PEMANTAPAN PEDAGOGI BAHASA

INGGERIS TAHAP 1
2015

LEARNING DIFFICULTIES ( LD )

Attention deficit & Hyperactivity disorder

Blindness / Deafness
Dyslexia- common learning disorder
Autism- develop learning disorder

4 Strategies For LD

Classroom arrangement

Repetition
Review
Scaffolding giving simple instruction/
clue/ guidance

EMERGENT LITERACY
Literate = the ability to read and write
Concept :
Children gradually come to understand that printed language
has meaning. ( logo, symbol )
Occurs over time and grows with more exposure and
immersion.
Develops along a continues and acquire literacy skills in various
ways and at different ages.
Children are in process of coming literate.
A dynamic relationship exists among the communication skills :
interrelated and develop concurrently.
Child must master a set of basic skills.

Basic Reading and Writing require

competence
:
1. Phonemic awareness
2.
3.
4.
5.

Vocabulary development
Fluency
Comprehension
Phonics

Pupils have difficulty developing

basic reading skills :
1.Decoding skills
2.Comprehension skills

How does the classroom look like ?

1.
2.
3.
4.
5.

Lots of Talk.
Lots of Writing.
Lots of Reading.
Lots of Play.
Lots of planned, systematic, direct and explicit instruction.

The Obvious
Ones
: : regularly, meaningful, not monotonous.
1. Repetition
2. Supportive and affirming ( the emotional component ).
3. Handling Books : handle with care and respect.
4. Modeling and give examples.
5. Modeled, shared, guided and independent reading and
writing.
6. Scaffolding.
7. Homework.

Scaffolding Strategies :
Show and tell ( what you want pupils to do, show the finished
product ).
Activating or Tapping into prior knowledge ( offer hints,
suggestions, lead them to the connections step by step ).
Pre-teach vocabulary.
Give time to process new idea and information.
Use visual aids.

LISTENING & SPEAKING

Careful on the final sounds, dont drop it :
book ; hand / hen ; watches
Pronunciation
Speak slowly and clearly
Use video clips, audio books / teachers voice :
songs
comprehension check
Board Slap : sounds / words, definitions.
Body to Body ( 2 pupils ): head to head, hand to
hand, shoulder to shoulder.

Simple Speaking ( How to start the

conversation ? )

1. Introduce the vocabulary with complete questions and get

answers in full sentences.
rice cheese bread fish chicken ( or with picture )
T : What is this ?
P : This is a / an ________________.
Teacher points the word and drill pupils to say at least 3
times.
T : What do you like to eat ?
P : I like to eat ______________. ( x 3 )

2. Ask pupils make in pair. A pupil ask Q and B pupil answer Q.

ACTIVITIES

Fun activity for teachers

1. Number 1 100
2. Two colours
3. Two adjective words
4. Occupation
1. The man/ woman of my dreams is ( ) years old. 2.
He / she has ( ) hair. He / she has ( ) eyes. 3. He /
she is ( ) and ( ). 4. He / she is a (
).

I play with my puppy, he loves it so

much. Hes wriggly, he licks me, hes
silky to touch. Hes perfect when out
with just me, or a group.
He tugs on my toys, and runs round in
a loop. In November when cold, or
August when hot. He just wants to
play, he just doesnt stop !

Listening and Speaking Activities

( a ) Board Slap
Divide pupils into 2 groups. Teacher pastes word cards on the
board. Teacher says a word, pupils quickly run to the board
and slap the card. Teacher will take out the card and give to
the pupil who slap it. The group which collected the most
cards is the winner.
( b ) Bingo
Teacher shows a text, pupils choose 5 or more random words.
Teacher will read out the words, pupils hear their words they
cross them off. The first pupil to cross off all their words must
say BINGO . He/ She is the winner.
or

Teacher writes 15-20 review words on the board. Pupils make

a 3x3 grid and select any 9 words to put in the grid. Teacher
says a riddle or uses the word in a sentence ( x2 / x3 ). Pupils
who have identified the word cross them off. The first pupil
who get BINGO is the winner.
( c ) Cut / I Caught You / Clap / Hit table
Show a text/ refer to the textbook, tell pupils that we are going
to play a listening game together called Cut . Instruct the
pupils to call out Cut when you read the wrong word.
Teacher chooses an obvious word if possible but DO NOT
stress the incorrect word.

