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INSTRUCTIONS
 Do not copy the assignment question and instructions to your answer.
 Prepare your assignment answer following the layout of the ASSESSMENT
CRITERIA shown in the RUBRICS provided for the course. Where RUBRICS are
not provided, follow the instructions/guidelines specified by the Open University
Malaysia (OUM) for the assignment concerned.
 Your assignment should be written according to the number of words outlined
in the assignment instruction EXCLUDING references.
 Type your answer using 12 point Times New Roman font and 1.5 line spacing.
 Show the number of words at the end of your assignment.
 Tables and figures where provided, should be appropriately titled.
 List your references separately in the APPENDIX page.

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Part A

The term “emergent reading” is derived from “emergent literacy” and is used to advocate
that the development of reading starts early in a child’s life instead of school years. The
emergent literacy includes both reading and writing components. The concept “emergent
reading” emphasizes the developmental continuum aspect in learning to read, and
advocates the importance of reading.

Reading is a complex process involving multiple regions in the brain communicating

with each other to facilitate effective reading. Learning to read can play an important role
in academic success. Emergent reading consists of the skills, knowledge, and attitudes
that are presumed to be developmental precursors to conventional forms of reading and
the environments supporting these developments (e.g., literacy environment, shared book
reading, etc.).

For emergent literacy development, shared book reading is considered mostly powerful
because its context is meaningful, interesting, and motivating for preschool children
(Watkins & Bunce, 1996). Research has typically found that shared reading experiences
are highly beneficial for young children in facilitating enriched language exposure,
fostering the development of listening skills, spelling, emergent reading comprehension
and vocabulary, and establishing essential literacy skills.

Preschool environments are important for children’s emergent reading experience and it’s
one of the factors affecting student learning. Simply put, students learn better when they
view the learning environment as positive and supportive (Dorman, Aldridge, & Fraser,
2006). Studies have identified that aspects of the curriculum, the classroom environment,
teach child interactions, and teaching practices within the classroom are related to the
cognitive ability and achievement of young children.

Teachers play important role in emergent positive reading attitudes in young children by
presenting the classroom environment as learning centers with designed the classroom
library. A great library includes a variety of books: fiction, nonfiction, alphabet books,
number books, nursery rhymes and resource books to develop their interests. Teacher
may organize classroom libraries by giving consideration to use space to create cosiness
as well as individual space so that reading can take place. Incorporating bookshelves,
partition and comfortable furnishings are important in developing young children’s
reading skills.

Literacy-rich environments can be individualized to meet student's needs; teachers are

able to create both independent and directed activities to enhance understanding of
concept of print and word, linguistic and phonemic awareness, and vocabulary
development.

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From the atmosphere and decor of the classroom to interactions with peers and teachers,
every element of the classroom is designed to allow students with disabilities explore the
elements of literacy. The literacy rich environment not only emphasizes the importance
of reading, but it does also encompass writing and speaking in the learning of all
students. Gradually, the interaction shows the progress of reading development skill in
young children through the preschool environment.

Educators can integrate early literature learning into the classroom is through several of
techniques that can be used to create interest and enthusiasm in young children especially
in the context of learning English as a second language.

Interactive storybook reading is the method when teacher use to reading aloud to the
children. Reading aloud has maximum learning potential when young children have
opportunities to actively participate and respond (Morrow & Gambrell, 2011). This
technique developed the language and literacy understanding of children who begin
school with limited storybook reading experiences. Another option is to read a book
aloud in English or listen to an audio book in English and then talk about the story with
the children in whatever language feels most comfortable.

Dual-language books also were used in preschool for shared reading material. Reading
dual-language books with young children role as part of teaching English as second
language. Shared book experience strategy was devised by Holdway (1979) whereby
enlarge print, repeated reading and increase pupil’s participation are used to create whole
class storybook reading session. The appropriate selection of books by the teacher should
contain predictable storyline, structure, rhyme, rhythm, repetition elements and
interesting illustration to enhance the story. The selected book would then have to be
copied and enlarged which is also known as the “Big Book” version. Then the teacher
would point to the words (large print) as he or she reads and encouraged the children to
read along.

