Peneraju Pendidikan Negara

YEAR 2

CONTENT & LEARNING

STANDARDS
CONTENT STANDARD

LEARNING STANDARDS

4.1 By the end of the 6year primary

schooling, pupils
will be able to
enjoy and
appreciate rhymes,
poems and songs,
through
performance.

4.1.1 Able to enjoy action

songs
and jazz chants
through nonverbal response.

4.1.2 Able to sing action

songs
and recite jazz chants
with
correct pronunciation,
rhythm and
intonation.

CONTENT & LEARNING

STANDARDS
CONTENT STANDARD

LEARNING STANDARDS

4.2 By the end of the 6-year 4.2.1 Able to respond to:

primary
schooling
a. book covers
pupils will be able to
b. pictures in books
c. characters
express personal

response to
literary
with guidance.
texts.

CONTENT & LEARNING

STANDARDS
CONTENT STANDARD

LEARNING STANDARDS

4.3. By the end of the 6year

primary
schooling,
pupils
will be able to plan,
organize
and produce creative
works
for enjoyment

4.3.1 Able to produce

simple
creative works with
guidance based on:

a) action songs
b) jazz chants
c) stories

4.3.2 Able to take part

with
guidance in a
performance
based on:
a) action songs
b) jazz chants
c) stories

Language Arts
The language arts module is a

culmination of the whole weeks lessons

comprising listening and speaking,
reading and writing.
It provides an opportunity for children to
have fun and use the language to express
themselves creatively.
Basically, its show time for pupils to
produce creative works and to perform
using their creative products.

Suggested ideas and

activities
Reciting nursery rhymes
Reciting poems
Jazz chanting
Sing
Role-play
Making booklets
Making simple puppets
Making masks
Playing language games

Why teach nursery rhymes,

poems and jazz chants?
Research shows that early learning of nursery

rhymes and rhythmic poems, songs, and chants

significantly enhances early reading skills and
phonemic awareness. Phonemic awareness is a
strong predictor of a child's reading success.
Phonemic awareness can be developed in
children by providing them with fun, rich
language experiences that encourage active
exploration and manipulation of sounds through
rhymes, poems and jazz chants. These activities
lead to significant gains in subsequent reading
and spelling.

Jazz Chant 4.1.1, 4.1.2

All
:
Teacher:
Pupil
All
Pupil
All
Pupil

:
:
:
:
:

COOKIE CHANT
Who stole the cookie from the cookie jar?
Sally (name of any pupil in the class) stole the
cookie from the jar.
Who, me?
Yes!
Couldnt be.
Then, who?
Rama stole the cookie from the jar.

* Repeat the chant as long as desired, using names of pupils from the class.

SONGS 4.1.1, 4.1.2

Who wants to be a cuckoo?

Who wants to be a cuckoo?

Who wants to be a cuckoo?
Who wants to be a cuckoo?
Oo-oo, Oo-oo
I want to be a cuckoo
I want to be a cuckoo
I want to be a cuckoo
Oo-oo, Oo-oo
Adapted from Jolly Phonics

Group discussion
1. How can the jazz chant or

action song be carried out in

class?
2. What can you teach from the

jazz chant and action song?

Creative Works
Making booklets
Suggested book ideas:
Stick and elastic booklets
The hotdog booklet
Accordion book
Flip-flap books
Ideas for language arts

Creative Works
Puppets
Finger puppets
Sock puppets
Glove puppets
Stick puppets

FINGER PUPPETSGLOVE PUPPETS.doc

Masks
Paper masks
Paper mache masks
Paper bag masks
MASKS1.doc

References:
Fyke, Laurie and Sinclair, Kerrie(2005), Jolly

Phonics, United Kingdom.

http://www.ifayed.net/Main_Folders/Resources/
SPEER_02/TEAS_CH4.PDF