READING
1. Teach necessary vocab.
Relevant for learning skills / objectives.
Essential for pupils to know to comprehend the story.
2.

Introduce the vocab.

Necessary vocab.
Elicit.
Model and drill.
Have pupils write in the exercise book.

3. Getting ready to read.

4.

Focus activities / predicting.

Focus attention.
What might the story about.
Show visuals.
Ask them if they know the story.
No wrong answer for the predicting.
5.

Scanning.
Have pupils look for specific information.
Learning objective.
Find the answer. NO READ. Quickly find answer, dont read.
Ask prepared questions through the text.
Q 1 : early in the text.
Q 2 : later than Q 1.
Q 3 : later than Q 2
( Pupils have seen the whole passage. )

6.

Time to read.
Classroom attention.
Use the finger / card.
Environment ( class ).

7.

Reading aloud.
Read at an appropriate pace.
Read naturally.
Do not break sentences.
Read aloud does NOT aid comprehension.

8. During reading.
Read one sentence at a time..STOP ! manageable
learning segment.

9. Ask questions.
About the one sentence youve just read.
Focus on learning objectives.
10. One and Done ?
Texts should be read multiple times.
Read and listen.
Read and follow.
Read and answer.
11. Post reading activities.
12. Answer questions.
Look at the Activitybook. What questions do pupils need to
answer. Ask them before they write.

13. Discussion.
Does the story allow pupils to draw a conclusion ?
14. Pupils opinions.
Did you like the story?
What did you not like?
Is this a good story?
15. Echo reading.
Teacher read a sentence, pupils reread.
Maximizes pronunciation practice time.
May make difficult for teacher to teach specific pupil.

16. Focus pupils attention when reading.

Ask pupils put a card on the text, read the first sentence.
Slowly move down the card when read to the next sentence.

Challenges of differentiated learning

Preparation / problem solving

Materials
Classroom management
On going process involving regular assessment
Flexible
Gifted and remedial use
After main task ( reading )
Same standard or skills
Focus and reaching standard

Keep in mind
An achievement gaps exists.
Learning to read is complex.
Kids who struggle usually have problems sounding out words.
Without help, struggling readers continue to struggle.
With help, struggling readers can succeed.
Teaching kids to read is a effort.

ACTIVITIES

THE LION AND THE MOUSE

Once upon a time, a mouse ran across the face of a sleeping lion and
woke the lion up.
The angry lion caught the mouse and was going to eat it.
Please dont eat me! begged the mouse. If you let me go, one day I
will repay you for your kindness.
This made the lion laugh. Ha, ha, ha. You can never repay me, said
the lion. I am big and strong. You are small and weak. But I will let you
go just because you made me laugh.
One day, the lion got caught in a hunters net.
The lion began to roar in anger.
The mouse heard the lions roar and ran to help.
The mouse gnawed a hole in the hunters net and set the lion free.
There! said the mouse. You laughed at me when I said I would repay
you, but now you see that even a mouse can help a lion.
The lion was very glad.
The mouse was very proud.

Reading Activities
( a ) Stand Up and Clap
Before you start reading, set up a rule that when a certain
piece of grammar or word appears the students have to stand
up and clap then continue. You can experiment with the action
to mix it up.
( b ) Left-right Reading
Divide the class into two. When you raise your left hand, the
left side read and vice-versa.
( c ) Memorizing The Material
Have students close their books and have them recall words
and / or sentences from the text in order to win points to their
team.

( d ) Reading Bingo
Tell students to choose 10 random words from a reading text
and write them down. Read out sentences from the text in a
random order. When students hear their words they cross
them off. The first student to cross off all their words is the
winner and becomes the reader.
( e ) Word Jigsaw Puzzle
Make a copy of the text. Cut it up into different slips of paper.
Have the students work in pairs to piece it together in the
correct order then read it. Adapt amount of text according to
ability level.

