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CONTEMPORARY CHILDREN

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kursus pelaksanaan program bacaan sastera kontemporari kanak-kanak bahasa inggeris tahun 6 (2006) contemporary children s literature overview & assessment – PowerPoint PPT presentation

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Title: CONTEMPORARY CHILDREN


1
KURSUS PELAKSANAAN PROGRAM BACAAN SASTERA
KONTEMPORARI KANAK-KANAK BAHASA INGGERIS
TAHUN 6 (2006)
CONTEMPORARY CHILDRENS LITERATURE
OVERVIEW ASSESSMENT
PUSAT PERKEMBANGAN KURIKULUM KEMENTERIAN
PELAJARAN MALAYSIA
2
  • CONTEMPORARY CHILDRENS LITERATURE
  • Definition
  • Childrens literature can be defined as the
    material created for and widely read, viewed
    and heard by children, that has an imaginative
    element.
  • Research shows that children learn better on
    their own, actively and in-depth about something
    via Childrens Literature
  • Childrens literature can be divided into 5
    main categories namely
  • Fiction
  • Non- fiction
  • Folktales
  • Biography
  • Poems

3
  • AIMS AND OBJECTIVES
  • Aim
  • To help pupils improve their English through
    reading simple fiction
  • To provide a continuum for the literature
    component introduced in secondary school
  • To create an enjoyable learning
    environment
  • Objectives
  • To instil and inculcate the reading habit among
    pupils.
  • To enrich pupils vocabulary and language
    content.
  • To enhance pupils thinking skills.
  • To promote cultural understanding in the
    Malaysian context
  • To improve English language proficiency of
    pupils.
  • To provide lively, enjoyable and high-interest
    readings.

4
Why was the programme launched? 1. The Cabinet
decided that Childrens Contemporary Literature
be taught in Year 4, 5 and 6. 2. To provide an
early beginning and a foundation in literature.
3. Pupils will develop an understanding of
other societies, cultures, values and
traditions that will help them in their
emotional and spiritual growth. 4. A
follow-up programme to the structured reading
programme for Year 1 and 2 pupils.
5
(No Transcript)
6
  • IMPLEMENTATION OF PROGRAMME
  • Year 6 pupils will be provided with 2 books to
    read.
  • Pupils need to read 2 books in a year
  • 1 book every 4 months
  • At any one time, pupils will have one book
    to read.
  • Implementation in the classroom books on
    rotation basis.

7
  • What is the Programme about?
  • An intensive reading programme based on 2
    prescribed texts.
  • n Texts consist of short stories and poems.
  • Every class is provided with 2 titles
  • (assuming that a pupil will be able to complete
    1 book in 4 months).
  • n Different texts for different states.

8
Titles for Contemporary Childrens
Literature Year 6 (SK SJK) 1. The Perfect
Present Marcia Vaughan (Ginn Company)
Johore Central Store Sdn. Bhd. 2. Noble Tales
Untold Sheikh Hassan Seylan Abad Abad
Ceria Enterprise 3. Dans Secret Weapon
Therese Rea (Rigby Heinemann)- Alpha Sigma
Sdn. Bhd. 4. Clever Katya Julia Donaldson
(Ginn Company) Johore Central Store Sdn.
Bhd.
Selangor, Terengganu, Pahang, Sabah Labuan
Johor, Melaka, Negeri Sembilan, Kuala Lumpur
Perak
9
Titles for Contemporary Childrens
Literature Year 6 (SK SJK) 5. The Case of
the Missing Maths Teacher Suzanne Weyn
(McGraw Hill) - Refined Contour Sdn. Bhd. 6.
Shorty Christine Rule SP Smart Resources
Sdn. Bhd.
Sarawak, Perlis, Pulau Pinang, Kedah Kelantan
Selected poems supplied by CDC or chosen by
teachers.
10
  • Requirements of the Primary School Syllabus
  • 3.0 The Skill of Reading
  • 3.10 Read and enjoy simple stories and poems and
    respond to them by
  • talking about the people, animals and moral
    values in the story or poem, and
  • relating it to ones life
  • 3.11 Read simple texts and predict outcomes at a
    level suited to learners ability.
  • 3.12 Read simple texts and make inferences and
    draw obvious conclusions