Therefore, storytelling is a useful tool that teaches interest and excitement in young
children to get engrossed in the story in a variety of ways. A storyteller would be able to
maintain eye contact with young children and give opportunity for the teacher to be
closer to the children without having book between them. A good storyteller has the
potential to capture the young children’s interest in listening to the story by using strong
vocal skills with variety of intonations, pitch and volume. The body language of the
storyteller also creates enthusiasm and fun among young children.

Sharing book with children provides rich opportunities for both receptive and expressive
language development that contributes not only to oral language development but to
literacy as well, (Otto, 2009). Shared reading between teacher and children attribute to
improvement of language skills and vocabulary knowledge.

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Reading to children can prove to be the perfect medium to pass on the lessons of life and
make a child more proficient socially and emotionally. Encouraging these values helps
the children to communicate well, work well with classmates and manage emotions.

Instead of that, shared reading a book provides a calm environment to children in discuss
issues, problems, fears and joys. Reading to young children affects their brain activity
and promote their early reading skills. Research shows that specific areas of the brain are
affected when young children have reading exposure at an early age. These areas are
critical for literacy skills development.

Interactive book reading encourage the young children respond to books orally and also
strengthen through role-playing and improvising too. When the teacher reads aloud,
children have the opportunity to hear the rhythm, flow, and variety of book language
giving the children an increased vocabulary, complex language, improvement and
comprehension skills. Instead of that, reading aloud also promotes enjoyment and build
positive disposition among young children.

Gradually, sharing book with young children it’s really important as part of the literacy
development component. Their involvement in the learning activities that lead them to
read, learn critical concepts of practical use of print, acquire the feel of learning and
begin to identify themselves as readers. Through this medium the children not even learn
to read and write but they were exposed to the language development too.

Sharing book with young children is an extremely powerful instructional strategy that
rich with beneficial exposure that leads them to engage with reading skill development.
It’s important to create multiple opportunities for children to independently engage in
reading experiences, based on their interests, and at their own pace.

An early childhood educator play important role to integrated the young children to
reading development skill as they start preschool time when step into the classroom.
Literacy rich environment is one the biggest contributor as a learning agent to the
preschooler.

Interaction of the sharing book as a learning material in classroom is one of the

component attribute to emergent reading. Close observations of young children learning
to read suggest that they thrive on the richness and diversity of reading materials and on
being read to aloud. In fact, these early experiences feature prominently in the histories of
successful readers, those children who not only know how to read but choose to read for
learning and pleasure. - Neuman and Bredekamp (2000, pp. 22-23).

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Sharing book with young children learner attribute to the positive development in
educational curriculum in preschool and reflect them to lifelong readers. As children start
explored the element that had been introducing to them through learning activities in the
classroom. Instead of that parent also play an important role to young children in reading
development process as pre-literacy started from home before preschooler
stages.Children with pre-literacy experiences showing more differences with children
who weren’t.

1339 words

5
Part B

English Lesson Plan (Shared Reading with “Big Book”)

Class Name : Bestari Preschool   Age : 6 years old

Number of student : 25 Students Time : 8.45-9.30 (45 Minutes)

Date      : 18 February 2019

Subject    : English Language

Theme         : Animal

Focus : Reading Skills

Learning Material: Big Book, Riddle Card, Mask and

word card.

Learning Objective  : By the end of the lesson, students will be able to :

i. Retelling the story back from what they heard with use of simple and clear sentence  
ii. Role play acting of the character based on the situation with guidance from teacher 
iii. Read few sentences from the story with correct pronunciation and intonation  with
guidance from teacher
Iv. Play roles according to the situation using suitable language for the animal character.

Knowledgeable: Students had experienced with animals story

Moral: Confident, Brave, Pay attention, Follow instruction, Humble, No selfishness value, Respect
each other.

6
Step & Learning Content Learning And Learning
Time Teaching Activities Material/Remarks

Introduction 1.     Teacher Learning :

showing a riddle
Inductio Example of riddle: -Student daily
question card and
n Set (5 experience
-I have short feet’s with student trying to
Minutes)
strong shell; people always guess the correct Thinking Skills:
use my name in any slow answer.
- Generate an idea
situation, Guess who I am?
2.   Then teacher
- Critical thinking
showed the mask to
the student. Learning Material :
-I have long ears and teeth
like a plank, I can run fast  3. Teacher giving - Riddle Card
and carrot it’s so yummy for explanation and - Mask
me! relates the riddle
question card and
Guess who I am?
mask with the tittle
of the story and
learning content that
will be learned on
that day.

