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YEAR 3

UNIT 3
THEME:

Living Healthy,

Keeping Safe
YEAR 3 UNIT 3 THEME: Living healthy, keeping safe
Overview
During Year 3, themes continue to be used to create opportunities for the children to read, write and discuss texts. At this stage of their learning, the children should have a firm foundation of the 44 phonemes in the English language, having consolidated them throughout the Year 2 English programme. In Unit 3, the theme is Living healthy, keeping safe. The topics will cover different occupations involved in healthcare and safety, healthy and unhealthy foods, keeping fit and healthy through exercise, pedestrian and travel safety and safety both in the home and outside of the home. Each week utilises the principles of integration across the four language skills, uses concrete experiences and fosters independent reading and writing habits. A shared read is the focus of each area of health and safety from which listening, speaking, reading and writing tasks are set. The stress is on enjoyment, communication and the needs of individual learners.

Overarching objectives:
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Although each activity undertaken within the reading programme has its own specific objective, it is important to be aware of the overarching objectives of the scheme and what we, as teachers, are aiming towards with the children. The first overarching objective is to use the four skills listening, speaking, reading and writing to become familiar with information about celebrations and to respond to this. The second overarching objective is to extend the childrens confidence, ability and stamina in reading and writing. (This objective comes with the awareness that each childs individual starting point in reading and writing in Year 3 will differ and so we are working to extend them at their own level, hence the necessity for differentiated tasks). The purpose/objective of each of the specific activities of the lesson is shown below within the explanation and description of each activity.

UNIT OVERVIEW
TOPICS PEOPLE WHO HELP US FOOD AND BODY CARE FIT AND HEALTHY ROAD SAFETY BE SAFE! WEEK 1 2 3 4 5 6 7 8 9 10 SUB-TOPICS People Who Keep Us Safe People Who Keep Us Healthy Healthy and Unhealthy Food Body Care Keeping Fit Keeping Healthy Pedestrian Safety Travel Safety Home Safety Public Safety TIMING 5 mins 10 mins 15 mins 2-3 mins 10 mins 15 mins
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DAILY OVERVIEW
DAY 1-4 ACTIVITIES Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task ( Day 1 modelled, Day 2 class dictated, Day 3 group writing, Day 4

independent writing) Song DAY ACTIVITIES Listening and speaking (recapping & summarizing week) Reading/sharing childrens writing from the week Independent Reading Song Writing task (comprehension, cloze passage) Song

2-3 mins TIMING 10 mins 10 mins 15 mins 2-3 mins 20 mins 2-3 mins

RESOURCES NEEDED
NO 1 2 3 4 RESOURCES Pictures & resources SBA week resources Songs 1 Small book for writing

Explanation and description of the activities


Speed sounds/speedy words
In this unit the children continuously practise the sounds learnt In Pra-Year 2. No new sounds are introduced. However, teachers should assess the children at the beginning of the year and the focus in the speed sounds activity should be specifically on those sounds that require development.

Speed sounds
Purpose: to practise letter-sound correspondences Materials: Speed sound chart (see below) Procedure: 1. Practise the speed sounds every day. In Year 3, this should take only 1-2 minutes of the Page | 4

lesson and the children should be very participant. 2. Point to the top sound/(grapheme) in any speed sound box on the chart, e.g. c 3. Expect the children to tell you that sound. 4. Now point to the other graphemes in the same box, (e.g. k and ck) expecting the children to say the same sound. 5. Continue pointing to the sounds on the speed sound chart at random. 6. If the children are unsure on some of the vowel sounds, remind them of the mnemonic, e.g. Blow the snow, May I play? 7. Keep up a good pace. Speed sound consonant boxes b c d f g h j l m n b b k c d d f f g g g dg ll l m m n n p p p q u r rr w r igh i-e i y ie ow o-e oa o oo u-e ue ew s s s c ar or oo r or e ir ur er aw ou au ow oy oi air ar e ea r er e ear ere eer t t t v v e w w h x y z z z ch s tc h h t h n g

k e e Speed sound vowel boxes a e i o u ay ee ea a-e y ai ea e

Speedy words
Practise blending and finger spelling every day. The words used in this activity should be well understood by the children as there isnt time in this activity to explain the meanings of new words. Blend three words and Finger spell three words. This should be quick and should take no more than approximately 3 minutes. Use of words which will come up in the days reading would be good to choose. Speedy word blending Purpose: to practise blending Materials: list of words to blend (these should come from the days shared reading text) Procedure: Page | 5

1. Write a word on the board e.g. play 2. Ask the children to get their lips ready to start blending the word. They should not make the sound itself. Lips at the ready! 3. Put your finger underneath the first letter of the word on the board and as you move your finger under the word the children should blend it. 4. Repeat 2 times with different words. Speedy word finger spelling Purpose: to practise segmentation Materials: list of words to spell (these should come from the days shared reading text) Procedure: 1. 2. 3. 4. 5. 6. 7. 8. 9. Say the word stay. Ask the children to say it. Say the word stay again. Hold up left fist. Segment sounds raising and touching the thumb and each finger for each sound. Say the word stay running index finger across the fingers (the word stay) left to right. Say the grapheme s and write it on the thumb. Say the next grapheme t and write it on the first finger. Say the last grapheme ay and write them on the next finger and then say the word stay. 10.Repeat 2 times with different words.

Shared reading
Shared Reading takes place on days 1-4. The text for the Shared Reading is included in the programme. Purpose: to read a text together as a class in order to discuss the content of the text and to model and practise reading skills Materials: a large copy of the Shared Reading text and smaller texts, where necessary, for the children to look at independently or with a partner. NB. Dependent on the average ability of your class, you may wish to differentiate the given shared text so that it meets the needs of the majority of your readers. Procedure: 1. The shared reading time is usually preceded by a speaking and listening task to introduce it or to enable the children to reflect on the previous days shared reading. 2. Display the large shared reading text. If you have a very large class, you may want to give the children the text in front of them so that they can see it clearly. 3. Give the children time to read either all of the shared text in their heads or an element of it (e.g. 2-3 sentences). 4. Support less able readers in this task by having them close to you and working with them to read a small element of the text. Page | 6

5. 6. 7. 8.

Next ask the children to read while you point to the words. Expect the children to read the very common words without blending. Encourage children to blend swiftly where necessary. For multi-syllabic words it may be necessary to help the children to break the word into syllables before reading. 9. The children will need extra help with some words. Encourage the children to use phonics as much as possible. Tell the children parts of the words that they are not able to work out for themselves. 10.In Year 3 really encourage the children to lead the reading rather than the teacher voice being dominant. 11.When youve read the text through once, ask the children to read the text again. You might ask half of the children to read and then swap over. 12.The speaking and listening task which follows the shared reading will enable the children to reflect on what they have read. Independent reading Independent reading takes place during days 1-4 when the children are preparing to read the shared text as a whole class. It also takes place on day 5. Additional independent reading should take place within homework tasks. The enrichment text (differentiated as necessary) can be used for homework. Purpose: to read a text (differentiated to meet the childs level of reading ability) independently to practise blending, recognition of sight words and comprehension of a text Materials: differentiated texts Create an atmosphere of quiet in order to allow the children to read independently without distraction.

Writing tasks
Five different types writing tasks are suggested: Modelled writing Class dictated writing Group writing Independent writing

As the week progresses, the children work from best practice writing modelled by their teacher towards independent writing tasks. Modelled writing Purpose: to demonstrate to the children the way in which to construct sentences including writing skills such as editing and correction. Materials: Generally, the teacher will model the writing on a white board. Procedure: 1. The speaking and listening task prior to the modelled writing task often acts as an introduction to the writing. 2. The teacher can write alone or with the use of a puppet. Where a puppet is used, the teacher and puppet can share the roles of writer and critique. Page | 7

3. Introduce the purpose of your writing to the children e.g. I am going to write a diary as though I were at the Papat Jambul ceremony. 4. Speak aloud your thought process as you write, modelling to the class the way in which you are structuring the text as a whole and also at the sentence level. E.g. So, I need to start with the date for the diary. Lets say, Thursday 4th March. Now, because Im writing a diary I need to write about things which have already happened. Shall I say Today I swim or Today I swam? 5. Ask the class for help in this way as you write in order to maintain their full engagement. 6. Spelling or punctuation errors could be made and the children in the class can help to correct these. 7. When the modelled task is complete, read through it encouraging the children to listen. Perhaps stop at times and ask the children to help you to make the writing better e.g. Big is quite a good word but is there a better word I could use? Maybe I could say enormous instead. Class dictated writing Purpose: to involve the children in a shared and guided writing experience, demonstrating value for the ideas they have and supporting them in constructing sentences accurately Materials: Generally, the teacher will write the class dictated writing onto a white board. The speaking and listening task prior to the class dictated writing task often acts as an introduction to the writing. 2. Ask children to contribute their ideas for the writing asking prompting questions to encourage their ideas e.g. Were going to work together to write ideas of what it might be like to be at a National Day parade what might we hear? What might we see? 3. If the ideas are not contributed in a grammatical sentence, suggest a suitable wording for the sentence. 4. Encourage the children to be involved in recognising where punctuation is needed. 5. Ask the children to help spell only one word in each sentence. (The object of this activity is creating a written composition, not learning to spell.) Group writing Purpose: to enable the children to work alongside peers to construct sentences Materials: The children in each group will need a piece of paper (sometimes with a picture/pictures on it) to write their ideas onto. 1. The speaking and listening task prior to the group writing task often acts as an introduction to the writing. 2. Put children into groups of 3 or 4 children and ask one child. 3. Children should take turns to write ideas down on the paper. 4. Encourage collaborative thinking, support for the writer in terms of spelling and participation from all children. 5. Praise good group work and use good groups as a model to rest of the class. Independent writing Purpose: to enable the children to demonstrate their independent writing ability and to think for themselves about the content of their writing and the structures and vocabulary they wish to incorporate Materials: The children should generally write in their exercise book although some independent tasks might require the use of paper in different formats e.g. a leaflet. 1. The speaking and listening task prior to the independent writing task often acts as Page | 8 1.

an introduction to the writing. 2. Children should sit comfortably at their desks for independent writing and an atmosphere of quiet working should be encouraged to allow the children to think independently. 3. Independent writing tasks should be differentiated so that each child can experience success. Differentiation might take the form of: Differentiation by outcome in some tasks the content and amount of writing achieved by the children will be the differentiating factor Differentiation by support some children may work independently whilst others are supported by the teacher Differentiation by resource some children may need cue cards, sentence starters to complete or pictures to prompt their ideas

PROGRAMME
Week 1 People Who Help Keep Us Safe

People Who Keep Us Safe and Healthy


Tune: John Jacob Jingleheimer Schmidt I want to be a fireman When I grow up Ill work really hard Ill put out all the fires I will even catch big crocodiles!
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Or, I could be a doctor Thats what Ill do Ill treat the hurts and aches Ill learn to operate My stitches will be really straight Mom says Id make a good dentist They fix your teeth They fill the cavities And keep your gums healthy Stay away from all those fizzy drinks!

Or, I could be a soldier And keep the peace Ill train day and night Ill be prepared to fight Ill be really fit from exercise I have so many choices What should I do? I want to have a job That makes my country proud And keeps people safe and healthy keeps people safe and healthy keeps people safe and healthy too!
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Da y 1

Elements Speedy sounds and speedy words Listening

Content Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Using mind-mapping, write the word Occupation. Ask the class what is another word for occupation. Ask them what are the occupations that the children can think of. Write their answers on the board. Introduce the first occupation i.e. Police and talk a bit about it

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and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 1 modelled Song

Job Description Form


Job Title Reporting to Salary Working Hours Location Police Ministry of Home Affairs $800.00 per month 7 hours a day Bandar Police Headquarters Responsibilities and Duties 1. 2. 3. 4. 5. To make sure people are safe. To help people in response to theft, burglary and violence. To work with traffic police in road accidents. To help lawyers to solve criminal cases and interview suspects. To give talks to schools telling students to behave well and not to get involved in crime. Academic Qualifications & Physical Requirements 1. 2. 3. Should have four O Levels Should pass fitness test Should be at least 5 feet 4 inch tall ( male ) Should be at least 5 feet tall ( female ) Should not be less than 55 kg and not more than 70 kg ( male ) Should not be less than 45 kg and not more than 65 kg ( female ) Personal Qualities 1. 2. 3. 4. Must be helpful and dedicated Must be honest and trustworthy Must be brave Must be ready to work at any place and at any time

4.

ACKNOWLEDGMENT FOR RECEIPT OF JOB DESCRIPTION I have received a copy of the Job Description and have read and understand its contents. Employee Name : _____________________________________________________________________ Employee Signature ________________ : _____________________________________ Date:

Chief Inspector Signature: _________________________________

Date:

________________

Sing: People Who Keep Us Safe and Healthy Listening and Speaking Activity Having read together the shared read a couple of times, select one student to be a policeman. Let that student stand in front of the class wearing a cut-out policemans hat. Let him/her ask the other children questions for example :- How much is my salary? - What are my duties as a policeman?
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What are my academic qualifications? What are the personal qualities I should have? Writing Activity Stick a cut out policemans helmet on the board (or draw an outline). Model to the class a list of facts about the role of a policeman, remembering these from the shared reading e.g. Thinking - What can I remember about the job of a policeman? Writing He or she must: 1) Be fit enough to pass a fitness test 2) Make sure people are safe 3) Not weigh more than 65 kg ...and so on Sing: People Who Keep Us Safe and Healthy
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Speedy sounds and speedy words Listening and speaking (intro to shared

Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Ask them to talk about the occupation discussed yesterday. What can they remember about a policemans duties? Then take out a firemans cut-out helmet or the teacher can wear a plastic fireman helmet. Ask the children what they know about the job of a fireman? In what ways is the job the same as the job of a policeman? Job Description Form
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read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 2 Class dictated Song

Job Title Reporting to Salary Working Hours Location

Fireman Ministry of Home Affairs $900.00 per month 7 hours a day Limau Manis Fire station

Responsibilities and Duties 1 . 2 . 3 . 4 . 5 . 6 . To put out fires. To respond to emergency calls from people in need of help. To help people in fires, accidents, flooded areas or trapped in broken lifts. To help catch wild animals, for example snakes and crocodiles. To give talks and demonstrate how to put out fires. To make sure all fire fighting equipment is clean, in good condition and ready to use.

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Academic Qualifications & Physical Requirements 1. 2. 3. 5. 6. Should have four O Levels Should pass fitness test Should be fit and healthy. Should Should Should Should be at least 5 feet 4 inch tall ( male ) be at least 5 feet tall ( female ) not be less than 55 kg and not more than 70 kg ( male ) not be less than 45 kg and not more than 65 kg ( female )

Personal Qualities 1. 2. 3. Must be brave and quick thinking. Must be able to work in a team. Must be ready to work at any place and at any time.

