PROGRAM BACAAN

HEBAT
 Program HEBAT Bacaan
PISA ( 2018 - Form 4 Students)
- Programme for International Student
Assessment ( Maths, Science and Reading)
- To evaluate the quality of nations education
system compared to the rest of the world.
- Malaysia ranked in the bottom third of
countries with Reading score below average.
- TARGET (By year 2025, Malaysia should be in
the top one-third in the world.)
 Program Bacaan HEBAT

Guide teacher to achieve effective teaching

and learning of READING.

Subsequently, improve students literacy at

secondary school level.
 Objectives
1. To improve students reading skills and
interest in reading
2. To increase students reading comprehension,
ability to evaluate various types of texts and to
encourage engagement in reading.
3.To develop students critical thinking and spirit
of inquiry in reading through creative and
collaborative project-based learning activities.
Whats in Bahan Sumber HEBAT
Bacaan?
 1. Introduction and User Guide
a) A total of 12 pages

b) Teachers may read it on your own

 2. THE 20 Teaching and Learning
Reading Units
Modules and Power point

2016 The Form 2 teachers must use Unit 1 and

3 modules.

2017 Modules must be use in Form 1, 2 and 3

2018 The Form 4 students will be sitting for PISA

 3. Teaching and Learning Guide
1 ) Reading Strategies } ONLY GOING TO
EXPLAIN THIS

2 ) Guides to Using HOTS in a reading classroom

3) 21st Century Learning Cooperative

4) PISA 2018 Draft Reading Literacy

 13 Reading Strategies
Reading Strategies UNIT (Number) , LEVEL (Beginner, Advanced, Intermediate)

1. KWLH 1 (B) , 5 (A,) 8 (I), 9 (I), 11 (I) , 14 (B) , 17 (B)

2. 5 Ws and an H 4 (B), 7(B),9 (B), 9 (A), 10 (B), 15 (B), 16 (A), 16 (B),19(B)

3. PARApicture 18 (I)

4. PARApoint 3 (A), 8 (A) , 12 (I)

5. SQ3R 1 (I) , 3(I), 5 (I) , 6(B)

6. QAR 1 (A) , 19 (B), 19 (A)

7. Reading -
Comprehension
Strategies
Reading Strategies UNIT (Number) , LEVEL (Beginner, Advanced, Intermediate)

8. QUACK 4 (A) , 11 (A)

9. ACID MARKS 2 (A), 3 (B), 4 (I), 6 (I), 7 (A), 13 (A), 19 (I)

10. RAP 16 (B)

11. C.H.A.T.T. 11 (A)

12. THRILD 11 (A)

13. Reciprocal -
Reading
 KWLH
Know Want to Know Have learned How are you going to learn
better/more ?

Brainstorm Generate During or after In case they couldnt get the

everything questions on reading, answer for their questions in
they know of what they want students answer the text, they shall think of
the topic. to know in the the questions . the other resources to find
Record it topic the answer.
below.
5 Ws and an H

WHO
WHAT
WHEN
WHERE
WHY
HOW
 PARApicture
Preview Read / Skim and Scan
Analyze Highlight the information
Read - Reread the highlighted information
Accent Draw pictures in the margin that summarize
the highlighted information

P/S: Always remember this is just an activity, teacher

needs to give follow up activities.NOT ONLY DRAWING AT
THE MARGIN.

Example : Ask students to write a short paragraph/ story

using the pictures they draw at the margin.
 PARApoint
Preview Determine type and purpose of the text
(USE THRILD) and develop focus questions to
directs one analysis while reading
Title =
Headings =
Read =
Illustrations =
Last paragraph =
Discussion questions =
 PARApoint
Analyze Highlight or circle key information
which answers predetermined focus
questions.

Review Reread the highlighted words to

determine what information you want to accent.

Accent Write down the significant information

using brief note form in the margin
 SQ3R
Survey Write down the titles, headings or
subheadings
Question Construct 5 questions based on the
titles, headings or subheadings
Read Answer the question below

Recite Share what you have learned with

your partner (Oral)
Review Write a summary on the topic
 QAR
1. Explains to students about the 4 types of
questions
2. Make students get used to the types of
questions when they are reading the
comprehension text.
3. Teacher helps students to categorize the
questions into either IN THE TEXT or IN
YOUR MIND.
Reading Comprehension Strategies
Refer to handouts

Step 1: Read and make connection

Step 2: Visualize
Step 3: Ask questions
Step 4: Infer ( Read between lines)
Step 5: Determine Importance
Step 6: Synthesize ( Create own ideas after reading)
 QUACK
Q Put an ? beside words, phrass or ideas you
do not understand
U Underline definitions
A- Place * beside important and interesting
ideas and information
C Circle examples of definitions
K Place a K beside keywords
 ACID MARKS
A Agree Step 1 : Read and place A, C, I or
D in the margin.
C- Confusing

I Interesting Step 2 : Reread

D Disagree Step 3 : Do the MARKS

MARKS
# usually the text is based on
1. Circle key opinions
2. Asterisks important # can give students some
points
3. Bracket important points writing assessment at the end
 RAP
Read Read the paragraph
Ask Questions Who or what is the paragraph
about ?
Paraphrase Put the main ideas into your own
words
 C.H.A.T.T.
Circle key words
Highlight or underline the main ideas
Asterisk supporting details
Transfer the concept to C.H.A.T.T. sheet (refer
handouts)
Teach summary statement
 T.H.R.I.L.D
As they scan the chapter

1. Write down chapter title and all sub-headings

2. Read opening paragraph briefly
3. Write keywords of main idea
4. Write brief summary of the last paragraph or
summary of chapter
5. Finally discuss questions and select three questions
they want to know more.

# chosen text must have title or headings

 Reciprocal Reading
Summarize
Teacher generates a short summary
Teacher construct main ideas / Input can also be received from the
listener

Clarify
Teacher ensures that everyone understands the vocabulary, terms or
figurative language.

Prediction
Teacher makes prediction

Respond
Students generate a written response about the passage.
 IMPORTANT*
1. YOU SHOULD NOT USE THE LESSON PLAN IN THE MODULE
BLINDLY, TEACHER MUST COME OUT WITH OWN OBJECTIVE
BASED ON THE LESSON THE TEACHER HAS PLANNED.

2. YOU DO NOT HAVE TO FINISH ALL THE STEPS IN ONE LESSON.

3. YOU CAN DIVIDE LONG AND COMPLICATED TEXT INTO

MANAGEABLE CHUNKS.

4. ALL THE MODULES ONLY CONSIST OF ACTIVITIES AND TEACHER

MUST HAVE FOLLOW UP ACTIVITIES OR PRODUCTION FROM
STUDENTS. STUDENTS CAN STILL ANSWER COMPREHENSION
QUESTIONS.
THANK YOU