11
Benefits of having Childrens Literature Persona
l and Emotional gains Literature gives
enjoyment. It enriches their understanding of
themselves and the world around them. It develops
imagination. It helps children make sense of
their own experience. It evokes ones feelings on
issues related to life. Learning Gains It allows
children to learn new ideas and knowledge. It
adds to their understanding of concepts. It
allows children to understand cultural traditions
and values and issues in life. It allows children
to develop respect for self and others. It
encourages them to become aware of their
audience. Language Gains It helps children
develop an awareness of how language works in
communication. It helps them develop an
understanding of the meaning of words. It allows
them to experience new ways of using language
that bridges the gap between written and spoken
language. It allows them to experience the form
of narratives.
12
  • Teachers Role in Teaching Stories
  • Read story thoroughly Take note of the
  • - story line
  • - characters in the story
  • message or moral of the story
  • Carry out activities as suggested in the course.
  • Develop worksheets for pupils.
  • Plan activities that pupils can put in their
    folio.
  • Assess the work that pupils complete
    (portfolio).
  • Create an enjoyable learning
    environment by devising activities
  • suited to your pupils.

13
Preparation to teach poetry
  • Read the poem silently.
  • Ask yourself these questions-
  • - Who is speaking in the poem?
  • - What is the person feeling?
  • - What does he/she look like?
  • - How does he/she sound?
  • - What is he/she saying?
  • Think about the narrator and characters.
  • Think of how you can portray this person through
    your voice, body and facial expression.
  • Underline key words in the poem.
  • Practice reading aloud the poem.
  • Practice reading aloud to an audience.
  • Record your poem and listen to it. How can you
    improve?
  • What props and costumes could you use?
  • Remember to have fun as you perform!

14
  • Teachers Role in Teaching Poetry
  • Read the poem thoroughly.
  • Introduce the subject of the poem.
  • Read the poem aloud in class. Let pupils
  • enjoy listening to the poem.
  • Get pupils to follow along as you reread the
  • poem.
  • Have them read the poem chorally with you as
    the
  • leader keeping the voices together.
  • Discuss new vocabulary to help pupils
    understand the
  • poem.
  • As the poem becomes more familiar, use the
    text to
  • teach aspects of language.

15
  • Pupils Role
  • Read the book/ poem. Talk about the book/poem
    to his/her
  • friend
  • Complete exercises given by the teacher.
  • Get involved in classroom activities
  • Keep a vocabulary book. Write down new words
    learnt.
  • Keep a folio. Ensure the folio has the
    following
  • Table of Contents Pupils Work
  • Dates Drafts and Final pieces Reflections
  • Reflect on own learning (Self Assessment).

16
  • The Three Phases in A Reading Lesson
  • Pre-Reading
  • To introduce and stimulate interest in the
    topic To motivate students by providing a
    reason for reading
  • To provide language preparation for the text
  • To be enthusiastic about reading
  • To activate background knowledge
  • To recognise that reading gives us a lot of
    new ideas
  • To link existing knowledge to new information
  • To understand and acquire new words
  • While reading
  • To clarify content and vocabulary of the text
    To help students understand the writers
    purpose
  • To help students understand the structure of
    the text To identify important information
  • To monitor understanding
  • Post-reading
  • To consolidate and reflect upon what has been
    read To relate the text to the students own
    knowledge/interests/ views
  • To provide a stimulus for other language
    activities. To reflect on and respond to the
    text.
  • To select, organise and use relevant
    information for extended activities

17
Pre-Reading Activities
Using the CoverShow the front cover of the book
and ask for comments.Predict what the book is
about from the title/cover/chapter headings. Look
at the cover and complete three sentences about
the book. Match covers and titles. Look at the
blurb and predict the story. Using the
PicturesWhich picture in the book do you
like?Based on the pictures in the book, guess
the story line. Book Features Discuss the
layout, e.g. title, author, illustrator, blurb,
chapters, contents, captions BrainstormingTalk
about the possible theme.Help pupils to recall
any previous stories that have the same theme.
18
  • Skimming
  • Scanning
  • Jigsaw Reading
  • Information Transfer (e.g. draw diagram/
    graph/ map/ plan, complete a diagram)
  • Cloze test
  • Write/ Complete Summaries
  • Make/ Complete Notes (e.g. tree diagrams,
    mind maps)
  • Reading poems
  • aloud.
  • Story Telling
  • PLBS