ACKNOWLEDGMENT FOR RECEIPT OF JOB DESCRIPTION I have received a copy of the Job Description and have read and understand its contents. Employee Name : _____________________________________________________________________ Employee Signature ________________ : _____________________________________ Date:

Chief Inspector Signature: __________________________________ Date:

________________

Sing: People Who Keep Us Safe and Healthy Listening and Speaking Activity Choose a few children to be the fireman (a firemans helmet would be nice to put on the childs head) and let him/her explain the duties of a fireman. Choose another child to explain the academic qualifications and physical requirements needed to be a fireman/firewoman. Then choose another child to explain the personal qualities that a fireman/firewoman should have. Use the whole class to ask questions to prompt the answers from the children wearing the hat e.g. What are your duties? How heavy must you be? How many o-levels must you have? And so on. Writing Activity Stick a cut out firemans helmet on the board or draw an outline of one. In this class dictated writing task ask the students to tell you facts they remember (take the shared read away) about the role of a fireman. E.g. He must be: 1) fit and healthy. Sing: People Who Keep Us Safe and Healthy
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Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 3 group writing Song

Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Ask the students about the two occupations they have learnt. Recap the duties or responsibilities of each occupation. Review any academic and physical qualities that the children might think are most important for these roles. Next introduce another occupation army officer. Job Description Form
Job Title Reporting to Salary Working Hours Location Army Officer Ministry of Defence $2600.00 per month 7 hours a day Berakas Garrison Responsibilities and Duties 1. 2. 3. 4. 5. To ensure the safety of the people and the country. To represent Brunei in countries in need of help. To go for tactical exercises with soldiers from other countries. To aid in community services, for example restore damaged houses and broken bridges. To be ready to go to war Academic Qualifications & Physical Requirements 1. 2. 3. 3. 4. Should be a degree holder. Should undergo military training. Should be fit and healthy. Should Should Should Should be at least 5 feet 4 inch tall ( male ) be at least 5 feet tall ( female ) not be less than 55 kg and not more than 70 kg ( male ) not be less than 45 kg and not more than 65 kg ( female )

ACKNOWLEDGMENT FOR RECEIPT OF JOB DESCRIPTION I have received a copy of the Job Description and have read and understand its Personal Qualities 1. 2. 3. Must have good discipline. Must be brave. Must be able to lead a team.

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contents. Officer Name : ______________________________________________________________________ Date: ________________ Date:

Officer Signature : _____________________________________ Commanding Officer Signature ________________

: ____________________________

Sing: Sing: People Who Keep Us Safe and Healthy Listening and Speaking Activity Group the children. Give cut-out sub-headings and sentences to each group and ask the children to discuss where to put the sentences under the correct sub-headings in order that they are in the right sections. Cut-out sub-headings:~Responsibilities and Duties ~Academic Qualifications & Physical Requirements ~Personal Qualities Example of cut-out sentences:~ To help in community services for example restore damaged houses and broken bridges. ~ four O Levels. ~ ready to serve the country. Writing Activity In this group writing task, give each group a piece of A4 paper with a three columned table. Label the columns A policeman must..., A fireman must..., An army officer must... . In groups the children should write facts they remember from the job descriptions discussed over the last three days. Sing: People Who Keep Us Safe and Healthy

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Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 4 independe nt writing Song

Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Ask the children what other occupations can help people other than policemen, firemen and army officers. Write down the word Security Guard on the board and ask the children what they might know about the duties, the academic and physical criterion and the personal qualities. Job Description Form Job Title Reporting to Salary Working Hours Location 1 . 2 . 3 . 4 . 5 . Security Guard TIARA Security Services $800.00 per month 7 hours a day International Bank of Brunei

Responsibilities and Duties To protect premises, money or people. To operate detecting devices to scan individuals and prevent illegal articles into restricted areas. To drive motor vehicles to escort individuals to specified locations and to provide personal protection. To write reports about the daily activities and problems such as equipment or property damage, theft, presence of unauthorized persons or unusual occurrences To call the police or fire departments in cases of emergency.

1 .

Academic Qualifications & Physical Requirements Should have passed Year 11


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2 . 3 .

Should be fit and healthy Should know the basic skill in self-defense Personal Qualities

1 . 2 . 3 .

Must be honest and trustworthy. Must be alert and able to act quickly. Must be brave and responsible.

ACKNOWLEDGMENT FOR RECEIPT OF JOB DESCRIPTION I have received a copy of the Job Description and have read and understand its contents. Employee Name :________________________________________________________ ______________ Employee Signature : _____________________________________ ________________ Date:

Supervisor Signature : _____________________________________ Date: ________________ Sing: People Who Keep Us Safe and Healthy Listening and Speaking Activity Pair the children. Discuss together questions to ask their partner about a family members occupation e.g. What is his occupation? What does your dad have to do? Ask about their duties and important qualities they must have for that role. Writing Activity Independent Writing Before the children start to write about their parents or siblings occupation, let the children discuss with the teacher any vocabulary that they may need support in writing. Give each child the A4 size Job Description Template and let them fill in the template. Sing: People Who Keep Us Safe and Healthy

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Listening and speaking (recapping & summarizi ng week) Reading/s haring childrens writing

Use the information from Day 1 and ask the class to recap the four occupations and their duties. Give the children time to read written work created this week group writing and independent writing. Ask a number of pupils to read aloud to the rest of the class. Use this as an opportunity to praise the achievements of the pupils and to talk about writing development ideas e.g. word choices, complexity of sentences etc. Read the shared texts from the week independently using the booklets. These differentiated texts should be given to the children according to their ability. Sing: People Who Keep Us Safe and Healthy

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from the week Independe nt Reading Song Writing task (comprehe nsion, cloze passage) Song

Writing Activity Independent Writing Give each child a Job Description Template. Ask them to fill in information about the occupation they would like to have when they grow up. They can present their work once they have filled in the necessary details. The low ability students might only be able to think of one point for each sub-heading. Job Description Form
Job Title Reporting to Salary Working Hours Location Responsibilities and Duties 1. 2. 3. 4. Academic Qualifications & Physical Requirements 1. 2. 3. 4. Personal Qualities 1. 2. 3. 4.

ACKNOWLEDGMENT FOR RECEIPT OF JOB DESCRIPTION I have received a copy of the Job Description and have read and understand its contents. Employee Name : _____________________________________________________________________ Employee Signature ________________ Supervisor Signature ________________ : _____________________________________ Date:

: _____________________________________

Date:

Sing: People Who Keep Us Safe and Healthy

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Enrichment text Unit 3 Week 1

Job Description Form


Job Title Reporting to Salary Working Hours Location
Prison Warder Ministry of Home Affairs $ 800.00 per month 7 hours a day Jerudong Prison

Responsibilities and Duties


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1. 2. 3. 4. 5. 6. 7.

To watch prisoners in their prison cells To take prisoners to hospitals and court hearing To give counselling To carry out punishment To give shelter To take prisoners outside for exercise To give prisoners meals each day

Academic Qualifications & Physical Requirements


1. 2. 3. 4. Should have at least two O levels Should pass Fitness Test Should be fit and healthy Should be at least 5 feet 4 inch tall ( male and female )

Personal Qualities
1. 2. 3. 4. 5. Must Must Must Must Must be honest and trustworthy uphold the law be alert and able to act quickly be firm and fair be responsible

ACKNOWLEDGMENT FOR RECEIPT OF JOB DESCRIPTION I have received a copy of the Job Description and have read and understand its contents. Warder Name : ____________________________________________________________ Date:

Warder Signature : _____________________________________ ________________

Superintendent Signature: ____________________________________ Date: ________________

Job Description Form


Job Title Reporting to Salary Working Hours Location
Police Ministry of Home Affairs $ 800.00 per month 7 hours a day Bandar Police Headquarters

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Responsibilities and Duties


1. 2. 3. 4. 5. To make sure people are safe. To help people in response to theft, burglary and violence. To work with traffic police in road accidents. To help lawyers to solve criminal cases and interview suspects. To give talks to schools telling students to behave well and not to get involved in crime.

Academic Qualifications & Physical Requirements


1. 2. 3. 4. Should have four O Levels Should pass a fitness test Should be at least 5 feet 4 inch tall ( male ) Should be at least 5 feet tall ( female ) Should not be less than 55 kg and not more than 70 kg ( male ) Should not be less than 45 kg and not more than 65 kg ( female )

Personal Qualities
1. 2. 3. 4. Must Must Must Must be helpful and dedicated be honest and trustworthy be brave be ready to work at any place and at any time

ACKNOWLEDGMENT FOR RECEIPT OF JOB DESCRIPTION I have received a copy of the Job Description and have read and understand its contents. Warder Name Warder Signature : _________________________________________________________ : ________________________________ Date: _________________

Superintendent Signature : ________________________________ Date: __________________

Job Description Form


Job Title Reporting to Salary Working Hours Location
Fireman Ministry of Home Affairs $ 900.00 per month 7 hours a day Limau Manis Fire station

Responsibilities and Duties


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1. 2. 3. 4. 5. 6.

To put out fires. To respond to emergency calls from people in need of help. To help people in fires, accidents, flooded areas and trapped in broken lifts To help catch animals, for example snakes and crocodiles To give talks and demonstrate how to put out fires To make sure all fire fighting equipment is clean, in good condition and ready to use.

Academic Qualifications & Physical Requirements


1. 2. 3. 4. 5. Should have four O Levels Should pass fitness test Should be fit and healthy Should be at least 5 feet 4 inch tall ( male ) Should be at least 5 feet tall ( female ) Should not be less than 55 kg and not more than 70 kg ( male ) Should not be less than 45 kg and not more than 65 kg ( female )

Personal Qualities
1. 2. 3. Must be brave and quick thinking. Must be able to work in a team. Must be ready to work at any place and at any time.

ACKNOWLEDGMENT FOR RECEIPT OF JOB DESCRIPTION I have received a copy of the Job Description and have read and understand its contents. Warder Name Warder Signature : _________________________________________________________ : ________________________________ Date: Date: _____________ _____________

Superintendent Signature : ________________________________

Job Description Form


Job Title Reporting to Salary Working Hours Location
Army Officer Ministry of Defence $2600.00 per month 7 hours a day Berakas Garrison

Responsibilities and Duties


1. To ensure the safety of the people and the country.
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2. 3. 4. 5.

To represent Brunei in countries in need of help. To go for tactical exercises with soldiers from other countries. To aid in community services, for example restore damaged houses and broken bridges. To be ready to go to war

Academic Qualifications & Physical Requirements


1. 2. 3. 4. 5. Should be a degree holder. Should undergo military training. Should be fit and healthy Should be at least 5 feet 4 inch tall ( male ) Should be at least 5 feet tall ( female ) Should not be less than 55 kg and not more than 70 kg ( male ) Should not be less than 45 kg and not more than 65 kg ( female )

Personal Qualities
1. 2. 3. Must have good discipline Must be brave Must be able to lead a team
ACKNOWLEDGMENT FOR RECEIPT OF JOB DESCRIPTION I have received a copy of the Job Description and have read and understand its contents. Warder Name : _____________________________________________________________ Date:

Warder Signature : _____________________________________ ________________

Superintendent Signature: ____________________________________ Date: ________________

Job Description Form


Job Title Reporting to Salary Working Hours Location
Security Guard TIARA Security Services $800.00 per month 7 hours a day International Bank of Brunei

Responsibilities and Duties


1. To protect premises, money or people.
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2. 3. 4. 5.

To operate detecting devices to scan individuals and prevent illegal articles into restricted areas. To drive motor vehicles to escort people to specified places and to provide personal protection. To write reports about the daily activities and problems such as equipment or property damage, theft, presence of unauthorized persons or unusual occurrences To call the police or fire departments in cases of emergency.

Academic Qualifications & Physical Requirements


1. 2. 3. Should have passed Year 11 Should be fit and healthy Should know the basic skill in self-defense

Personal Qualities
1. 2. 3. Must be honest and trustworthy. Must be alert and able to act quickly. Must be brave and responsible.
ACKNOWLEDGMENT FOR RECEIPT OF JOB DESCRIPTION I have received a copy of the Job Description and have read and understand its contents. Warder Name Warder Signature : _________________________________________________________ : ________________________________ Date: ______________ Date: ______________

Superintendent Signature : ________________________________

Week 2 People Who Keep Us Healthy

People Who Keep Us Safe and Healthy


Tune: John Jacob Jingleheimer Schmidt (song as in Week 1)

I want to be a fireman When I grow up


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Ill work really hard Ill put out all the fires I will even catch big crocodiles! Or, I could be a doctor Thats what Ill do Ill treat the hurts and aches Ill learn to operate My stitches will be really straight Mom says Id make a good dentist They fix your teeth They fill the cavities And keep your gums healthy Stay away from all those fizzy drinks!

Or, I could be a soldier And keep the peace Ill train day and night Ill be prepared to fight Ill be really fit from exercise I have so many choices What should I do? I want to have a job That makes my country proud
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And keeps people safe and healthy keeps people safe and healthy keeps people safe and healthy too!

Da y

Elements Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read)

Content Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Groups brainstorming - In a small group of 4 or 5 (depending on the size of the class), pupils are to brainstorm and jot down vocabulary related to people who work in the healthcare looking after different parts of our body. A representative from each group is then to present their work to the class. Teacher : Hamid.what do you want to be when you grow up? Hamid : I want to be a doctor, teacher? Teacher : Why is that Hamid? Hamid : I love to see their clean white coat with a stethoscope around their neck. Teacher : Is that the only reason you want to be a doctor? Hamid : Of course not teacher. I want to treat people who are sick and hurt. I want to help them and comfort
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Writing task Day 1 modelled Song

Teacher

Hamid into the world. Teacher : Hamid thats how I Teacher more about Hamid help keep :

them. What else do you know about a doctors job, Hamid? : Well..they also bring new babies How did you know that? : My aunt gave birth last week and know about it. You do know a lot of information on doctors, Hamid. I am really amazed. Tell me : doctors jobs. Well.they give advice to patients to them from getting sick. They

bandage knees, give medicine, sew up cuts and operate on bones. Teacher Hamid Teacher Hamid I know so : : : Yes you are right, Hamid. Can I tell you a secret teacher? What is that Hamid? : My brother is a doctor and that is why

Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening

much about doctors jobs. Sing: People Who Keep Us Safe and Healthy Listening and Speaking Activity Teacher puppet modelling of conversation between Hamid and his brother in preparation for writing task Writing Activity modelled A dialogue between Hamid and his brother, the doctor, asking him what he did at work that day? Sing: People Who Keep Us Safe and Healthy Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Pair work. Provide 1. Pictures of different type of doctors / people who help us in the hospital. 2. Word cards (vocabulary) for each picture. 3. Description of the job of each one of them. In pairs, pupils are required to match the word card/vocabulary to the picture then the description cards. This can be used as a first-hand information of what they going to learn this week. Dr Aishah : Hi! Everyone how are you today? Students : We are fine and alhamdulillah. Dr Aishah : Wellit is nice to see you all and I hope you are keeping your body
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and speaking (response to shared read) Writing task Day 2 class dictated Song

healthy. Sofian Dr Aishah Hamidah Dr Aishah illnesses by that is good for Sofian Dr Aishah Filzah and Dr Aishah What

: : :

: Are you a doctor? I am a dietician - a kind of a doctor. What is a dietician? WellI help prevent and treat making sure you eat food your body. : What food is that doctor? Wellwhat do you think? How about fruits like apples, bananas grapes doctor? Yes fruits are good for your body. other types of food can

: : :

make you healthy? Hamidah : Dr Aishah : C. Sofian Dr Aishah : good

Are vegetables good for us? Yes because they contain Vitamin : What about chicken and meat? If you like fried chicken then it is not for your body. But if it is

grilled or steamed then it is healthy for you to eat. Sofian Oh! Now I understand. I must tell my mother to cook me grilled chicken after this. : Yes, you can ask your mother to cook healthily for your family. : My teacher always tells me not to eat much sweet food and drinks. Why is that Dr Aishah lot of your body can make you overweight and even obese. That will make you unhealthy and it will be difficult for you to move around.
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Dr Aishah Filzah too

doctor? That is because sweet food contains a sugar. Too much sugar in

Students much.

