year Two	LEARNING STANDARD Year Three
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 nursery rhymes and action songs through non-verbal response. 4.1.2 Able to recite nursery rhymes and sing action songs with correct pronunciation and rhythm.	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.	4.1.1 Able to  enjoy jazz chants  and poems through  non-verbal response. 4.1.2 Able to recite  jazz chants and  poems with correct pronunciation,  rhythm and   intonation.
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 demonstrate skills in handling books appropriately. 4.2.2 Able to respond to: a. book covers b. pictures in books with guidance.	4.2.1 Able to respond to: a. book covers b. pictures in books c. characters with guidance.	4.2.1 Able to  respond to: a. characters b. place with guidance.

10.2.3             Identify Literary Sources For Children

Reading stories with children introduces them to the complex nature of language and helps them in acquiring important language skills.  However, the type of books read to children contributes to the depth of their learning. Parents should try to include a variety of books in their read aloud experience.  Different types of genre books are associated with different amounts and types of language and each will encourage a different dialog or conversation with children. 

Let's start this analysis by defining children's literature as both fiction and non-fiction books written especially for children from 0 to 12 years old. Children's books are classified by the following genre: 

Picture Books.  

Children's books that provide a "visual experience" - telling a story with pictures.  There may or may not be text with the book.  The content of the book, however, can be fully explained or illustrated with pictures.

Picture Story Books.  

Children's books that contain pictures or illustrations that complement the story, often mirroring the plot.  Both the text and the illustrations are important to the development of the story.  The pictures are the "eye-candy" that get people's attention, but the text is also needed to complete the story. 

Suggested Reading:

Quick as a cricket by Don and Audrey Wood

Flower Garden by Eve Bunting

Traditional Literature.  

Stories that are passed down from generation to generation, changing slowly over time are called traditional literature, this is what makes them so fascinating - they provide a link between the past and the future.  The stories, while retaining much of their original flavor and content have to evolve in subtle ways to remain meaningful in different eras.  Traditional literature is a great starting point to introduce children to the concept of a story and introduce them to different types of stories or genres and we can further break traditional literature down as:

Suggested Reading: Goldilocks and Three Bears by James Marshall The Acorn Tree and other Folktales by Anne F. Rockwell

·         Folktales   These feature common folks, such as peasants, and commonplace events.   There maybe be some "make-believe" elements, like talking animals, but the stories, overall, sound logical - even realistic.  Folk tales seek to explain things about life, nature, or the human condition.
·         Fairy Tales  Also called "magic stories," these are filled with dreamlike possibility. Fairy tales feature magical and enchanted forces.  They always have a "happily ever after" ending, where good is rewarded and evil is punished.
	·         Fables  Short stories, in verse or prose, with an moral ending.  These types of stories are credited Aesop (6th century BC), who told tales of animals and other inanimate objects that teach lessons about life.
	·         Legends   While based in history, these stories embellish the life of a real person. The facts and adventures of the person are exaggerated, making the individual famous for their deeds.
	·         Myths  Some stories have to be told as related tales to be meaningful.  Myths portray themselves as representing a distant past.  They contain common themes and characters, often "gods."  Myths attempt to explain the beginning of the world, natural phenomena, the relationships between the gods and humans, and the origins of civilization. Myths, like legends, are stories told as though they were true.

Historical Fiction.  

These are stories that are written to portray a time period or convey information about a specific time period or an historical event.  Authors use historical fiction to create drama and interest based on real events in people's lives.  The characters may be real, based on real people, or entirely made up. 

In many ways, these types of books can be more powerful teaching tools than nonfiction, especially for children.  Often, historical fiction presents history from the point of view of young participants.  There are few contemporary accounts of how children have experienced and participated in Children's historical fiction features youth playing an important, participatory role in history

Modern Fantasy.  