While Reading
  • Sequencing Events
  • Talking about characters in the story
  • Answering comprehension questions
  • Answering multiple choice questions
  • Rebus Writing
  • Dramatization/Role-Play the events
  • Talk about good and bad characters
  • Sharing ones favourite events in the story
  • Predicting Outcomes
  • Grouping words with similar meanings
  • Vocabulary building activities
  • Grammar

19
Post Reading
  • Prepare a story map. Write the main details.
  • Prepare a concertina book of the story/poem.
  • Prepare a comic strip of the story/poem.
  • Role-play a part of the story.
  • Draw a character you like the most. Tell your
    friends why you like the character.
  • Look at pictures and tell the story.
  • Pupil to recite a passage of about 12 lines.
    Then tell the story using their own
  • words.
  • Conferencing (Questions to stimulate
    discussion-
  • e.g. What characters do you like or dislike?
    Why? What did you learn from this
    story/poem? Would you ask your friend to read
    this story/poem?
  • Match characters and descriptions.
  • Make lists of adjectives to describe
    characters.
  • Draw the story.
  • Make a collage telling the story.
  • Making book marks/ post cards.
  • PLBS
  • Characters Mobile.
  • One student pretends to be a
    character and the others have to guess who it is
  • (yes/No questions).

20
  • Make up a new ending for the story
  • Give the story a new title/ chapter headings.
  • Design a new cover
  • Plan and act out a sketch of an important scene
    in the book.
  • Draw portraits of the main characters.
  • Cut out words from newspapers and magazines for
    a word collage which gives a feeling for the
    book.
  • Draw what you believe is the most important
    idea or scene from the book.
  • Make paper dolls and clothes of the main
    characters.
  • Design a costume for a character to wear.
  • Make puppets and produce a puppet show of the
    story/poem.
  • Write a song which tells about the story/poem.
  • Pantomime a scene from the book/poem.
  • Perform a scene from the book with one person
    taking all the parts.
  • Research some real aspect of the book and
    present your newly found facts.
  • Perform a choral reading from the story/poem.
    Mime episodes from the book.
  • Character bingo names on the bingo cards,
    teacher reads out information about the
    characters.
  • Retell the story changing the point
    of view (eg I)

21
  • Enrichment Activities
  • If the characters were animals/trees/ fruit
    etc. what would they be
  • and why?
  • Think of a popular song/ film/ TV programme
    which would make a
  • good title for the book.
  • Expand on an incident in the story.
  • What happens to the characters in five years
    time?
  • Pupils role-play interviews with the characters
  • Pupils take the role of characters and answer
    questions from journalists.
  • Dramatise part of the story.
  • Relate to personal experience has anything
    like this happened to
  • you?
  • Write letters of advise to the characters.
  • Write a diary for a character.
  • Make a poster for a character.
  • Make a word puzzle using all the characters in
    the story.
  • Write a letter from one character to the other.
  • Write an introduction to the book for other
    students.
  • Write an advertisement for the book.

22
  • Make up riddles about the book or any parts of
    it.
  • Develop a word game based upon the book.
  • Write a letter to the author, particularly if
    you enjoyed the book or have a question.
  • Write an imaginary interview with the main
    character or any character of the book.
  • Make a newspaper which summarizes elements from
    the book. Include sections like sports, comics,
    business, and so on).
  • Rewrite a section of the book in a script form.
  • Select a passage or quotation which has special
    importance for you. Write it down and then tell
    why it is meaningful.
  • Rewrite part of the story as a news article.
  • Rewrite part of the book in a different time
    period- space age(future) or cavemen(past).
  • Write a chapter which tells what happened
    before or after the book.
  • Write a simplified version of the story in
    picture book form.
  • Write a review of the book.