Oh! I will not eat sweet food too

Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 3 group writing Song

Thank you Dr Aishah. Sing: People Who Keep Us Safe and Healthy Listening and Speaking Activity Student-student dialogue practice taking the roles of Sofian and his mother discussing what to eat that evening in preparation for class dictated writing. Model first briefly as teacher-puppet to get the class started. Writing Activity class dictated A dialogue between Sofian and his mother about what he would like to eat for dinner that evening and why, sharing the information he learnt in the talk. Sing: People Who Keep Us Safe and Healthy Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Having read together Day 2 shared read a couple of time, ask the following questions: a. Whom do the children speak to? b. What kind of doctor is Dr. Aishah? c. What exactly does a dietician do? d. What kind of food is good for our health? e. Why do we have to eat healthy food? Ask the pupils to define the following words: prevent, obese, overweight Jot down pupils responses on the board to be used later. Mother : Hakam! Go and change your clothes. We are going to your Uncle Samads house. Hakam : Why are we going there mother? Mother : They are inviting us to a Doa Selamat after Isyak prayer. Hakam : Why are they having Doa Selamat? Mother : They are having it because your cousin Rahimah has successfully become a dentist. Hakam : What is a dentist, mother? Mother : A dentist is a doctor who helps to take care of our teeth and gum problems. Hakam : A teeth doctor? Mother : Yes they remove bad or decayed teeth and fix your teeth so that you can have a nice smile. Hakam : How do they take out bad teeth? Mother : First they need to inject your gum. Then they have
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special instruments to pull out your teeth. Hakam know I Mother your jaw : : Why do they have to inject my gum? You dont like injections. It is not that painful. The shots just make a bit numb so that the dentist can easily pull your Hakam Mother your Hakam smile. Mother Just before you Hakam Mother gums are : : sleep. But how do I keep my gums healthy? If you keep your teeth healthy then your also healthy.
Teachers Information : Doa Selamat is a thankful occasion.

: : : :

teeth out. But how do they make my teeth look nice? They also have special instruments to fix teeth. Are my teeth okay? I want to have a sweet Yes dear you do have a set of nice teeth. remember to brush often especially

Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading

Sing: People Who Keep Us Safe and Healthy Speaking and listening activity Dialogue practice in pairs between Rahimah and Hakam asking Rahimah why she likes being a dentist. Model first briefly as teacher-puppet to get the class started. Writing Activity group A dialogue between cousin Rahimah, the dentist and Hakam Hakam can be asking Rahimah about why she likes being a dentist Sing: People Who Keep Us Safe and Healthy Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Play a Youtube video on a surgeon. Ask the pupils to contribute ideas of what does a surgeon do and jot down their answers on the board. http://www.youtube.com/watch? v=sSgC9woMuyk&feature=relmfu ( Please watch a short clip of this with the sound off and so concentrate on the visual images of what being a surgeon is like. The language is much too hard to expect the children to listen with understanding) OR:
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Song Listening and speaking (response to shared read) Writing task Day 4 independe nt writing Song

Show a picture of surgeons at work and ask the pupils to tell what they can see or know about surgeons. Dr Zul : How are you children? Students : We are fine, doctor Dr Zul : What do you want to know about me? Shafie : I want to know what kind of a doctor are you. Dr Zul : I am a general surgeon. Hana : What do you do as a surgeon? Dr Zul : Oh! I operate on the different parts of the body. Amin : What is operate? Dr Zul : It is when you cut open someones body to make them better. Khairul : Dont they feel pain? Dr Zul : No, because we put them to sleep until the operation is done. Farah : Dont you feel scared when you operate on them? Dr Zul : I always do because their life is our responsibility at that moment. Their family members are depending on us to make them well again. Ahmad : What do you do when you get scared? Dr Zul : I always pray to God to make the operation a success. And I must ensure that my team are ready and know what they should do. Aiman : You have a team? Dr Zul : Of course each person has their own job in the operating room. Hana : You have an operating room? Dr Zul : Yes we have a number of operating rooms and it must be kept clean, hygienic and safe. The equipment we use must be sterilised. We have to wear special uniforms, head gear, gloves and masks before we enter the room. Salmah : Wow! Your job sounds exciting and challenging. Do
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Dr Zul someone live

you love your job? I do. I feel happy to be able to make healthily again.

Sing: People Who Keep Us Safe and Healthy Listening and Speaking Activity Dialogue practice between pairs taking the roles of Salmah and her Mum as Salmah tells her Mum about the visit of Dr Zul at school. Start with What did you learn at school today? Model first briefly as teacher-puppet to get the class started. Writing Activity Independent Writing A dialogue between Salmah and her Mum as practised in the listening and speaking activity. Sing: People Who Keep Us Safe and Healthy Which of the jobs that we have heard about this week would Listening you most like to do and why? and speaking Give the children time to read written work created this week (recapping group writing and independent writing. Ask a number of & pupils to read aloud to the rest of the class. Use this as an summarizi opportunity to praise the achievements of the pupils and to ng week) talk about writing development ideas e.g. word choices, Reading/sh complexity of sentences etc. Read the shared texts from the week independently using the aring booklets. These differentiated texts should be given to the childrens children according to their ability. writing Sing: People Who Keep Us Safe and Healthy from the week Dialogue text: Independe Write a dialogue between 3 friends discussing which job they nt Reading would like to do best out of dentist, surgeon and dietician Song Sing: People Who Keep Us Safe and Healthy Writing task (comprehe nsion, cloze passage) Song

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Enrichment text Unit 3 Week 2 Dr Hayati Rosmah Dr Hayati may I help you? Rosmah Dr Hayati Rosmah contact lenses I am wearing at the moment. Dr Hayati seems to be sticking to your cornea. Rosmah Dr Hayati you to
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: : : : : :

Hello.please have a seat. Thank you doctor. Are you the eye doctor? Yes I am. But I am called an Ophthalmologist. How My left eye is painful. What happened to your eye? I am not sure but I think it has got to do with the

Let me have a look. Hmmm.. your contact lens

: :

What is a cornea? It is the thin outer layer of the eye. There is no need for

worry. I will put eye drops to prevent infection and dry eye. Then I will need to patch your left eye. Rosmah Dr Hayati Rosmah Dr Hayati need to stop wearing contact lenses for the moment. Rosmah Dr Hayati watching too much tv and reading until your eyes are okay. Rosmah your help. Dr Hayati just by looking at your eyes? Rosmah Dr Hayati illnesses just by looking at your eyes. Rosmah Dr Hayati : : Your job sounds interesting. It is and that is why I love my job. : : Really? I didnt know that. Oh Yes! I can detect brain tumors, diabetes and other : Do you know I can detect other serious health problems : I will follow your advice doctor. Thank you again for : : Okay doctor....what else do I need to do? You must not scratch your eye and you need to avoid : : : : Patch my eye? You mean cover my eye? Oh Yes.so you eye can relax and heal quickly. I will be a pirate then. I will look really cool. Yes. You will look like a pirate for a few days. But you

Week 3 Healthy and Unhealthy Food

In the mood for healthy food


Song structure: Chorus, V1, Chorus, V2, Chorus, V3, Chorus. Chorus: Our body needs healthy food Im in the mood for healthy food Healthy food gives us energy To fight illness, grow, play and work,
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And make us healthy And make us healthy! Mum, where are you? Whats meant by nutrients in food? Well, hmmm let me see. Verse 1: Nutrients are a great way to stay healthy. They are proteins, carbohydrates, Vitamins, minerals, fat and water. How do I know Im taking the right amount of nutrients? Well, the best way is through a balanced diet. Dad, where are you? What is a balanced diet? Well, hmm let me see. A balanced diet is a healthy diet. A balanced diet includes Verse 2: Healthy bits from all the food groups. So to have a balanced diet Eat a variety of food. How do I know what the food groups are So I can have a balanced diet? The food pyramid can help you understand. Lina, where are you? What is the food pyramid? Well, hmm let me see. The food pyramid can keep you healthy. Verse 3: It shows six food groups: Grains, vegetables and fruit, Oils, milk, meat and beans, And how much of them to eat. How do I know how much to eat So I can have a balanced diet? It shows the number of servings recommended.
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Day 1 -

Healthy and Unhealthy Food

Teachers information: Nutrients: Carbohydrates, proteins, vitamins, minerals, fat and sugar and water and roughage. Balanced Diet: Is a diet that contains the right types and the right amount of food from Healthy Food Pyramid. Carbohydrates: Such as rice, pasta, bread & potatoes. It gives our body energy we need to do our daily activities. Proteins: Such as meat, chicken, fish, beans, milk and milk products. Our body needs protein for growth, to build strong muscles and to repair damage to our body. Vitamins: Such as fruits and vegetables. E.g. Carrots, sweet potatoes are high in Vitamin A that helps to keep our skin and eyes healthy. Oranges, tomatoes are high in Vitamin C that keep our gums, teeth and muscles healthy and heal when we are
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sick or injured. Minerals: Such as milk products and eggs for calcium and shellfish and green vegetables for iron. It helps our body grow, develop and stay healthy. Fat and Sugar: Such as cooking oil, pancake, butter, chocolate. It provides our body with energy but eating too much can make us overweight and unhealthy. Water and Roughage: Roughage comes from plants. Such as fruits, vegetables, breads and cereals. It helps to move food through the digestive system. Water helps to remove waste from the body and replace the water our body loses when we breathe and perspire.

Da y 1

Elements Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared

Content Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Show the children a number of empty food packets, artificial fruits / snacks or pictures of food. Ask them to identify which different types of food they think are healthy and unhealthy. Ask them to give reasons why the food is healthy or unhealthy. Praise them for the information given and record their ideas on a whiteboard. Aaron: Our body needs food to live. The food we eat
contains substances called NUTRIENTS that provide the energy for our body to make new cells, heal, fight illness, grow, play and work. Page | 40

reading Song Listening and speaking (response to shared read) Writing task Day 1 modelled Song

MUM!!! Where are you? What is meant by NUTRIENTS MUM? Mom: Aaronyou dont have to shout. I am on the phone. Well, let me seethere are 6 kinds of NUTRIENTS: carbohydrates, proteins, vitamins, minerals, fat and sugar and water and roughage. Taking the right amount of nutrients is a great way to stay healthy. Aaron: So how do I know that Im taking the right amount of NUTRIENTS Mum? Mom: Well, the best way is through a BALANCED DIET.

Aaron:

Aaron: Huh? Sing: In the mood for healthy food Show the class the picture of healthy foods [A3 size]. Remind the class about the 6 NUTRIENTS in food from the shared reading. Ask them if they can remember them, for e.g. What does a healthy diet consist of? (ans: Nutrients) Then ask them if they can give examples of the names of foods in each group it would be good to display the poster of this information so that the children can focus on constructing an answer with correct English rather than worrying about the information. Extend the discussion by asking them questions such as, Why should we eat healthy food? etc. Refer back to their previous responses to acknowledge if their answers are alike. Encourage the children to provide full sentence answers, for e.g. We should eat healthy food to grow. Make sure that the children engage in discussion with their partner before answering the questions. By using the picture of healthy foods, model to the children the way in which they should write a short dialogue about why they should eat healthy food, for e.g. Mum : Come and eat your cereal. Waldan : But why? Mum : Well, cereal is a healthy food. You should eat healthy food so that you can play. Sing: In the mood for healthy food Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Show the class again the picture of healthy food groups [A3 size]. Then ask the children to reread the modelled writing. Remind the children again about why they should eat healthy food, for e.g. I should eat carbohydrates because they give me energy and so on. Have all the responses written on the whiteboard. Then show the class pictures of unhealthy food. Discuss with them the names of these foods and ask if they like to eat them. Lead a discussion on why we shouldnt eat unhealthy food for e.g. I shouldnt eat unhealthy food because too much of it will make me sick. After the
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Speedy sounds and speedy words Listening and speaking (intro to shared read)

Shared reading Song Listening and speaking (response to shared read) Writing task Day 2 class dictated Song

discussion, tell the children that we will be learning more about healthy food. Aaron: What is a BALANCED DIET? Aaron: DAD!!! Where are you? Mum said I should eat a BALANCED DIET. Where can I buy it? Dad: Aaronyou really like to shout! Balanced diet means taking the right types and the right amount of food from the FOOD GROUPS. So, to have a balanced diet, you must know which food that you should take every day! Dad: The FOOD PYRAMID can help you understand the 6 FOOD GROUPS. Aaron: Huh? Teachers information: Balanced Diet: is a diet that contains the right types and the right amount of food from Healthy Food Pyramid. Sing: In the mood for healthy food Provide dialogue cue cards (1) for the children to role play. Ask a pair of children to act as a dad and a child who shop for groceries in the supermarket. Sit the rest of the class to watch the role play. E. g. Zurina : Dad, can I have a chocolate? Dad : No, you cant. Zurina : But why? Dad : Well, you shouldnt eat chocolate because it is very sweet. Zurina : But why? Dad : Foods that are high in sugar can make you unhealthy. Zurina : But I like it. Dad : Why dont we go for Pasta? Zurina : Ok, I love Pasta too. Having watched a pair demonstrating this, get the children into pairs to practise it themselves. As the children become more confident encourage the use of intonation and actions. The most able children can also lengthen the dialogue. Take the dialogue cue cards (2) and paste them on the blackboard. Omit a few words in the sentences that need to be filled in by the children. E.g. Hazif Dad : Dad, can I have an ___________? : No, you ____________.
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Hazif Dad

Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 3 group writing Song

: But _____________? : Well, you _______________eat too many chips because they have a lot of fat. Hazif : ___________why? Dad : Foods that have too much fat ___________ make you overweight. Hazif : No, I dont want chips, I _____________ banana instead. Sing: In the mood for healthy food Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Show the class the dialogue cue cards again. Ask the children if they can remember about the healthy and the unhealthy food chosen by Zurina and Hazif. Next, show the class a picture of a food Pyramid. Ask the children if they have seen the picture before [from their siblings books or maybe in a hospital brochure] Encourage the children to look at the picture and to discuss the food groups. Aaron: What is the FOOD PYRAMID? Aaron: LINA!!! Where are you? DAD said I should understand the FOOD PYRAMID. What is it? Lina: Aaronyou shout a lot today! The FOOD PYRAMID shows the 6 FOOD GROUPS and the number of servings recommended for a healthy diet. Lina: The 6 FOOD GROUPS are: Grains, Vegetables, Fruit, Oils, Milk, Meat and Beans. So you must eat them to stay healthy! Aaron: Huh? Teachers information: Food Pyramid: It shows how much each type of food we should eat. Food Groups: Grains, Vegetables, Fruit, Oils, Milk, Meat and Beans. Sing: In the mood for healthy food Discuss more about the food pyramid, answering the pupils questions about it. Provide dialogue cue cards for the children to role play. Ask a pair of children to act as a waiter/waitress and a diner who wants to have his/her meal in the restaurant. Sit the rest of the class to watch the role play. E. g. Waiter Diner Waiter /Sir? Diner Waiter : Hello Madam/Sir welcome to our restaurant. : Thank you. May I have the menu please? : Certainly. What would you like to order Madam : Hmmm...What do you recommend? : How about a cup of sweet coffee and a slice of
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cake? Diner sweet. Waiter chips? Diner Waiter Diner Waiter Diner

: Well, I like coffee and cake but I dont like them : How about a cup of milk and fried chicken and : Lets see. I like milk but I dont want to eat fried chicken and chips. : Hmmm, how about soft drink and pasta? : I think Ill take pasta but not soft drink. : Grrrr...Well madam/sir, I think Ill just serve you a glass of plain water then. : That would be nice. Thank you.