This broad genre is probably easier to define by example or by what it is NOT. The stories are contemporary or are nondescript as to when they occur.  They are imaginative tales require young readers to accept elements and story lines that clearly cannot be true - readers must suspend disbelief.  The stories may be based on animals that talk, elements of science fiction, supernatural or horror, or combinations of these elements.

Suggested Reading: Charlottes Web,                                                                        Winnie The Pooh,  Alice In the Wonderland, Willie Wonka and The Chocolate Factory, The Wizard of Oz.

Realistic Fiction.   Books that are written for today's youths, representing contemporary times, based on real world situations are called realistic fictions. Similar to historical fiction,  except these stories are based on current events. They feature children as their main characters and often allow young readers to  “experience” different settings,  cultures,  and situations than what is the norm for their  lifestyle. Children’s realistic fiction features main characters of approximately the age (or slightly older than) the book’s intended audience. The books present a “real –young person solves that problem.

Non-fiction or Informational Books. Books that are designed to help readers learn more about real things. They provide young readers information without the literary devises common to fiction. They can be a challenging genre for children because a given presentation about the real – world has to assume something about a readers abilities, understanding of interest. The challenge is to match high interest topics with appropriate reading levels and backgrounds knowledge. For example, may children interested in jets and rockets, but few are ready to read “rocket science”. In schools, these books have traditionally been used for academic study and research projects.   Suggested Rea Reading: Dinosaur Bones by Bob Barner From Wheat to Pasta by Robert Egan

Biography.  A form of non-fiction that is based on the life of a person.  Children enjoy reading stories   about other people - biographies and form an effective "bridge" between storytelling and nonfiction - after all - everyone's life is a story! Because biographies are almost always published about notable people in notable fields,     biographies are often used to introduce children to the concept of non - fiction. Biographies can also be extremely motivating young children to dream about when they grow up. The lives of famous,  important people let children see how the process of growing up shapes the opportunities, choices,  and challenges people face in life. Poetry and Drama.   Poems and drama are important genres that introduce children to verse,  prose,  rhythm,  rhyme,  writing styles,  literary devices,  symbolism,  analogies,  and metaphors. From a librarian’s point of view,  they are important because they are written at different reading levels so that a young reader’s interests can be  matched with text that is consistent with their abilities. This is a especially important for “reluctant readers” that may read below their age group. The simple language used in some poems and drama can be appreciated by readers of varying abilities, providing a context to teach a variety of language skills. Suggested Reading: Sing a Song of Popcorn : Every Child’s Book of Poems by M. White Read  - Aloud Rhymes for the Very Young by Jack Prelutsky Richard Scarry’s Best Mother Goose by Richard Scarry The Real Mother Goose by Blanche Wrigh

Table : 3  Titles for Contemporary Children’s Literature Year 4 (SK)

   ( Dokumen Standard  Kurikulum Sekolah Rendah ( Modul Teras Asas)

     Bahasa Inggeris SK, Bahagian Pembangunan Kurikulum 2010 )

1	Tidy Your Room, Tanya! - Pamela Rushby Karisma Productions2	Kedah,  PulauPinang, Perak,Selangor, Wilayah Persekutuan, Negeri Sembilan, Johor, Melaka
2	Tales and Tails -Hyacinth Gaudart Gapura Cita3.
3	The Little Blue Boy -Fatou Keita Danalis Distributors4.
4	Coral Bay Surprise -Barbara & David Miller  Rima Enterprise5	Pahang,Terengganu, Kelantan, Labuan, Sabah ,Sarawak
5	Everyone is Good At Something -Peter Etherton Falcon Press6.
6	The Humble Prince-Kumara Velu Oscar Book International

Samples children’s poetry

Three Little Kittens Three little kittens Lost their mittens And they began to cry “ Oh Mother dear, We sadly fear Our mittens we have lost!” “ What! Lost your mittens, You naughty kittens? Then you shall have no pie!” “ Meow! Meow!  Meow!” Three little kittens They found their mittens And they began to cry “ Oh Mother dear, See here, see here, Our mittens we have found!” “ What! Found your mittens, You darling little kittens? Then you shall have some pie!” “ Purr, purr, purr.”