23
PENSTRUKTURAN JADUAL WAKTU BAHASA INGGERIS
SEKOLAH RENDAH
SK TAHAP 2 (Tahun 4, 5 dan 6)
Masa pengajaran 7 waktu X 30 minit (210 minit
seminggu)
CONTEMPORARY LITERATURE
Monday
E X T E N S I V E R E A D I N G

LISTENING SPEAKING
LEARNING ENGLISH WITH THE COMPUTER
Tuesday
.
READING COMPREHENSION
Wednesday
LEARNINGENGLISH WITH THE COMPUTER
Thursday
GRAMMAR


Friday
WRITING
24
PENSTRUKTURAN JADUAL WAKTU BAHASA INGGERIS
SEKOLAH RENDAH
SJK TAHAP 2 (Tahun 4, 5 dan 6)
MINGGU 1
Masa pengajaran 4 waktu X 30 minit (120 minit
seminggu)
LEARNING ENGLISH WITH THE COMPUTER
Monday
E X T E N S I V E R E A D I N G

Tuesday
LISTENING SPEAKING
.
READING COMPREHENSION GRAMMAR
Wednesday
)
Thursday

Friday
WRITING
25
PENSTRUKTURAN JADUAL WAKTU BAHASA INGGERIS
SEKOLAH RENDAH
SJK TAHAP 2 (Tahun 4, 5 dan 6)
MINGGU 2
Masa pengajaran 4 waktu X 30 minit (120 minit
seminggu)
E X T E N S I V E R E A D I N G
LISTENING SPEAKING
Monday
.
Tuesday
CONTEMPORARY LITERATURE
READING COMPREHENSION GRAMMAR
Wednesday
(
Thursday

Friday
WRITING
26
Pentaksiran Lisan Berasaskan Sekolah (PLBS)
MODEL 1
PUPIL
TEACHER
Activity Presenting information from
non-linear forms. Instructions 1. Teacher
gives pupils a visual stimulus of family.
2. Pupil answers questions asked by the
teacher. 3. Activity can be carried out
inside or outside the
classroom. Resource Visual Stimulus
pictures, photographs, compact discs. Assessment
1. Pupil looks carefully at the picture
stimulus 2. Pupil answers questions asked
by the teacher.
27
MODEL 2
PEERS (LISTENERS)
PUPIL
TEACHER
Activity Tell story Instructions 1.
Teacher asks pupil to choose a story he/she would
like to tell the class. 2.
Pupil tells the story. 3. Activity can be
carried out inside or outside the
classroom. Resource Visual Stimulus
pictures, photographs, compact discs. Assessment
1. Pupil is given a suitable stimulus of the
story he/she has chosen. 2.
Pupil shares information about the story. 3.
Pupil retells the story.
28
MODEL 3
PEER
PUPIL
TEACHER
Activity Describe scenes Instructions 1.
Teacher appoints pupils peer. 2. Teacher
gives a list of questions to the peer. 3.
Teacher gives stimulus to the pupil. 4.
Teacher observes the interaction between the
pupil and
the peer. Resource Visual stimulus and
questions . Assessment 1. Pupils work in
pairs. 2. Pupil looks carefully at the
stimulus given. 3. Peer asks questions
prepared by the teacher. 4. Teacher awards
the score to the pupil only.
29
MODEL 4
PUPIL
PUPIL
TEACHER
Activity Give and share information Instructi
ons 1. Teacher chooses two pupils to be
assessed. 2. Teacher prepares the task.
3. Teacher facilitates the pupils.
4. Activity can be carried out inside or outside
the
classroom. Resource Visual Stimulus
pictures, photographs. Assessment 1. Each
pupil is given the same visual stimulus.
2. Teachers asks pupils to look at the stimulus
carefully. 3. Pupils describe what they
see. 4. Teachers may ask other questions
based on the stimulus.
30
MODEL 5
PUPIL
PUPIL
PUPIL
TEACHER
31
Activity Give and share information Instructi
ons 1. Teacher gives the group a visual
stimulus. 2. Teacher asks pupils to look
at the stimulus carefully. 3. Teacher
asks pupils to discuss the visual stimulus
among
themselves. 4. Teacher prompts or guides
whenever necessary. 5. Activity can be
carried out inside or outside the
classroom. Resource Visual Stimulus
pictures, photographs. Assessment 1. Teacher
explains the task to the pupils. 2.
Pupil discuss among themselves the given visual
stimulus. 3. Pupils give
relevant information and respond to
enquiries made by other
pupils in the group. 4. Teacher observes and
awards the score to the pupils in
the group.
32
PORTFOLIO ASSESSMENT
33
  • What is Portfolio Assessment?
  • A portfolio is a kind of scrapbook or
    photo album that
  • records the progress and activities of
    the program and
  • its participants, and showcases them to
    interested
  • parties both within and outside the
    program.
  • (Meg Sewell, Mary Marczak Melanie
    Horn)
  • A representative sample of a students work,
    showing
  • the range of performance and
    experience.
  • A collection of students best work or
    best efforts,
  • student selected samples of work
    experiences related
  • to outcomes being assessed, and
    documents according
  • growth and development toward mastering
    identified
  • outcomes. (Paulson, F.L. Paulson, P.R.
    and Meyer)