You may want to divide the class in half and have one half take on the role of waiter and the other half the role of diner so that they can all have the chance to be a part of the role play, having seen it modelled to them. In groups, give the children a picture of a healthy food [from Day 1] and an unhealthy food [from Day 2]. Ask the children to write a simple dialogue about what they like and dont like from the picture cues. Provide them with the first few lines. E.g. Sham
Fatin Zaim Una

: What foods do you like and dont like? : I like oranges but I dont like chocolate.
: :

Sing: In the mood for healthy food 4 Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Show the class the picture of a food pyramid [from Day 3]. Talk about the food groups, the name of the foods and where they belong. Then, model the sentence statements to the children to emphasize the frequency of having the food, for e.g. I always eat apples, I sometimes drink milk, I never eat chocolate, I usually have bread for my breakfast and I often have chicken for my dinner. Write down the sentence samples. Ask the pupils to think about the sentences. Continue the lesson by reading the shared read. Aaron: Grains, vegetables, fruit, oils, milk, meat and beans? Oh mynone of them are my favourites yuck! Aaron: ARYAN!!! Where are you? LINA said I must eat grains, vegetables, fruit, oils, milk, meat and beans but I dont want to eat them? Aryan: Aaronyoure surely just like me. You shout all
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to shared read) Writing task Day 4 independe nt writing Song

the time! Well if you dont eat them, you will easily get sick. Your favourite foods such as fast food, crackers, chocolates, sweets and canned food are unhealthy food. So if you want to be healthy you must avoid them! However, your other favourite foods such as, apples, cereals, chicken, tuna and even low fat ice cream are healthy food. You can still eat them! Aaron: Yeah! I like to eat cereals mixed with low fat milk and fruits like raisins and banana. Yummy! Sing: In the mood for healthy food Show the class once again the picture of a food pyramid [from Day 3]. Talk about the frequency of having different foods as shown on the pyramid. Explain to the children the distinction between always, sometimes, never, usually and often. Then ask the children to sit in a circle. Pass a box containing cut out, laminated pictures of foods. Ask each child to take one picture out. Starting from the teacher, model the sentence again, for e.g. I never eat bananas. and then ask each child in turn to create a sentence by using other frequent adverbs. Every time a child takes their turn the whole class should ask How often do you eat ...? Where necessary help the children with their sentences. In their writing books, ask the children to write down sentences about the frequency of eating different foods. This can be differentiated by giving the middle ability children access to sentence openings or key words to use. The lower ability children could be given written statements with blanks. E.g. Middle ability: I_____________ eat ____________. Lower ability : I ____________ eat bread.

Sing: In the mood for healthy food Use the pictures of the healthy food, unhealthy food and the Listening food pyramid to talk about healthy food. Ask the children and questions along the way to acknowledge their understanding. speaking (recapping Higher ability children should be encouraged to create questions of their own to ask about the food pictures. & summarizi Give the children time to read written work created this week group writing and independent writing. Ask a number of ng week) Reading/sh pupils to read work aloud to the rest of the class. Use this as an opportunity to praise the achievements of the pupils and to aring talk about writing development ideas e.g. word choices, childrens complexity of sentences etc.
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writing from the week Independe nt Reading Song Writing task (comprehe nsion, cloze passage) Song

Read the shared texts from the week independently using the booklets. These differentiated texts should be given to the children according to their ability. Sing: In the mood for healthy food Provide a dialogue to the children and ask them to fill in the blanks with the correct words. Nabil : Hello Aqasha, how are _________________? Aqasha : I am ________________. Thank You. Nabil : Where are you _________________? Aqasha : I am going to the shop to buy some food. Nabil : Can I go with you to the _________________? Aqasha : Yes, you ____________________ come with me to the shop. Nabil : What do you want to ____________________at the shop? Aqasha : I want to buy some ______________. Nabil : Sweets? Oh I think eating _______________is not healthy. Aqasha : Really? But why? Nabil : Sweets contain lots of Sugar. It is not healthy to eat lots of sugar because it will make you fat. Aqasha : Oh my, what should I ________________then? Nabil : Well, you can buy cereal, bread or low fat ice cream. Aqasha : Low fat _________________sounds yummy. Nabil : It is. Come on lets buy it for us. Aqasha : Thank you for suggesting it. Sing: In the mood for healthy food

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Enrichment text Unit 3 Week 3

Hi Aina, do you know that besides taking the right types and the right amount of food from the FOOD GROUPS we also need to know how to handle our food safely and properly so that we dont get sick from bad food.

How do we handle our food properly Mirza?

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Wellsuch as all stages of food handling, whether it is preparation, processing, packaging, storage, transportation or selling food, must be carried out in a hygienic way.Clean the work surfaces before starting to prepare food. Use separate utensils, such as knives and chopping boards for raw and cooked foods. Keep raw and cooked foods separately in the refrigerator. Check refrigerator and freezer temperatures regularly. Ideally the temperature should be recorded. Cover food to prevent contamination.

Hmmnow I know. Thank you for sharing Mirza.

Week 4 Body Care

Song structure: Chorus, V1, Chorus, V2, Chorus, V3, Chorus. (song as in Week 3) Our body needs healthy food

In the mood for healthy food

Chorus :

Im in the mood for healthy food Healthy food gives us energy To fight illness, grow, play and work, And make us healthy And make us healthy! Mum, where are you? Whats meant by nutrients in food?
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Verse 1:

Well, hmmm let me see. Nutrients are a great way to stay healthy. They are proteins, carbohydrates, Vitamins, minerals, fat and water. How do I know Im taking the right amount of nutrients? Well, the best way is through a balanced diet. Dad, where are you? What is a balanced diet? Well, hmm let me see. A balanced diet is a healthy diet. A balanced diet includes Healthy bits from all the food groups. So to have a balanced diet Eat a variety of food. How do I know what the food groups are So I can have a balanced diet? The food pyramid can help you understand. Lina, where are you? What is the food pyramid? Well, hmm let me see. The food pyramid can keep you healthy.

Verse 2:

Verse 3:

It shows six food groups: Grains, vegetables and fruit, Oils, milk, meat and beans, And how much of them to eat. How do I know how much to eat So I can have a balanced diet? It shows the number of servings recommended.

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Da y 1

Elements Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 1 modelled Song

Content Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Ask the children what they usually do first once they wake up in the morning. Write down their answers on the whiteboard. Ask them why they have to take a shower, brush their teeth and wear a clean school uniform before they go to school. Try to lead their answers to keeping their body clean and healthy. Encourage them to come up with other routines. Tell them that they are going to read a few routines that they should do in order to keep their body clean, fit and healthy. BODY CARE Keep your body clean, fit and healthy: Brush your teeth. Have a shower two times a day. Always wash your hands. Wear clean clothes. Do not share personal items. Do not eat bad or food which has passed its expiry date. Exercise regularly for at least one hour every day. Get enough rest and sleep. Take good care of your eyes, ears and nose.

Sing: In the mood for healthy food


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See whether any of the answers the children gave in the first speaking and listening activity match with the facts in the shared reading. Model how to answer a question using the short form e.g. Yes I do. No I dont. Do you brush your teeth every day? Yes, I do, Do you exercise for four hours every day? No, I dont. Now write down the model questions and answers on the whiteboard. Turn to a child and ask similar questions for other routines in the shared reading. After a few times, then ask the children to ask their partner such questions. Stick the cue cards onto the board. For the modelled writing task, make use of the questions that the children used in the partner task to fill in speech bubbles for 2 characters discussing frequency of body care activities. E.g. Do you Yes I do. / No _______________________ every day ? I dont.

Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 2 class dictated Song

Sing: In the mood for healthy food Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Ask a child to show how he/she brushes his/her teeth every morning. Ask the other children to observe. The shared read should be cut into strips and Then stuck onto the whiteboard. Look at the steps together reading them and role playing the action described. As a class decide what order the steps should be carried out in. NB Cut off the numbers from the beginning of the steps so that the children have to think! 1. Place a pea-sized amount of toothpaste on your toothbrush and rinse it with water. Your toothpaste should contain fluoride. 2. Brush the outer surfaces of your teeth. Brush gently in a back-and-forth circular motion. 3. Brush the top surfaces of your teeth to whiten them. 4. Brush the inner surfaces of your teeth to get rid of the germs hidden in that area. 5. Gently brush your tongue in order to have nice breath! Sing: In the mood for healthy food Having read the shared read together a couple of times, ask the children questions relating to the information in the shared reading. The first question is whether the class got the steps in the right order earlier in the lesson. Then, ask the children about the other information in the shared reading, for e.g.
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How much toothpaste should you place on your toothbrush?, How do you brush the outer surfaces of your teeth? Make sure the children discuss the answers with a partner before giving answers back to you. Stick a picture of a boy and his mother on the board and draw speech bubbles next to them. Ask the children to give you ideas of what the mother might ask her son about body care. Provide support to the children by showing the cue card [from Day 1] to ask questions regarding todays shared reading. The dictated writing will depend on the answers provided by the class. It may be something like this: Do you brush your teeth every Yes, I do day? What do you do first when you brush your teeth? 3 Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 3 group writing Song I place a pea-sized amount of toothpaste on my toothbrush.

Sing: In the mood for healthy food Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Recap the information from the Day 1 and Day 2 shared reading prompting the children to provide as much information as possible. Read again the class dictated writing from yesterday to remind the children of the steps for brushing teeth. Then, ask the children the steps needed for having a shower or washing their hands. Role-play these actions together. Encourage the use of first, then and next when describing the steps and also encourage the children to say the steps with you you may have to model first. We should have a shower or bath two times a day. Wash our body with soap and our hair with shampoo. wash our hands after playing outside, going to the toilet and before we eat. It will get rid of the germs. wear clean clothes, underwear and socks every day. We always look best in our clean clothes. not share personal items such as, our toothbrush and handkerchief with others. It is not healthy. not eat stale or contaminated food since it may lead to stomach ache and food poisoning. exercise regularly to keep our bones and muscles strong, our lungs healthy, to help to burn fat and to provide us with better rest and sleep. get enough rest and sleep so that our bodies can grow and repair. This happens faster when we are asleep. Sing: In the mood for healthy food
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In groups ask the children to reread the shared reading and for each step to create role play actions to perform linked with what they are reading. Encourage the groups to practise using expression and intonation when they are performing the statements along with their actions. In groups, ask the children to a speech bubble dialogue between 2 friends remembering what they should do for good body care e.g.
I should shower two times a day. What else can you think of? I should wash my hands after playing. Your turn.

Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 4 independe nt writing Song

Sing: In the mood for healthy food Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Recap the information about body care so far prompting the children to provide as much of the information as possible. Share some of the group writing work that was carried out yesterday. Then, ask the children what else we would take care of. Tell the children that they are going to read the rest of the body parts that we need to look after. Caring for our eyes, ears and nose Our eyes Our eyes are our sense organs that help us to see things around us. If we do not take care of our eyes we may get blurred vision. We must have regular vision tests at school or at Optometric. Which one should we follow? Our ears Our ears are the sense organs that help us to hear sounds. We shouldnt put anything inside our ears since it will damage our eardrum. We must clean our ears regularly to keep them clean and healthy. Which one should we follow? Our nose Our nose helps us to smell. Do not put anything inside our nose. It is dangerous to do so. Use a tissue or handkerchief to gently wipe our nose. Which one should we follow? Sing: In the mood for healthy food Ask the children if they take care of their eyes, ears and nose. How do you take care of your eyes? Is it good to rub our eyes?, Should we poke things in our ears? and so on. Tell the children that they are going to play a simple game called Chinese whispers. Divide the children into groups of four [if
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possible]. Ask them to sit or stand in line with their own group. Give a card to each child who stands in front of their groups. Provide ample time for the child to memorize the sentence. Once they are ready, take the cards back and ask them to whisper the sentence to their friends who sit/stand next to them. The next child then whispers the sentence to the next person and so on. Once the whisper reaches the last child, he/she will write down the sentence. Check if they got the sentence correct. Then repeat the game with the next sentence, extending the length of the sentence as appropriate. Provide the children with sentences from the game that need them to continue in order to have complete sentences. (The words in brackets is for teachers use only) E.g. 1. Do not rub _________ . (your eyes). 2. Have your eyes checked __________. (regularly) 3. Do not put anything in ___________. (your ears) 4. Use a handkerchief to wipe ______________ . (your nose gently) 5. You need to take care of your ______________ . (eyes, ears and nose properly) Sing: In the mood for healthy food Ask the children to sit together on a mat [where possible]. Tell Listening them that today they are going to introduce themselves and and to talk with their friends about body care. The teacher models speaking (recapping the presentation first, for e.g. My name is Cg Wina. I have a shower two times a day. I wash my hands after I go to the & summarizi toilet. I do not share my personal items. and so on. Then provide the opportunity to the children to try out. It is ng week) Reading/s necessary to provide support by pasting the shared read from Day 1 to Day 4 on the whiteboard. haring Give the children time to read written work created this week childrens group writing and independent writing. Ask a number of writing pupils to read work aloud to the rest of the class. Use this as from the an opportunity to praise the achievements of the pupils and to week Independe talk about writing development ideas e.g. word choices, nt Reading complexity of sentences etc. Read the shared texts from the week independently using the Song booklets. These differentiated texts should be given to the Writing children according to their ability. task (comprehe Sing: In the mood for healthy food See how well the children have learnt and understood the nsion, body care by giving them an A4 blank paper. Ask them to cloze create a poster about body care. They can come up with as passage) many sentences as they are able to, for e.g. We should wash Song our hands after going to the toilet. and so on.
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Sing: In the mood for healthy food

Enrichment text Unit 3 Week 4

Healthy Hand washing


STAR

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1. Wet your hands with water.