,

Samples rhymes

Two Little Black Birds Two little black birds, Sitting on the wall, One is Peter, One is Paul Fly away Peter Fly away Paul Come back Peter Come back Paul

Samples of children’s songs

Que Serra Serra When I was just a little girl I asked my mother What will I be Will I be preety Will I be rich Here’s what she said to me Que serra serra What ever will be, will be The future is not us to see Que serra serra What will be will be

The English Language syllabus has introduced Children’s Contemporary Literature in Year 4, 5 and 6 in order to provide an early beginning and a foundation in literature. Pupils will develop an understanding of other societies, cultures, values and traditions that will help them in their emotional and spiritual growth. A follow-up programme to the structured reading programme for Year 1 and Year 2 pupils.

The implementation of KSSR has put more emphasis in children literature.The standards for Language Arts in Year 1 and Year 2 will explore the power of story, rhyme and song to activate pupils’ imagination and interest, thus encouraging them to use English language widely.

The standards for Language Arts in Year 1, Year 2  and Year 3 for SJK will also explore the power of story, rhyme and song to activate pupils’ imagination and interest, thus encouraging them to use English language widely.

This component will ensure that they benefit from hearing and using language from fictional as well as non-fictional sources. Through fun-filled and meaningful activities in this component, pupils will gain a rich and invaluable experience in using the English language. When taught well, pupils will take pride in their success.

They will also benefit strongly from consistent praise for effort and achievement by the teachers with the aim of making their learning as rewarding as possible. Pupils will also be encouraged to plan, prepare and produce simple creative works. In addition, the Language Arts module also provides pupils an opportunity to integrate, experiment and apply what they have learnt in the other modules in fun-filled, activity-based and meaningful experiences.

The objective of the Language Arts component also complement the reading skills.Students read and enjoy simple stories and poems and respond to them by talking about  people, animals and moral values in the story or poem, and relating it to one’s life.Students need to read simple texts and predict outcomes at a level suited to learners’ability.Students also need to read simple texts and make inferences and draw obvious conclusions.

Tutorial Question

Task 1

1 ( a )  Choose any literary genre suggested in Year 2 KSSR curriculum. Design one activity  which promote cultural understanding in Malaysian context.

Task 2

2 ( a )   Discuss the importance of having a literature component in the curiculum

   ( b)  Discuss the roles of literature in The English Language Curriculum for    Primary     Schools

Task  3

3 ( a )  Plan a language art lesson on talking about  people, animals and moral     values in the story or poem, and  relating it to pupils’ life

Task  4

4 ( a )  Choose one story suggested in year 4 curriculum. Design an activity         you plan to use in your next literature lesson to help the students follow the plot of the story.

Disediakan oleh  Siti Hawa Hasim

That’s all you have to do.  Good Luck!

Dokumen Standard  Kurikulum Sekolah Rendah ( Modul Teras Asas) Bahasa Inggeris SK,

 Bahagian Pembangunan Kurikulum 2010

Dokumen Standard  Kurikulum Sekolah Rendah ( Modul Teras Asas) Bahasa Inggeris SJK,

 Bahagian Pembangunan Kurikulum 2010

Access literature : An Introduction to fiction, poetry and drama ( Barnard, B & Winn, F, David, 2006 ) Thomas Wadsworth, Boston USA.

Literature : An Introduction to Reading and writing ( Roberts. V.E & Jacobs, H.E, 1998 ) Prentice-Hall, New Jersey.

Power Point Kursus Pelaksanaan Program Bacaan Sastera Kontemporari Kanak-KaBahasa Inggeris Tahun 6 contemporary children’s literature overview & assessment (2006)

Pusat Perkembangan Kurikulum  Kementerian Pelajaran Malaysia

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