34
  • A portfolio provides samples of pupils work
    which show
  • growth over time.
  • As pupils reflect on their own learning
    (self-assessment),
  • they begin to identify their strengths and
    weaknesses.
  • With proper guidance, weaknesses then become
  • improvement goals.
  • The portfolio enables pupils to show quality
    work, which
  • is done without pressure and time
    constraints and with
  • the help of resources, reference materials
    and
  • collaboration.
  • Portfolios offer a way of assessing student
    learning that
  • is different than traditional methods.
    (Paulson and Meyer)

35
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36
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37
Types of Portfolio
  • Documentation Portfolio
  • - a collection of work over time showing
    growth and
  • improvement .
  • e.g. brainstorming activities, drafts
    and completed
  • pieces of work.
  • Process Portfolio
  • - includes pupils work, dates, drafts
    final pieces and
  • reflections.
  • Showcase Portfolio
  • - documents pupils best work as agreed by
    pupil and
  • teacher.

38
PORTFOLIO ACTIVITIES
39
  • Retelling the story
  • Pupils retell the story orally at first.
    Then they
  • - write
    individually - write in
    pairs/ groups - use
    drawings with a minimum of writing
    - use drawing only
  • Map a Story
  • Maps should show important parts of the
    setting. Maps should also trace the movement of
    the main characters. Pupils can retell the story
    from their map.
  • Change the Form
  • Pupils work in pairs or small groups to
    rewrite the story in a different
  • form, e.g a play, a journal, a comic
    strip, a picture book.

40
  • Role Playing
  • Children work in groups of about six. After
    everyone has heard or read the story, choose one
    person to be a character from the story. Others
    ask questions.
  • Retelling from a characters point of View
  • Discuss how the story would change if it
    was written by the bad character. Telling the
    story and then writing the story from the bad
    characters point of view.
  • 6. Character Diaries
  • Group members discuss what it would be like
    to be a character
  • from the story. They then write an account
    of a day in the life of
  • that character.

41
  • Story Grammar
  • Pupils select details from the story and
    place them under appropriate headings.

42
  • Character Self Portrait
  • Pupils assume the personality of a
    character from the story and write details under
    the heading
  • e.g. Dans Secret Weapon or Shorty
  • I am ________________ I live
    _______________ I have
    ______________ I like _______________
    I hate ______________ I wish
    ______________
  • Writing letters
  • The teacher can compose a letter to one of
    the characters. The pupils then respond
    appropriately, writing a reply as that character.

43
  • Concertina Books
  • Group Work ( Rewriting the story or
    writing a similar story)Decide how many pages
    you will need.Decide what part of the story goes
    in each pageIllustrateEither rewrite or add
    captions to each panel.Share with others as
    either shared reading or as a wall story.
  • Newspaper Reports
  • e.g. Letters to the editorPlace a series
    of advertisements for characters in the
    storyMissing person section. Write a report on
    one of the characters in the story who has gone
    missing.A reporter could interview one of the
    characters.

44
  • Semantic Webs
  • Choose a character from the storyPlace the
    name or drawing of the character in the middle of
    the page.From the story, fill in as much detail
    you can around the circle.
  • 13. Reflection Sessions
  • Ask questions to stimulate discussion.
    e.g.
  • What do you expect the story to
    be about? What characters do you like or
    dislike? Why? What did you learn from
    this story? Would you ask your friend to
    read this story?

45
Other Suggested Activities
  • Make a collage telling the story/poem.
  • Draw portraits of the main characters.
  • 3. Rewriting the story/poem in cartoon form.
  • Make a poster for a character.
  • Make a word puzzle using all the characters
  • in the story/poem.
  • Write an advertisement for the book.
  • 7. Draw/tell/write what you believe is the
    most important idea or scene from the
    story/poem.
  • 8. Make up riddles about the book or any parts
    of it.