6. Use towel to turn off water.

2. Wash your hands with soaps.

5. Dry your hands with single use towel.

3. Scrub backs of hands, wrists, between fingers and under fingernails

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4. Rinse your hands well.

Week 5 - Keeping Fit

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Da y 1

Elements Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (respons e to shared read) Writing task Day 1 modelled Song

Content Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Show labelled pictures of people taking part in different kinds of activities. Teacher draws circles on the board to represent healthy and unhealthy activities. Ask children to draw two circles to represent healthy and unhealthy activities. In pairs discuss which activities are healthy and unhealthy. Give each pair time to record the activities from the board into their circles. Use the instruction Place these activities in the circles to form two groups. (This structure reinforces science language the children will encounter). Ask the children How are the activities in the healthy group similar to one another? Encourage pairs to explain their diagrams to the class. Why is it important to keep fit? Being fit is very important for everyone. The fitter we are, the healthier we are inside and out. Many of the activities we do are not very active, like watching television, playing video games and playing on the computer. There are a lot of things which keep us sitting down and not moving very much. Our muscles get lazy, our heart and lungs do not work so well and we do not have as much energy any more. Altogether we become quite unhappy. People who exercise more have less illness than those who do not exercise. They are also happier people because their bodies are healthy. Sing : Refer back to the diagrams the children completed earlier. Ask Which activities do you like to do? Children can discuss in groups using the simple structure I like to . and taking turns. They may use the ideas already given, or come up with their own. Teacher then records childrens feedback on a table and asks Which activities are liked by most children? Discuss the results on the table to see if healthy or unhealthy activities are more popular. Use the structure .. pupils chose . as their favourite activity. (This supports Yr 3 maths language). Example: Activities We Like To Do Swimmi Runnin Readin Comput TV Footbal ng g g er l Writing Task (modelled): Making a Class Fitness Leaflet Show an example of a fitness leaflet. Using the shared reading and the leaflet, model how to write a short introduction for the class fitness leaflet. Eg Keeping fit is very good for everyone. If we are fit, we are healthy. An active life is a healthy life. Read together, then have the children write the introduction on their own leaflet
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template using Hold a Sentence Sing : Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Show a graph of a class set of height recordings (fictional). Ask the children to discuss the graph what is written on each axis (pupils names and heights), (what scale is used (5s), who is the tallest/ shortest etc. Ask What do you measure body weight in? Expect children to know kilograms and grams. What else do we measure in kg and g? Again, children can be given this as a partner or group activity and report back to the class on their findings, if your class is able to do this independently. Perhaps higher ability groups can work independently while the teacher works alongside lower ability. How Can We Keep Fit? (Recording) In your school you will have had your BMI measured. Those who do not exercise enough will have a body mass which is greater than those who keep fit. There are many ways we can exercise to keep fit. People have different ways that they like to keep fit. Not everybody likes the same thing. Here are some ideas on how to keep fit: walking jogging playing sports aerobics swimming jumping rope By taking part in these kinds of activities we can increase our fitness level and we feel better. Try to name another activity that we can use to keep fit. How do you keep fit? Sing: Show the children how to take their radial (wrist) pulse. Get them to write down their pulse rate after one minute. Take the children outside and have them jog around the netball court, walk up and down stairs a few times, or any activity which will cause their pulse to increase. Have them take their pulse again and write it down. Back in the classroom ask them What happened to your pulse when you exercised? Take pulse a third time after resting in the classroom again ask What happened to your heart rate when you rested after exercise? Discuss how pulse increases and decreases with exercise and rest. After playing the recording through once, you may need to replay it and stop to discuss key points. Ask the children What do you do to keep fit? Ask the children to brainstorm what
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Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading: present continuo us Song Listening and speaking (respons e to shared read) Writing task Day 2 class dictated Song

Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (respons e to shared read) Writing task Day 3 group writing Song

Speedy sounds and speedy words Listening and

they remember from the shared reading and record it on a mind map (see example) on the board. The children can now record ideas from the mind map on their leaflet template. Sing: Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Recap yesterday. Remind the children about taking their pulse and ask what happened each time. Ask children to talk to their partner about the things they do to keep fit. Do they always do the same things or do they do different things? Take feedback from pairs to see who has the biggest variety of fitness activities in the class. What Can We Do to Stay Fit? When we exercise we should try to have a good mix of the types of exercises we do. Doing the same kind of exercise all the time is not always the best for our bodies and it can get boring too! If we get bored, then we dont want to exercise anymore, but by having different activities we enjoy ourselves more. It is a good idea to keep an exercise diary and write down what exercise you did each day and for how long. Then you can have a competition with yourself to try to improve your fitness level. Start an exercise diary today! Sing: Shared reading comprehension. Ask the children: What is a diary? Why do people keep diaries? What kinds of things do people write in them? Who keeps a diary? What is an exercise diary used for? Why would you keep an exercise diary? You may want to add your own questions linked to the shared reading also. In groups children record the types of exercises they do on a mind map. Teacher may need to guide lower ability groups in this, or make mixed ability groups. Once complete, the children may transfer this onto their leaflet template on the matching page. Sing: Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Brainstorm and make a class mind map of favourite fitness activities in the class and where the children like to go to do them. When all ideas have been shared, ask children to vote on their favourite place to go to exercise. Ask Which place is liked by most children?
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speaking (intro to shared read) Shared reading Song Listening and speaking (respons e to shared read) Writing task Day 4 independ ent writing Song

Listening and speaking (recappin g & summari zing week) Reading/ sharing children s writing from the week Independ ent Reading Song

Where Can We go to Keep Fit? Really, it all depends on what you like to do! If you enjoy running or walking, then you can do that almost anywhere. A favourite place for many people is the beach where you can walk or run on the sand, or on the grass along the edge of the beach. If swimming is your favourite thing, there are many public swimming pools which you can go to. Always make sure there is an adult with you and never swim out of your safe depth! There are a lot of clubs you can join for sports. Ask your teachers because they might have some good ideas. You must also ask your parents if you want to join a sports club. Do you know what you will choose as your favourite fitness activity? Remember, keeping fit is fun and exciting when you choose something you enjoy! Sing: Roll the Ball Children sit in a circle. Teacher models the structure I like swimming better than running but I like football best of all. What do you like Amizah? Expect Amizah to choose her own activities and respond using the structure. Teacher may need to prompt children initially, or choose more able to continue the modelling until children are more confident. Repeat with a few more children, until the structure is well known. Children take their leaflet and complete the My favourite fitness activity page independently, using the structure modelled in Roll the Ball. I like better than but I like . best of all. Sing: Quiz: Group the children and ask a selection of questions about the shared readings from the week. Expect full sentence responses to questions. 1. List two ways you can keep fit? 2. What do we use to measure body weight? 3. Why is it important to choose different exercises? 4. Where can you go to exercise? 5. What is an exercise diary? These are examples. Feel free to ask more, or different questions to suit your class. Ask the children to reread their independent writing from the previous day. Encourage them to share their writing by reading it aloud to a partner and then choose some children to read to the whole class. Read the shared texts from the week independently. Any differentiated texts should be given to the children according to their ability. Sing: Cloze Activity: You may wish to omit further words for the most
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able or to omit fewer for less able. Writing Fill in the blanks with the correct words. Use the word given task (compreh once only. ension, cloze beach favourite many club important passage) public diary illness unhappy fun Song
playing sports increase jogging exercise

Keeping Fit It is very ___________________ to keep fit. If we do not keep fit we can become _________________. People who exercise have less ________________ than people who do not. There are ______________ ways we can exercise to keep fit. When we exercise we _____________________ our fitness level. Here are some ideas for exercise: ___________________, swimming, __________________ ________________ and biking.

Which is your _______________________ exercise? If we do the same ___________________ all the time we can get bored. It is a good idea to keep an exercise _________________ . Where do you like to exercise? Is it at the __________________ ? You can swim at the _________________ pool, or you can join a sports ______________. Whatever you do, make sure your ______________________ is ________________. Sing:

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Enrichment text Unit 3 Week 5

Keeping Fit
Why is it important to keep fit? Fitness is very important for everyone. The fitter we are, the healthier we are inside our bodies and out. In the modern world there are many activities which limit the amount of exercise we get in the day. We spend hours sitting down instead of moving about and playing or exercising. The longer we spend sitting around, the lazier our bodies become. Our muscles become weak and our heart and lungs become lazy. We shouldnt spend too long sitting at any one time. Our energy will decrease and we will feel tired and grumpy. We must make sure we get up and move around as often as possible to keep our energy up and our mood happy. How many times have you sat watching television and thought, How much longer is this programme on for? I am bored. This is the best time to get up off the sofa and go outside. Play a game with your brothers and sisters, or ride your bike around your backyard. Sometimes you are inside because it is too hot or raining outside. What can you do inside which can keep you fit? Have you tried doing aerobics or dancing? These are activities which get you moving instead of sitting down, and can be done in a small space inside. If you think about it, you can usually come up with something to do which gets you up and moving around. Just make sure you check with your parents first!
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Have you ever made an obstacle course? This is a lot of fun and can get all your family involved. Set up some challenges and then have a competition to see who can get through the course the fastest. You will need: an outside area like your backyard, or maybe a park some obstacles to set out for people to get past, for example old tyres, old fishing nets, wood or concrete blocks, cones a timer, for example a stopwatch family or friends Set up some obstacles in a circuit and try them out for yourself. Make sure you have a good variety, for example, crawling under a fishing net, walking along a wooden board, running through tyres, weaving between road cones. Are the activities challenging? Can everyone get around or over them? Make teams and practice racing around the obstacles until everyone is ready for the big race. Then, have a great time racing against your family and friends! You might even make medals or prizes for the fastest, the slowest, or the funniest way to get through the course.

Week 6 - Keeping Healthy

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Da y 1

Elements Speedy sounds and speedy words Listening and speaking: healthy and unhealthy bodies (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 1

Content Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Introduce the new topic, Keeping Healthy, and explain how it continues on from last weeks Keeping Fit topic. Show pictures of healthy children and children who are sick or unhealthy. Ask the children to discuss with their partner and suggest what they think is healthy or unhealthy about the children in the pictures. Place these pictures into two groups healthy and unhealthy and say why. Keeping Healthy When we are very young our parents take care of us and make sure we stay healthy but as we get older we can look after our own health and safety. There are some very simple things we can do to avoid getting sick. Do you know some simple rules for keeping healthy? (Brainstorm now with the class) Colds and flu are spread by air. If you cough or sneeze but dont cover your mouth and nose, the germs are carried into the air from your body. People around you might breathe in the germs and then they will catch your cold or flu also. It is very important to cover your mouth and nose when you cough or sneeze. When your nose runs, use a tissue to blow it and throw the tissue in the bin, then wash your hands with soap and water. Sing: In pairs: List 2 ways to avoid spreading colds and flu. Encourage children to think of more than just the shared
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modelled Song

Speedy sounds and speedy words Listening and speaking Shared reading Listening and Speaking Class Dictated Writing Song

reading ideas. Children then share their ideas in small groups. As a class ask each group to share an idea and record it on the board. Model for the children on the whiteboard how to write instructions using bullet points. Use the information shared by the groups to write instructions for avoiding colds and flu. Sing: Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Look at pictures of a variety of different foods and drinks, and different portion sizes. Then show pictures of people doing different activities reading a book, watching television, playing football, dancing etc. Display the diagram on the whiteboard and say to the children Group the foods and drinks by placing them in the spaces on the diagram. Repeat with activities. Discuss why the children placed the pictures where they did. Allow plenty of discussion without expecting correct or incorrect answers. Children should be encouraged to think outside the square. Avoiding Obesity Obesity means having too much body fat. There are a lot of different reasons why people may become obese. Here are some ways to avoid becoming obese: 1. Exercise often 2. Drink plenty of plain water 3. Eat healthy foods more than junk food. 4. Only eat what you need. Do not overeat. 5. Do not eat just because you are bored. Exercise or play instead! 6. If you feel hungry between meals, choose fruit or a healthy snack instead of chips, biscuits, cakes and sweets. Which of these things do you do? Sing: Revisit the diagram and ask children to discuss in pairs whether any of the pictures should be moved and why. They should be using complete structures eg I think football should be moved because people should play it more than playing PSP. Discuss as a class where each picture should be placed and why. Class Dictated Writing: Ask the children to give instructions for avoiding obesity. Teacher records the ideas using bullet points again and remind the children that instructions can be written this way to make them simple to read and follow. Discuss with the children how to structure the instructions in a logical way. Sing:
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Speedy sounds and speedy words Listening and Speaking Shared reading Listening and Speaking Group Writing Song

Speedy sounds and speedy words Listening and Speaking role play Shared Reading Song Listening and

Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Ask the children to talk to their partner about a time they were sick. How did they feel? What did they have to do? Did they go to school or stay home? Did they go to the doctor? Washing Your Hands: Diseases and illnesses like Hand, Foot and Mouth Disease, tummy bugs, pink eye and chicken pox are spread by touching. It is very important to wash your hands very well after you have used the toilet, before and after eating food, and after you have been playing with your friends or outside. You do not want to put germs from your hands into your mouth! Follow these simple instructions for hand washing: 1. Wet your hands with clean running water and put on soap. 2. Rub your hands together to make bubbles and scrub all over. 3. Keep rubbing your hands for 15 to 20 seconds. Sing "Happy Birthday," or "Twinkle, Twinkle Little Star," slowly while you rub. 4. Rinse your hands well under running water. 5. Dry your hands using a paper towel or air dryer. If you can, use your paper towel to turn off the tap. Always use soap and water! Practice washing hands correctly through role play. The class can read the instructions from the shared read while a group of children act them out. Repeat once or twice. Group Writing: Children work in small groups to write instructions for correct hand washing. Encourage children to use first, then, next, last, finally in their sentences instead of numbering. Remind them to use bullet points too. Sing: Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Role play: using a puppet and a group of children set up a scenario where one child is going to fall over and cut their knee. Brainstorm with the class what the children should do for their friend. Prompt with the puppet asking questions and being uncertain and worried e.g. Puppet: Oh no! Batrisyia has fallen over and her knee is bleeding! What shall we do? Class responds with ideas. Puppet and children in role play decide on which idea they will choose and act out the scene. Puppet may need to prompt more initially to get ideas flowing e.g. Should we run away? We dont want to get in trouble! Should we call the ambulance? etc (Teachers use the shared reading to get an idea of suitable answers for this activity and guide children through the role play)
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Speaking Independe nt writing Song

Speedy sounds and speedy words Song Listening and speaking: (recappin

First Aid: Sometimes when we are playing with friends or playing sports we get hurt. It is important to know what to do if you are bleeding because illnesses can spread from blood also. 1. Stop playing the game right away. 2. Put your hand over the blood and press down. 3. Get something to cover the cut, like a cotton pad, gauze, or a plaster 4. Find some clean water to wash the blood off your cut, and off your hands. Do not rub the cut, just let the water run over it to wash away any dirt. 5. Ask an adult to help you stick the cotton pad or plaster over your cut. 6. If the cut is very deep you may need extra cotton pads to press down onto it, and you will need to go to a doctor. If there is something sticking out of the cut dont press down on it. Find an adult to help you right away. Sing: Revisit the role play. Ask the children if they think they followed the correct procedure to help the child with the cut knee. Group children and have them work together, using the shared reading, to make their own short role play about the friend with the cut knee. Encourage dialogue between the children perhaps you will need to write dialogue prompts on the board for those struggling to think of their own ideas, e.g. OW! Help me! My knee is bleeding! Eeeew! Lets go away. Its yucky. No, we have to help our friend. Akmal, you go and find an adult to help us. Batrisyia come over to the tap and we will wash your knee. Put your hand on it so the blood doesnt keep coming out. etc Independent writing: Children write in their books the procedure for dealing with a cut, using the shared read as a prompt if necessary, but not copying directly. Teachers may set different expectations for different ability levels, e.g. more instructions for more able, perhaps less able have to rearrange sentences already printed and glue them in order. Sing: Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Sing: Listening and Speaking: Quiz: Why Must We Keep Healthy? Group the children in the best way for your class for the quiz. Ask these, and any other questions, about the shared readings for the week. 1. How are colds and flu spread? 2. What should you do when you cough or sneeze?
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g, summarisi ng week events) Reading/ sharing childrens writing from the week Song Independe nt Writing (summary of the week)

3. 4. 5. 6.