Objective

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Step 1 Story Telling : 1.    Teacher story Student able to
about a Rabbit and retelling the story
(10 - Tittle of the Story :
Turtle using story from what they
Minutes) - Rabbit And Tortoise
book with “Big heard with simple
Book “creation. and clear sentences

2.    Teacher having Learning Material:

question session Big Book
with student about
the content from the
storytelling.  

Objective :

Step 2 Reading the sentences with 1.     Teacher guides  Student able to

correct pronunciations and the student in read with correct
(10
intonation :- reading every pronunciations and
Minutes)
sentence in the story intonation.
1. The tone is not flat.
with appropriate
2. Correct intonation. Learning Material:
intonation in class,
3. Standard mention. Big Book
group or individual.
4. Stop in place of
comma and full stop. 2.    Teacher corrects
the spelling and
pronunciations of the
student. 

Objective :

Step Role play of acting 1. Teacher teaches Student able to

the student to play the character
3 - Compared and
compare and based on the
differentiate the
(10 differentiate the situation with
behavior of rabbit and
Minutes) behavior of rabbit
tortoise.

8
 and tortoise by teacher guidance.
simulation in a
Thinking Skill:
group.
Compare and
2. Acting as a rabbit differentiate
and tortoise.
Learning Material:

Mask

Objective :

Step     Learning Summary    1.    Teacher Student able to

creates a summary choose the correct
4 1. In life we have to be kind
for the whole word card.
and humble. Don’t ever
Closing learning and read
being arrogant. Thinking Skill:
aloud the positive
(10
moral value from the Critical thinking
Minutes)
story using word
card.
2. We have to be patient in Learning Material :
  
any matters.
Word Card
2.  Teacher asked the
students to pick a Positive Moral
word card with good Value
moral value in a
-Always be a
feedback session that
humble person
can be learn from the
whole learning -Avoid selfishness  
activities.
-Respect each other

Reflection

9
At the end of the lesson, there are 22 students from 25 students who were reached the
objective. The students who weren’t reached the objective will be given more
reinforcement exercise. The using of Big Book, Riddle Card and Animal Mask as a
learning material helps the students in showing their interest. They gave the attention
during the lesson with listened and followed the instruction very well.

Initially, class situation was under controlled until the midst of activity, but then it turned
a bit out of line while role play acting activities. Students showed their critical thinking
during riddle card questions even they answered wrongly. These activities encourage
student interest to learn and actively involved in the learning process.

Almost all of the student enjoyed and participated well during the storytelling session and
role play of acting. Students able to retell the story from what they heard and read the
sentences from the story book with correct pronunciations and intonation with teacher’s
help.

Students enjoyed and able make a comparison between rabbit and tortoise character
through the role play of acting activity. During reinforcement exercise only three student
who can’t picked the correct word card of rabbit and tortoise characters.

At the end of the activity, teacher makes a summary about the whole lesson and having a
question session with students. Teacher explained about the positive moral value that can
be learnt from the whole story. This is one of the positive reinforcement to the student.

Through this language and skills activity, there is some weakness element that can be
observe where teacher need to have a comprehensive planning to ensure all the children
involve well and had their opportunity in showing the skills to the others. The most
important thing through this teaching and learning process, teacher able to observed and
experienced the student’s behavior and interest in literacy development process especially
in reading skill.

Student needs more exposure to communication and language activity to emergent their
reading skills development.This learning activity encourage them to actively participate

10
and communicate each others especially during role play of acting.They was really
enjoyed and showing their excitement with the activity.Overall, using “Big Book “ as a
learning material was succeed in encouragement of reading skill.

Learning Material Evidence

Induction Set

-Teacher showed the Riddle Question Card and Animal Mask to student and guess the
correct answer.

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Step 1

-Teacher tells a Rabbit and Tortoise story using Big Book version.

12
Step 2

-Teacher guide the student to read the sentences with correct and clear pronunciations
and intonation in class by group and individual .Teacher also correct the spelling and
pronunciations.

13
Step 3

-Teacher guide the student to compared and differentiate the characters of Rabbit and
Tortoise through the role play of acting activity.

Step 4

-Teachers make a summary from the whole story.

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15
STEP & LEARNING LEARNING LEARNING

TIME CONTENT AND MATERIAL/REMARKS

TEACHING

ACTIVITIES

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