46
  • Introducing Portfolios in the Classroom.
  • The teacher will need to present the idea of a
    portfolio to the classroom. It is a good idea to
    show the pupils examples of portfolios prepared
    by other classes.
  • Inform the pupils how much weight the
    portfolio will have in their final grade.
  • Teacher needs to tell pupils that drafts and
    reflections will be put in the portfolio and
    explain how the portfolio will be graded.
  • The portfolio may be due only at the end of the
    semester, but teachers need to give feedback so
    that pupils know whether they are on the right
    track.
  • To ensure that the portfolio shows the pupils
    own work, some exercises can be done completely
    in class.

47
  • The Portfolio Contents
  • Table of Contents
  • Entries - both core (items students have to
    include) and optional (items of pupils
    choice).
  • Dates on all entries, as proof of growth over
    time.
  • Drafts of written work and revised versions
  • Reflections Pupils can reflect on the
    following
  • What did I learn from the lesson?
  • What did I do well in?
  • What do I want to improve in my work?
  • What were the problem areas?

48
CRITERIA FOR GRADING PORTFOLIO
Accuracy of Information Connections to Other
Subjects Creativity Developments of
Process Diversity of Selections Evidence of
Understanding Following Directions Growth and
Development
Knowledge of Content Multiple Intelligence Origina
lity Quality Product Reflection Visual Appeal
49
Model 1 General Scoring Rubric
Response to Readingamount of informationaccuracy of informationselection of information Management of Contentorganization/focusdevelopmentaccomplishment of task Command of languagesentence structure/varietyword choicesgrammar/usage/mechanics
The information used is accurate and relevant to the task clearly organised The ideas flow logically from beginning to end. The response successfully fulfills the task. Sentences are correctly written, and they display variety. Few if nay errors in grammar, usage, or mechanics are present.
Some minor inaccuracies may appear. Some of the information selected may be irrelevant to the task minor organisation flaws Ideas flow logically through most of the response. Sentences are correctly written but lacking in variety. There may be some errors in grammar, usage, or mechanics.
It may contain frequent or serious inaccuracies. Irrelevant information from the passage may outweigh relevant information Disruption in the flow of ideas may be frequent The response may only partially fulfill the task. There may be several errors in sentence structure, and little variety There may be several errors in grammar, usage, or mechanics.
The response may reflect serious misunderstanding of the passage The ideas do not flow logically. The response does not fulfill the task. There may be many errors in sentence structure. There may be many errors in grammar,usage, or mechanics.
4 3 2 1
50
Portfolio Assessment
  • Model 2 Rating Criteria
  • 5 (Excellent)
  • Vocabulary is good
  • Ideas are expressed clearly
  • Minor errors in spelling and punctuation
  • 4 (Good)
  • Vocabulary is adequate
  • Ideas are expressed but at times there is
    a break down of meaning.
  • Some errors in spelling and punctuation
  • 3 ( Average)
  • Vocabulary is simple
  • Meaning is frequently not clear
  • Spelling and punctuation and word order
    errors.
  • 2 (Weak)
  • Vocabulary is limited and repetitious
  • Meaning is unclear
  • Spelling, punctuation and word order errors
    disrupt communication
  • 1 (Very Weak)
  • Responds with a few isolated words
  • No complete sentences are written
  • Meaning is very unclear
  • Errors cause serious disruption in
    communication

51
Samples of Pupils Reflection
Changing Days12/8/05From worksheet A, I learnt
about the cover. I learnt about the title, the
writer and the people in the story19/8/05Todays
lesson, I learnt about the place of the story. I
like the place because it is a jungle.26/8/05I
feel sad for the king and queen. They have no
children. But, they are happy with baby Taming
12/8/05Today I learnt about the writer and the
things on the cover of the book. I dont know
the ISBN number. 19/8/05 Today I learnt 5 words-
jungle, canal, worries, kingdom, queen 26/8/05I
like this worksheet. I can fill in the blanks
correctly
52
ReferencesRees D Raison G Shortlland-Jones,
B Baraaatt-Pugh Sinclair,ADewsbury,A and
Lambert, S (1997) Reading Resource Book.Rigby
Heinemann Education Department of Western
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