What does obesity mean? Name 3 ways to avoid obesity. Name 2 illnesses which are spread by touching. As a group show the correct procedure for washing your hands. 7. Why should you stop playing when you cut yourself? 8. What should you do if your cut is very deep? Ask the children to reread their independent writing from the previous day. Encourage them to share their writing by reading it aloud to a partner and then choose some children to read to the whole class. Read the shared texts from the week independently. Any differentiated texts should be given to the children according to their ability. Sing: Comprehension Questions: Using the quiz questions (enlarged and printed) ask the children to write full sentences to answer the questions in their books. For example, question 7 could be answered as You should stop playing when you cut yourself because illnesses can be spread by blood and you dont want your friends to touch your blood.

Enrichment text Unit 3 Week 6

Keeping Healthy
Instructions for Keeping Healthy How many times have you been sick this year? Often, sometimes, or are you someone who never gets sick? When we have contact with other people we can also have contact with their illnesses. That is why it is important to follow these 10 simple steps to a healthy and happy life: 1. Always eat a balanced and healthy diet. Use the food pyramid as your guide to healthy food.
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2. Always wash your hands before and after you eat, after you have been to the toilet and after you have been playing outside or touching anything dirty. Wash your hands often when you are unwell too, to keep them clean and decrease the chance of spreading your illness. 3. Always cover your mouth and nose when you cough and sneeze. If possible, use a tissue or towel to cover your mouth and nose. This catches the germs much better than just using your hands. Make sure you wash your hands after you cough or sneeze too so that you clean away any germs. 4. If you are sick, dont go to school or to the shops. Stay at home and rest. You will feel better faster and you will not spread your germs to other people.
5. Sometimes you get an illness which is very contagious. This means that it is

easy for other people to catch the illness from you. It is important that you stay home and get the right medicine from the doctor to help you get better faster. 6. Never share your drink with other people. Many illnesses are spread by saliva from your mouth and sharing drinks increases your chances of spreading illness. 7. Keep your food clean and safe. Wash fruit and vegetables well before eating them. Do not leave food uncovered on the counter. Always cover it and if you are not going to eat it, put it in the refrigerator or a covered container. 8. Sometimes we get cuts. Always wash your cut with clean water and cover it with gauze or a plaster so that the blood is covered. Wash your hands with soap when you have finished fixing your cut. 9. Get plenty of sleep, especially when you are sick. Your body grows and heals while you sleep. 10. Drink plenty of fresh, clean water. Water gives you energy and helps you to think well. Read these steps again and think which ones you do now and which ones you need to do more. If you do all 10 you are a very healthy person. If you do 5 or more you are doing well but you can improve. If you do less than 5, you can improve a lot more to make sure you stay healthy.

Week 7 Pedestrian Safety

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Da y 1

Elements Speedy sounds and speedy words Listening and speaking

Content Use a variety of ways to quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Stand the children up and walk around the room together. Explain to the children that when we walk on the streets we are pedestrians walkers. Next line half of the children up as though they are at the edge of the pavement next to a very busy road. Opposite them (as though on the other side of the road) line up the other half of the children. Ask one side, How
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(intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 1 modelled Song

will you get safely across to the other side of the busy road to see your friends? Take ideas from the class and prompt them where necessary. Answers should include: finding a safe place to cross such as a pedestrian crossing, looking left and right, listening for traffic. NB. The shared reads this week include a maths question to answer and a time for thinking and talking with a partner. The structures used within this shared read to prompt the thinking, talking and choice making are taken from maths and science structures that the children may encounter in their text books. Please therefore encourage the children to read everything in the shared read including the instructional language e.g. Next read the choices below. There are 8 pedestrians in two groups. How many pedestrians in each group? ___ One group is on the left side of the road next to the school. The other group is on the right side of the road in front of the shops. They are waiting to cross over. It is usually a busy road but there are no cars driving past now. There is a red man showing on the crossing. Think and talk about what the pedestrians must do. Next read the choices below: If the choice is safe colour the box green. If it is not safe colour the box red. Choice 1: The pedestrians must wait at the crossing until the green man is showing and then walk across. Choice 2: The pedestrians must cross because there are no cars driving past. What might happen if the pedestrians cross when the red man is showing? Sing : Having read the shared read together, including pausing for the thinking and talking midway, now spend time talking about the choices given in the shared reading and colouring the choice boxes. The What might happen if... question at the end of the shared reading can also be discussed. Encourage the children to use the structure, If...might... E.g. If they cross a car might drive quickly towards them. Modelled writing: Ask the children which choice they think the pedestrians should make. Model the writing of an opinionated explanation of the right choice. E.g. I think the pedestrians should choose choice 1. I think they
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should wait until the green man is showing. All of the cars will stop when the green man shows. When the red man is showing cars might still drive by quickly. In addition, if time permits, write about what the pedestrians shouldnt do. E.g. I dont think they should...because... Sing : Use a variety of ways to quickly rehearse the childrens Speedy recognition of sounds. Choose 5 words to show the children sounds for speedy reading practice. and Show the class the simple map which demonstrates the speedy position of the pedestrians in the shared reading. Ask the words class how the pedestrians should get to the shops. Listen to Listening the ideas the children have. Think about how much longer it and will take the pedestrians to get to the shops if they use the speaking (intro to pedestrian crossing. Encourage the children to ask the question How much longer will it take? and to correctly shared form the answer It will take 10 minutes longer. read) There are 6 pedestrians in 3 groups. How many Shared pedestrians in each group? ___ reading Song The pedestrians would like to cross a busy road to get to the shops on the other side. They would like to get Listening to the shops quickly because there are good things to and buy. If they walk for five minutes they will be able to speaking cross the road at a pedestrian crossing. They could (response to shared also cross the busy road nearer to the shops but with no pedestrian crossing. read) Writing task Day 2 Think and talk about what the pedestrians must do. class Next read the choices below: dictated If the choice is safe colour the box green. If it is not Song safe colour the box red. Choice 1: The pedestrians must cross the busy road near to the shops because they would like to be the first people in the shop. Choice 2: The pedestrians must walk for five minutes to reach the pedestrian crossing and use that to cross the road. They can then walk back for five minutes to go to the shops. What might happen if the pedestrians cross the busy road near the shops? Sing : Having read the shared read together, including pausing for the thinking and talking midway, now spend time talking about the choices given in the shared reading and colouring the choice boxes. The What might happen if... question at the end of the shared reading can also be discussed.
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Encourage the children to use the structure, If...might... E.g. If they cross the busy road they might get hit by a car. Class dictated writing: Remind the class of the modelled writing carried out yesterday. Ask the children their ideas about what they think the pedestrians should do. Write their ideas using the structure We think... Again, with time this can extend to opinions about what shouldnt be done, We dont think...because... Sing : Use a variety of ways to quickly rehearse the childrens Speedy recognition of sounds. Choose 5 words to show the children sounds for speedy reading practice. and Line the children up in pairs and tell them that they are going speedy to pretend that they are walking to school. Set the scene: You words are walking on the pavement and beside you is a road. There Listening is also another pavement on the other side of the road. and Possibly draw a simple picture of this on the board to speaking (intro to demonstrate. Whilst walking along, encourage the children to ask each other What did you do yesterday after school? shared Praise those pairs who share dialogue. Suddenly tell the read) children to stop walking! Explain that in front of them the Shared pavement is blocked because some men are digging (if you reading have drawn a picture to represent this, the road block could Song be added on). What will they do now? Take ideas from the Listening children about what they should do in this situation. and There are 10 pedestrians in 5 groups. How many speaking pedestrians in each group? ___ (response to shared The pedestrians are school children walking home after read) school. They are walking carefully along the pavement. Writing In front of them they can see some men working to task Day 3 mend the pavement. The children will not be able to group walk along the pavement ahead. There is another writing pavement on the other side of the road which they can Song use. They could also walk on the road to get around the workmen. Think and talk about what the pedestrians should do. Next read the choices below: If the choice is safe colour the box green. If it is not safe colour the box red. Choice 1: The children should stop walking and, looking left and right, carefully cross the road so that they can walk along the opposite pavement. Choice 2: The children should step off the pavement and walk along the road to get past the workmen who
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are mending the pavement. What might happen if the children are on the road and not on the pavement? Sing : Having read the shared read together, including pausing for the thinking and talking midway, now spend time talking about the choices given in the shared reading and colouring the choice boxes. The What might happen if... question at the end of the shared reading can also be discussed. Encourage the children to use the structure, If...might... E.g. If they walk on the road they might get hit by a bike. Using the examples of opinionated explanation from the modelled and class-dictated writing in days 1 and 2, children should, in groups, write about the right choice for the pedestrians from todays shared reading to make. As in day 2 they should start their explanation with We think and extend to We dont think...because... Sing : Use a variety of ways to quickly rehearse the childrens Speedy recognition of sounds. Choose 5 words to show the children sounds for speedy reading practice. and Explain to the class that you are going to ask them a speedy sequence of questions. You would like them to reply to the words questions using a polite response, either Yes please, I Listening would. or No thank you, I wouldnt. They must listen and carefully to the questions and think about whether they would speaking (intro to or wouldnt like to do what is asked of them. The children should pretend that you are speaking as a friend of theirs. Use shared of a puppet to ask them the questions would be a good idea. read) Use the picture map to aid comprehension. Shared 1) Would you like to play with me? reading 2) Would you like to go to the park? Song 3) Would you like to go on the swings? Listening 4) Would you like to sit very still at the park and do and nothing? speaking 5) Would you like to play with a ball at the park? (response 6) Would you like to read a book quietly at the park? to shared 7) Would you like to come back to my house to play? read) 8) Would you like to run across this busy road? Writing 9) Would you like to find a safe place to cross? task Day 4 10) If I drop the ball in the road would you like to run back and get it? independe nt writing There are 12 pedestrians in 3 groups. How many in Song each group? ___ The pedestrians are children. One of the children is carrying a ball. The ball drops from the childs hands
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and rolls along the pavement and into the road ahead. There are some cars driving by. The boy who dropped the ball is sad because it is his favourite ball. He wants to get it from the road. He can go onto the road to get it or he can leave it until an adult is there to help. Think and talk about what the pedestrians must do. Next read the choices below: If the choice is safe colour the box green. If it is not safe colour the box red. Choice 1: The boy must run quickly into the road to pick up the ball and then run quickly back to the pavement. It is his favourite ball and it might get squashed! Choice 2: The boy must leave the ball in the road and look for an adult who might be able to help to get it back for him. What might happen if the boy runs quickly into the road? Sing : Having read the shared read together, including pausing for the thinking and talking midway, now spend time talking about the choices given in the shared reading and colouring the choice boxes. The What might happen if... question at the end of the shared reading can also be discussed. Encourage the children to use the structure, If...might... E.g. If he goes into the road a car might drive into him. Following the pattern of writing tasks this week, the children should now be ready to write their own opinionated explanation related to todays pedestrian scenario. They should write about their opinion of the right choice for the boy to make in this situation using I think and I dont think... Higher ability children should justify their answer using because. Lower ability children can work with peer and teacher support to generate their ideas and to record them. Sing : Think about the different scenarios that have been covered in the shared readings this week. Read the following statements to the class and ask them after each one, Did he/she/they make the right choice? Encourage the children to use the question short form answer, Yes he/she/they did. or No, he/she/they didnt. 1) Syasya and her family crossed the road when the red man was showing because the road was not busy. 2) Lina walked along the pavement to find a pedestrian crossing because she didnt want to walk across the busy road.
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Listening and speaking (recapping & summarizi ng week) Reading/s haring childrens

writing from the week Independe nt Reading Song Writing task Song

3) Rafi and his sister walked in the road because the pavement was too busy. 4) When Dzul dropped the apples he was holding onto the road, he ran back onto the road to pick them up. Give the children time to read written work created this week group writing and independent writing. Ask a number of pupils to read aloud to the rest for the class. Use this opportunity to praise the achievements of the pupils and talk about writing development ideas e.g. word choices, complexity of sentences. Read the shared texts from the week independently using the booklets. These differentiated texts should be given to the children according to their ability. Sing : Using knowledge of the shared readings that the children have read and discussed this week, the children should write a list of rules for pedestrians. They should start the sentences with either You must or You mustnt. Higher ability children can be encouraged to add reasons to their rules using because. Lower ability children can be supported with pre-written sentence starters and pictures to give them ideas. They may also be able to work in a group to generate ideas with teacher support. Sing :

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Enrichment text Unit 3 Week 7

Four friends were together deciding what to do. Shall we go to the park this afternoon? asked Daniel. No, lets go to the beach, answered Nurul. Ok, thats a good idea, laughed Syami. We can walk there because there are quite a few trees along the road and so its shady. Are you sure we should walk? asked Firdaus. I dont think there are pavements along that road. It isnt so safe. Well be fine! shouted his three friends. They began to get ready to go to the beach, collecting towels, bats and balls. When they were all ready they set out. They wore their sun caps to shade their faces. At first they walked along as a group but the cars were very close. Lets walk in pairs, suggested Firdaus. Then we can be closer to the edge of the road. Stop worrying all the time! smiled Nurul We want to have a fun time!
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We wont have fun if we get hurt, answered Firdaus with a serious look on his face. Listen Firdaus. I think I remember that we should walk on the right hand side of the road so that we can see the traffic coming towards us. Its better than it being behind us, said Syami, Yes, that is a good idea. We really must be as safe as we can, replied Firdaus. The friends walked along. It was good that Firdaus had shown that he was worried because it made the friends more careful. They arrived at the beach and had a great time. At the end of the day Nuruls dad came in the car to collect the children and drove them back to their houses.
SUGGESTED WEEKLY TIMETABLE FOR THE SBA PROJECT WEEK: SUGGESTED TIMINGS FOR DAY 1 Speedy sounds Listening and speaking Shared reading Listening and Speaking Song Modelled writing Song SUGGESTED TIMINGS FOR DAY 2 Speed sounds Song Listening and speaking Listening assessment Shared reading Class dictated writing (time permitting) Song SUGGESTED TIMINGS FOR DAY 3 Speedy sounds Shared Reading Listening and speaking model Speaking assessment Writing tasks (whilst the teacher assesses children individually) Song (time permitting) SUGGESTED TIMINGS FOR DAY 4 Speed sounds Shared reading MINS 5 7 10-15 7 5 15 5 MINS 5 3 10 15 10 10-15 3 MINS 5 10 15 20-30 as above 5 MINS 5 10 Page | 79

Writing task preparation 15 Individual childrens writing 20 [assessment] Listening and Speaking 7 Song 3 SUGGESTED TIMINGS FOR DAY 5 MINS Sounds 5 Song 3 Reading Assessment 15-20 Listening and Speaking 7 Shared Reading 10 Independent Writing 10-15 Song 3

Week 8 Travel safety

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Da y 1

Elements Speedy sounds and speedy words Listening and speaking: I would like to/ I wouldnt like to (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 1 modelled Song

Content Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Introduce the new topic - travel safety. Give each child an adverbs of frequency fan to hold. Show the class pictures of different types of transport and ask them whether they use these. They should respond by finding the adverb of frequency which best describes their usage of that transport e.g. always, often, sometimes or never. It would be good to encourage the children to produce a full sentence e.g. I always travel by car. or I never travel in a bus. Modes of transport to show: car, bus, bike, motorbike, water taxi, aeroplane, school boat Sharif woke up. He was late for school! He needed to get to school very quickly. He got on his bike and went along the road as fast as he could. When he got near to the school he saw a small red car on the left.

He thought, If I pedal quickly, I can get past the car before it crosses in front of me. He pedalled very quickly but the car was faster.

He thought, I need to slow down to let the car cross in front of me. He saw Stop sign and slowed down in time to stop. The small red car crossed in front of him and then he pedalled on

Sing: Orally ask the children questions about the shared read. Encourage them to talk about the answer with a partner before asking individuals to share their response. As children answer the questions, ask them to come forward and highlight the part of the text which shows the answer, by pointing to it
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and either underlining, highlighting etc 1) Why did Sharif need to get to school very quickly? 2) What transport did he choose to get to school? 3) What did he see as he got near to the school? 4) What 2 choices did he have? 5) Which is the safest choice? Use modelled writing to demonstrate writing in the future tense. Imagine that you are Sharif, in hospital injured with a broken leg after colliding with the car. Think about the things he would do differently after this nasty experience. Use I will... e.g. I will wake up earlier. I will ride my bike carefully. I will pedal more slowly. I will look for cars near to me. etc Sing: Quickly rehearse the childrens recognition of sounds. Choose Speedy 5 words to show the children for speedy reading practice. sounds and Sing: speedy Look at a picture of a child wearing a seat belt in a car. Ask words the class, Why must the child wear a seat belt? What might Song happen if the child does not wear a seat belt? Listen to a Listening narrative recording about Ratibah and her family (the and narrative uses version (a) of the story). Ask the children some speaking simple questions about what they heard e.g. What was the (intro to name of the girl in the story? Where were her family going to? listening This is a practice for the listening assessment about to be assessme carried out. nt) Listening Assessment: Multiple choice listening. Give each Listening child a copy of the recording sheet for the assessment. assessme Explain that you will play the narrative again for the children nt to listen to and then you will read the questions from your Shared master sheet, and the options for the children to select their reading answers from. If necessary the recording may be played 2-3 Class times, especially if you have a high number of low ability Dictated children in your class. (This is not a reading assessment, so Writing the teacher will read the choices out for the children). Play Song the narrative and read out the first question and the answer options for the children to select. Allow time for the children to choose their answer by circling the letter which corresponds to their choice. Use your professional judgement to decide whether you need to play the narrative after each question, or less often. Each correct answer is worth 1% = Total 8%
1. 2. 3. 4. 5. 6. 7. 8. What day was it? What were the family travelling in? Where were the family going? Who asked the children to put their seat belts on? Who put their seat belts on? Why didnt Ratibah put her seat belt on? Where did the cat run? Who was safe?

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It was a sunny Sunday morning. Ratibah and her family were going out in the car to the beach. Ratibahs dad turned to the children in the back and said, Put on your seat belts. Ratibahs brother and sister did. Click!

Speedy sounds and speedy words Shared Reading Listening and Speaking model to prepare for Speaking Assessme nt Speaking Assessme nt Writing

a) Ratibah was too b) Ratibah also put on busy looking out of the her seat belt. When the window and she did not drove along a cat ran in put her seat belt on. front of the car. When they drove along Ratibahs dad pressed the road a cat ran in the brakes hard and the front of the car. car stopped. The Ratibahs dad pressed children in the back of the brakes hard and the car were safe. So Class Dictated Writing: the the children with was the cat! The family Ask the class to imagine that they are Ratibah, feeling sad in the hospital after being injured when she wasnt wearing her seat belt. What will she do differently next time? Ask the class for ideas. Possibly refer back to the modelled writing yesterday to remind the class of the future structure I will... e.g. I will wear my seat belt. I will listen carefully to my dad. I will sit safely in the car. Etc. Ask the class whether they remember to put on their seat belt in the car. If not ask them why. Sing: Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Anisa and her brother Rafi were in their dads fishing boat on the river. He was catching fish for their dinner. Rafi was helping his dad and was sitting beside him carefully at the side of the boat. Anisa was sometimes standing up, sometimes sitting down and moving all about the boat making it rock. Her dad said, Anisa, please stay still!

Anisa was having too much fun to stay still. She put her hands in the water and leaned over the side of the boat. Splash! Anisa fell into the water. Sadly she wasnt very good

Anisa looked at her dads worried face and sat down. Sorry Dad, she said. The boat stopped rocking they went and home after for a catching some more fish, delicious dinner.
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task Day 3 cloze passage (can take place while teacher assesses speaking) Song

Look at a picture of the scene in the boat with Anisa standing and leaning over the edge whilst her brother and father sit and fish. Ask the class, What can you see? Allow the children to come up with their own ideas. Where need be ask questions to prompt them to come up with sentences. Encourage them to produce complete sentences. Explain that you will talk about the picture with each child and that you will be asking them to tell you 4 things about the picture using complete sentences where possible. Speaking Assessment: Assess children individually as they talk about the picture which matches todays shared read. Ask the child to tell you 4 things about the picture this may relate to the story they have just heard and discussed or it may include additional observations that they make. The assessment is to see how accurately the children are speaking in complete sentences. Below is the marking schedule. As you listen to the children, mark on their assessment sheet their % score according to these criteria: 7-8% - producing the sentences with accuracy 5-6% - producing the sentences with general accuracy 3-4% - producing the sentences with the need of some support 1-2% - requiring support to be able to initiate the sentences Use your professional judgement as to which % score they should be awarded. Cloze passage and labelling writing tasks can be worked on independently whilst teacher is carrying out speaking assessment: Cloze passage (this can be differentiated to meet different abilities):
sometimes beside fishing hands down brother fun dad fell

Anisa and her _______ Rafi were in their dads ________ boat on the river. He was __________ fish for their dinner. Rafi was helping his dad and was sitting __________ him carefully at the side of the boat. Anisa was ___________ standing up, sometimes sitting _______ and moving all about the boat making it rock. Her ______ said, Anisa, please stay still!
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Anisa was having too much ______ to stay still. She put her _______ in the water and leaned over the side of the boat. Splash! Anisa ______ into the water. Sadly she wasnt very good at ______________. Labelling children who finish the cloze passage can then be given a copy of the picture to label with phrases and words e.g. fishing boat, Anisa has her hand in the water etc. Sing: Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. On a busy plane from Brunei to Singapore a young man was reading his book. The careful pilot said, We will be landing in sunny Singapore in 5 minutes. Thank you for flying with us today. We hope you enjoy your special trip to Singapore. Please open the overhead baggage lockers carefully because the travel bags will have moved around during the bumpy flight.

Speedy sounds and speedy words Shared reading (introducti on to Writing assessme nt) Writing Assessme nt preparatio n Writing Assessme nt Listening and Speaking Song

The

man

was

busy

The

man

listened

reading his funny book and did not listen to the pilot. When he got up he quickly opened the baggage pulled locker out his and bag.

carefully. When he stood up to get his bag, he saw that there were some other large bags on top of his. He gently moved them to the side and got his bag safely. He had a great time in Singapore!

Some other heavy bags were on top and fell

down Assessment preparation: Writingonto his head. He Look at a picture of a baggage compartment full of bags of different sizes and colours. Talk to the children about which bags might fall out of the compartment when others are taken out. Encourage them to create full sentences about the bags using prepositions to describe their locations e.g. The purple bag between the green bags will fall. Independent Writing Assessment:
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In dictation style, ask the children to write these 4 sentences: 1. The green bag on top of the red bag will fall. 2. The yellow bag below the big blue bag will fall down. 3. The white bag beside the small pink bag will fall out. 4. The brown bag under the black bag will fall off. Give the children time to write their four sentences. Some children will need to have support to remember what to write. There is no problem in dictating the sentences to them as it is the accuracy of their writing that is being assessed. The writing will be assessed in terms of spelling and punctuation. The first three sentences have a potential for 13 marks that is 11 correctly spelt words, a capital letter and a full stop. The last sentence has a potential of 12 marks 10 correctly spelt words, a capital letter and a question mark. So for the 4 sentences there is a potential total of 51 marks.) Awarding a percentage out of 8: 8% is given for 46 -51marks 7% is given for 40- 45 marks 6% is given for 34 - 39 marks 5% is given for 28 - 33 marks 4% is given for 22- 27 marks 3% is given for 16 - 21 marks 2% is given for 10 - 15 marks 1% is given for 1- 9 marks Refer back to the shared reading. Look together and circle all of the adjectives in the reading. Ask the children to sit with a partner and to say as much as they can about them using adjectives to describe. E.g. She is a happy girl. She has brown eyes. She lives in a big house... Sing: Quickly rehearse the childrens recognition of sounds. Choose Speedy 5 words to show the children for speedy reading practice. sounds and Sing: speedy Reading Assessment: words Give each child a copy of one version of the reading Song assessment (A-D). Try to make sure that children sitting Reading beside each other have different versions (A-D) to avoid Assessme copying. Explain to the children that they will have different nt papers to those near them. The assessments are not Listening differentiated but have different instructions regarding the and placement of the vehicles. speaking Children are to read the 4 sentences and then cut out the Shared material and place it in the correct position on the page. E.g. Reading Glue the car next to the motorbike. Independe 2% of the total 8% is allocated for each correctly placed item. nt Writing Look at a picture of a motorcyclist. Look at the clothes he is (summary wearing and discuss these with the children asking them why of the the motorcyclist wears leathers and a helmet. Talk about
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final prize motorcycles and ask the children whether any of them has giving) been on a motorcycle, perhaps they come to school on one with a parent. Do passengers on a motorcycle need to wear a Song helmet? Syafiqs older brother bought a new motorbike and a shiny red helmet. He drove the motorbike around the streets near their house. Syafiq asked his brother, Can I have a ride on your motorbike with you? His brother shook his head. I only have this helmet which I am wearing.

Syafiq said, Thats ok. I Syafiq said, Thats ok. dont need a helmet. Ill wait until my friend He jumped on the back brings his helmet here. of the motorbike and his An hour later, Syafiqs brother said, You must friend came to their hold on tightly then. house. Heres my When they drove away, helmet for you to use the bike skidded on Syafiq, he said. When some oil and crashed to they drove away, the With any time remaining discuss the shared reading with the the ground. The helmet bike skidded on some oil children to summarise. made Syafiqs brothers and crashed to the Sing: Enrichment text Unit 3 Week 8

Hadi and his family were planning their next holiday. They all had different ideas about where they wanted to go and how they wanted to get there. I would like to go to Singapore because I love the zoo, said Hadi. I also like flying on the aeroplane to get there. Well. I would like to go to Kota Kinabalu because I love the islands, replied his sister Alliah. I would like to drive there because I like looking out of the window as we go. My choice would be Labuan, said their Mum. I love to go on the boat.
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Why dont we go to Miri? said their Dad. Its not far and we could take the motorbikes. The family sat together and thought about the different choices. How would they decide? After a few minutes, Alliah had another idea. What we could do is to fly to Kota Kinabalu and we could see some animals there that would make Hadi happy. We could go on a boat to get to the islands Sapi and Manukan that would make Mum and me happy. We could also hire some motorbikes while were there and that would make Dad happy. Everyone looked at Alliah. They smiled and told her it was a great idea. Now, said Mum Lets make a list of the things we need to remember. Firstly for the plane we need our soft rucksacks so that they arent too heavy in the baggage locker. Secondly we need to use life jackets when were on the boat and thirdly we will need to hire helmets when we go on our motorbike trip. So, well have fun but also be safe too! Great! Lets get packing. The family all ran to their rooms and began to pack.

Week 9 Be Safe: Home Safety

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Da y 1

Elements Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking

Content Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Show the class some pictures of electrical sockets, bare wires, wet hands, a scene showing wrong ways to use electrical appliances safely. Ask them to look at and discuss the pictures, providing some time for the children to talk in pairs asking each other, What can you see? I can see a bare electrical wire. There is a wet hand touching the socket. Encourage the children to be descriptive in their responses. The Fire and Rescue team were at Fikris school to give a talk on safety. Awang Karim bin Selamat, an officer at the Fire and Rescue Department told the children about how to be safe in their homes. He said, Don't pull on electric cords to unplug them. Always unplug electrical appliances when they're not in use. You should never stick your fingers in a socket and never use electrical appliances when your fingers are wet, not even the light switches.
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(response to shared read) Writing task Day 1 modelled Song

He went on, In the kitchen, you should keep electrical appliances such as mixers and toasters away from heat and water. Do not place them close to ovens or the sink. If the toaster is stuck, never stick any objects into it such as a fork or a knife to get something out or it could lead to electric shock. Also, you should not put anything into a microwave without the help of an adult. Sing: Having read together the shared read a couple of times, ask the children questions relating to the information in the shared reading. Make sure the children discuss the answers with a partner before giving answers back to you. E.g. What should you do before touching electric sockets? What shouldnt you do when a toaster is stuck? Also check the meanings of the following words/phrases appliances, unplug, mixers, toasters, etc. Writing modelled:
Stick up the picture of the electrical mishap. The class will discuss the above picture with the prompt: What went wrong?

Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared

Use modelled writing to demonstrate to the class how to write narratively about the photo. The modelled writing may look like this: Sharif left the toaster and the kettle plugged in and next to the sink when he left the room. His younger sister came into the room to see if the toast was ready. It was stuck so she looked for something to use to get it out!... Sing: Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Ask the children whether they have seen a house on fire. Have they seen a fire engine? How do firemen put out fires? Ask if any of the childrens fathers are firemen. Recap information learnt in week 1 about the role of firemen. Last week, Aiman saw a fire in Kg Amo. The fire broke out at the home for foreign workers, reducing the house to ashes. The people who lived there were working at that time. The home, next to Jalan Batang Duri, was owned by a local who lived in the house next to it. The Fire and Rescue team were busy putting out the flames, with police also on hand to help keep the traffic moving. The Fire and Rescue Department was not sure how the fire had started. Sing: Ask children: Other than houses what have you seen burning? (forest, bushes) Can you list different causes of fire? How do you prevent fire from breaking out? Teacher explains unfamiliar words/phrases.
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read) Writing task Day 2 class dictated Song Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 3 group writing Song

Class dictated writing: Show the picture of the children playing with matches. The students give ideas on what they think about children playing with matches. Teacher writes the ideas down in the form of narrative. Prompt on the opening of the narrative. For example: One day Amin and his sister Amera were alone at home. He saw a box of matches Sing: Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Ask the children where they usually play when they are at home. Is it a safe place to play? Make two lists together safe places to play and unsafe places to play. Farah and her little brother were playing in the driveway of their house. She was riding her bike while her brother Hafiy was playing with his remote controlled plane. Suddenly they heard car tyres screeching. It was their fathers car, only a few inches away from Hafiys back! Their father got out of the car and hugged them. Thank God for the reverse alarm! Otherwise I might have hit you both! their father said with relief. Sing: Ask why the father was relieved. Discuss whether the driveway is a safe place to play. Look back at the list created at the beginning of the lesson and now add reasons to each of the locations written to show why the place is safe or unsafe as a place to play. Provide each group with a piece of A4 paper. Teacher provides three different scenarios for the groups to start their story on (could be typed out/written on A3 paper/manila cards one scenario per paper for e.g. Aziz was playing football in his backyard. His backyard is facing the road. Grandma Hajah Jauyah was watching him. She said Each group chooses one of the situations and continue with the safe/unsafe places to play at in the narrative way. Sing: Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Recap the end of yesterdays shared read and ask the children about what danger was presented in the story. Ask them to name safe/unsafe places to play at around the house. They use the structure The driveway is not a safe place to play at because If our house is near the road we should not play football near the road. Do not run along the walkway in kampong Ayer because... Etc.

Speedy sounds and speedy words Listening and speaking

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(intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 4 independe nt writing Song

Listening and speaking (recapping & summarizi ng week) Reading/s haring childrens writing from the week Independe nt Reading Song Writing task (comprehe nsion, cloze passage)

Jamal lived in Kampong Sungai Kebun. He liked swimming. His parents had explained to him how important it was to be careful when swimming. While his parents were away, Jamal and his two best friends Zamri and Khairul went swimming near his house. Khairul threw a beach ball at Jamal but the ball flew over Jamals head and landed quite far. Jamal swam towards the ball. Suddenly a strong wave caused by a passing boat hit Jamal. Water entered his eyes and he swallowed quite a lot of it. He almost drowned! Luckily he was able to reach the ball and held onto it. He swam back to safety. Sing: Ask the children whether they know how to swim. Have they ever been to the beach and swam in the sea? Who taught them to swim? Did anyone tell them how to be safe when swimming? What would they do if they saw a person drowning? Independent writing: Using the same narrative style as they have been practising all week, the children should independently continue a story about water safety using an opening sentence such as: On a bright sunny morning Ahmad and his friend Hadi were playing on the walkway beside Ahmads house in Kampong Ayer... Sing: Display the items used during the week. Use them to talk about Home Safety. Prompt the children so they can join in the discussion - they should be doing most of the talking. Give the children time to read written work created this week group writing and independent writing. Ask a number of pupils to read their work aloud to the rest of the class. Use this as an opportunity to praise the achievements of the pupils and to talk about writing development ideas e.g. word choices, complexity of sentences etc. Read the shared texts from the week independently using the booklets (DVs). These differentiated texts should be given to the children according to their ability. Sing: Independent writing: Picture composition. Show the set of 3-4 pictures which will be used for the picture composition. (NB There will be four sets of pictures for the teacher to choose from. Perhaps the whole class will use the same set of pictures or the teacher might give out different sets to different children.) Discuss the pictures and unfamiliar/new vocabulary that might
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Song

arise. Prompt with questions, e.g. Where is this? Who do you see? (a boy, girl, name?) What is happening on the first picture? How did the fire started? What is happening in the second picture? Who do you see? (firemen, policemen) if teacher chooses the set related to fire. Elicit as much vocabulary as possible. Tell the children that they are going to write a story using the set of pictures. Provide them with the Picture Composition template and show them where they should write below the pictures. Encourage the middle to high ability children to write as many sentences as possible for each picture. Remind them to use then, next, etc where possible. For the low ability groups one sentence per picture is good enough. Sing: song

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Enrichment text Unit 3 Week 9

Firdaus and his classmates visited the Safety Expo at the ICC last week. One of the booths they went to was the General Safety booth. This is what the officer at the booth said: Take a tour of your home with your family. Look for possible dangers. Carry a notebook and keep track of what you find. While you are on the tour, look for: Sockets with lots of plugs. Dangerous things around your home that might cause a fire such as a space heater, matches, or lit candles or fireplaces. Holiday decorations that could pose a hazard: Worn or old lights, dangling cords, multiple decorations plugged into one outlet all pose a danger. Smoke alarms. There should be one on every floor and near sleeping areas. Test them weekly and replace the batteries twice a year. How many of the above did you find? When you finish your tour, try this safety game: I Spot, I STOP! One of the best ways for you to stay safe is to keep away from dangers. Practice I Spot, I STOP! when you see any of these dangers. Take a tour around the house together and look for:

A burning candle The stove and oven The garage (or area where tools and chemicals are stored) Matches and lighters Electrical sockets Medicine The pool (if your home has one)

Your parents should keep a star chart and add a star every time you say, I Spot, I STOP! and stay away from the danger. It doesnt count if you say it, and then touch anyway! You will get a prize after you have collected a set number of stars. So, you should practice everyday safety awareness.
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Week 10 Be Safe: Public Safety

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Day Elements 1 Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 1 modelled Song

Content Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Ask children if they go shopping with their parents. Where? When? Do they enjoy shopping? Do they always stay close to their parents/older siblings?

Girl goes missing while mum shops


Monday, May 7th 2012 Yesterday an eight-year old girl was reported missing from a shopping mall. The mother of the child, Dayang Maya, said that her daughter was shopping with the family after they had their breakfast. It was at the clothes department that Dayang Maya saw that her daughter was not with her when she was about to pay for her clothes. She looked around the department store and she even called her husband on the phone to check if her daughter was with him. Unfortunately she was not. Then they went to report the missing child at the police post which was located near the shopping mall. If the public have any information regarding the missing girl, they are asked to contact the nearest police post or station. The photo of the missing girl was put on the bulletin board of the mall. Sing: Ask the children whether they have ever got lost in a shop. How does it feel when you cant see your parents/siblings? How do you think it feels for the adults you were with who are also hunting for you? What should you do if you ever feel lost? Discuss different ideas with the class. Modelled writing: Letter to parents Display the template for a letter/memo. Teacher models how to write a letter warning parents and children to be extra careful at the malls. In writing the letter, teacher asks questions to prompt the writing. For e.g. Who is the letter for? Why is the letter written? The letter may read like this(but does not have to be identical): Dear parents, Safety at shopping malls Following the newspaper report on Monday, May 7th 2012 parents are advised to be careful and alert when shopping at malls. As a community outreach programme the school is laying out some safety precautions for parents and guardians to observe.

Please make sure that you do not leave your child/children


alone. Make sure that there is at least one adult with them.

Always check on the whereabouts of your children.


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Remind children to go to the security officers at the malls if


they think they are lost Make sure your children remember your contact number so they or other people will be able to call you. The school would like to thank you for your time. Hopefully the unpleasant event will not happen again. Let us keep our children safe anywhere, anytime. Thank you. Yours sincerely The School Admin Sing: Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Have a brainstorming session with the children on what they can remember about the safety precaution when shopping at big malls/supermarkets as discussed yesterday and the steps they should take if they do feel lost. Praise those who remembered key information. Prompt with questions if the class find it hard to give ideas.

Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 2 class dictated Song

Parents advised to look after children when out and about


Tuesday, May 8th 2012. Playgrounds are often a child's favourite place to be. They provide the perfect place for games. Unfortunately, playgrounds are usually open to anyone and this can leave your child in danger if they are alone. As soon as you notice your child is missing, scan the area. Many times younger children will stop to look at something interesting like bugs, shiny thing, balloons. Look for anything that may have interested your child. If you are in a souvenir shop, look under the clothing racks or where a child may be playing hide-and-seek. If there is more than one adult available or a responsible teenager, go back to the places you have been for the last five minutes. Kids have been known to sit down when theyre too tired to go any further! Sing: Talk about childrens favourite park or playground and also whether they have been to expos. Explain expos. Elicit ideas using questions such as: What activities do you do at the playground? Do you go alone or with your family? Do you wander around without telling your parents? The more ideas the children give the better understanding they will have. Class dictated writing: For the class dictated writing task, brainstorm the ideas on ways to stay safe in a park or playground. Ask childrens own experiences of Page | 97

being at these places. The template for writing the letter for parents on Day 1 could be used but with different heading, for e.g. Dear parents, Safety at parks/playgrounds Ask the children for ideas on what to write in a letter to parents about keeping their children safe in parks. Sing: Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. Recap yesterdays safety precautions in parks/playgrounds. Show pictures of beaches and swimming pools. Talk about what the children like to do at these places. Discuss with the children ways in which they stay safe when near water.

Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading Song Listening and speaking (response to shared read) Writing task Day 3 group writing Song

School boy feared drowned in Jerudong Beach


Wednesday, May 9th 2012. A school boy who went swimming off the rocks at Jerudong Beach on Sunday is feared drowned, said the Marine Police. His clothing and backpack were left on the shore, but there was no sign of the boy. People at the beach say they saw him disappear in the surf while swimming, said Marine Police station commander Ali Zulkifli. The 11-year-old boy from Kampong Sengkurong was with his family for a picnic at the beach. There was no sign of the boy during a large sea and shore search. A police diving team will continue to look for him, said Ali Zulkifli. Y3 Times Sing: Give each child a list of statements in a table with two columns beside it entitled safe and unsafe. The children should move about the room when they meet a classmate, they should read the statement (examples are given below but you may change these) to them and ask Is that safe or unsafe? They can record the answer by putting a tally mark in the column:

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Safe

Unsafe

Swimming by yourself Swimming with an adult Swimming quite near the waters edge Swimming far out at sea Swimming in the dark Swimming in deep water if you are still learning Discuss the results found from the survey. How many children thought it was safe? How many children thought it was unsafe?

Speedy sounds and speedy words Listening and speaking (intro to shared read) Shared reading

Group writing: Display the template for the letter for parents used in the previous days. Brainstorm ideas on the safety precautions to be taken when swimming in Kampong Ayer, at the beach. These might include not swimming alone, not to go too far at sea, always obey the safety rules if there are provided. Example of letter heading: Safety at the beach/swimming pool Sing: Quickly rehearse the childrens recognition of sounds. Choose 5 words to show the children for speedy reading practice. By now, the children will have been thinking about staying safe for a number of days (both in week 9 and in week 10), how many safety facts can they think of to write on a whiteboard/piece of paper with a friend. Which pair can think of the most?

Girl found wandering alone in residential area.


Thursday, May 10th 2012. A security guard at one of the apartments in the district found a girl wandering around in the area. When asked, the Page | 99

Song Listening and speaking (response to shared read) Writing task Day 4 independen t writing Song

girl of about ten years old, told him that she was playing at a playground when a man told her that her father had asked him to fetch her. Believing that the man was her fathers friend, she followed him. When she realized that the road they took was not the way to her house, she began to panic. At a traffic light, she quickly got out of the car and ran towards the apartment block. The girls family was contacted and informed. The matter had been reported to the police by the Kampongs Community Council. Sing: Speaking and listening: Discuss what the word stranger means together. A stranger is someone you dont know. Most strangers are nice, but some are nasty and want to hurt children. What would/should they do when someone they dont know introduce themselves as their parents friends? Discuss this fully to help the children with the next writing task. The A4-size poster (in resources) could be displayed and used for discussion. Independent writing: Display the template for the letter for parents used in the previous days. Independently the children should write a letter asking parents to make sure their children are aware of things to do if they are approached by a stranger. High ability children might write the letter in full. Others may benefit from a starter such as this: Dear parents, Stranger danger Please make sure that your children are careful when approached by strangers. It would be good to talk to your child about these things to do if a stranger talks to them: Sing: Look at the pictures/photos/letter template/poster used during the week. Use the items to discuss the safety precautions they have learnt. Ask the children questions in order for them to produce the information used during the week including familiarising them with the writing genre. Ensure that the children provide most of the input. Provide positive comments and praises. Give the children time to read written work created this week group writing and independent writing. Ask a number of pupils to Page | 100

Listening and speaking (recapping & summarizin g week) Reading/sh

aring childrens writing from the week Independen t Reading Song Writing task (comprehe nsion, cloze passage) Song

read aloud to the rest of the class. Use this as an opportunity to praise the achievements of the pupils and to talk about writing development ideas e.g. word choices, complexity of sentences etc. Read the shared texts from the week independently using the booklets (DVs). These differentiated texts should be given to the children according to their ability. Sing: Writing: Use this activity to encourage the children to write independently. Give each child an A4 sheet of paper with the layout of a poster. Tell the children to write down the safety tips/precautions they find most important to them. They may choose one or more areas (Safety at the malls/Safety at the beach/Stranger danger, etc), depending on their own ability. They may include drawings if time permits (or they can take the work home and use the computer and the internet to find the pictures). The writing could be modelled first with a puppet or by the teacher, before the children work independently. Sing:

Enrichment text Unit 3 Week 10

The School Times


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Saturday, June 2nd 2012 Missing children: Safety Practices for Home, School and Community
Following the newspaper reports on missing children, the police force is actively carrying out public safety talks at schools. Yesterday they were at Sekolah Rendah Kampong Bukit. The pupils of the schools were advised on many safety practices. Pupils should: know their own names, address, telephone number and their parents names.

say no if someone tries to touch them or treat them in a way that makes them feel scared, uncomfortable or confused.

The police officer also told the pupils these things:

Pupils can tell their parents or a trusted adult if they feel scared, uncomfortable or confused.

always check with their parents or their teachers before they go anywhere or get into a car, even with someone they know.

It is more important to get out of a threatening situation than it is to be polite.

always check first with their parents or a trusted adult before accepting anything from anyone, even from someone they know.

Its okay to say no and there will always be someone who can help them.

They are strong, smart and have the right to be safe. There are boundaries to where they may go, persons they may see and things they may do.

take a friend with them when they go places or play outside.

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