( f ) Reading Board Scramble

This activity encourages students to read words or short
phrases quickly. Write / post cards words or phrases on the
board in a scramble here and there, but low enough that the
students can reach. Have two teams or more and call out a
word / phrase. The person that is able to find and circle it /
touch it first win a point for their team.
( g ) Rhythmic Reading
Choose a reading passage. Start a rhythm ( clapping /
tapping on your desk ). Choose one student to start. Each
student must read one sentence exactly on the beat and
pronounced correctly. Immediately after the first student
finished, the next one start with the next sentence, and so on.
If someone misses a beat or stumbles over words, they lose a
life / they are out.

( h ) Word Recognition Game

Write some words that the students have learned in previous
lessons on some cards. Divide students into two/ more
groups and stand in a line. Teacher hold up one card and the
first student come forward. Student whisper the word in their
members ear one-by-one. The group will get a point for the
correct word.
( can be use in listening & speaking activity )

( i ) I Caught You

WRITING
Use 15 minutes in teaching writing. Demonstrate to pupils and
show them in using punctuations ( capital letter, small letter,
full stop, comma ).
Guide pupils practice in Babyboard before write in the exercise
book.
Use games/ activities to help pupils become familiar before
writing.
Use word cards to teach Question Mark ( ? ).
Are ?

Is ?

Am ?

ACTIVITIES

Writing Activities
( a ) Song of Months ( Macarena rhythm )
Jan, Feb Mar, Apr
May, June July, Aug
Sept, Oct Nov, Dec
These are the months of the year.
( b ) Front- back
t

Pupils stand in front and taking a card. Teacher says out a

word tap , pupils who has the card will step forward to make
a correct word. Next, teacher says out map , t card step
backward and m card step forward, and so on.

( c ) Board Slap
Teacher writes words/ groups of words ( chunking ) on the
board. Exp :
wants

to be

Adam

a firefighter

Have pupils line-up in front of the board. Give each pupil a

number. Teacher says the sentence slowly and pupils have to
recognize the order and post a number under the correct
words to match the order of the sentence. Finally, ask pupils
read out the correct sentence.

( d ) Trash
Use any worksheet and print one for each group. Cut it out
into strips and put into a box/ cup for each group. The pupils
should answer the written questions as a group. However,
only one person from the group runs to the teacher and read
the correct sentence. If correct, teacher screws up the paper
and throws it on the floor. If incorrect, pupil must go back to
their group and try again. Continue until all the strips have
been completed. The slowest group has to clean up the trash.

This is ___________________.

( e ) Crack The Code

1

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

9 23 1 14 20
19 8 5

9 19

20 15

2 5

7 15 9 14 7

4 15 3 20 15 18

20 15

13 1 18 11 5 20

PHONICS
Phonics strategies is used as a tool to teach literacy in English.
Letter sounds with Gestures : A to Z

Do you know your letter sounds ?

I will help you learn to read .

How To Teach Sounds Of Words

fat :
sound a then sound t x3
sound at x3
sound f x3
sound f and at x3
sound fat
bench :
sound b , e , n x3
sound b and en x3
sound ben x3
sound ch x3 , then ben ch
sound bench

ACTIVITIES

( a ) Sounds Bingo
Asks pupils draw 4X4 grid and write any alphabets randomly.
Teacher says some words, pupils listen and cross the sounds.
The first pupil to cross off all the sounds is the winner.
dog kangaroo lamp pond
t
s
p
d
cat tiger six ant
c
a
k
l
g
e
n
u
wolf girl yoyo eagle
y
w
o
b
net up boy orange
( b ) Concentration
Teacher has set of pictures cards and phonemes cards.
Pupil turns over 1 pictures card and 1 phonemes card. If two
cards are matching, pupil will keep the cards. Next pupil will
take turn. Pupil who has the most cards is the winner.

( c ) Alphabets Constructs
Provides pupils/groups with alphabet cards ( different colours).
Teacher says a word, pupils arrange alphabets to form correct
word.
( d ) Spinner Wheels
Use a paper clip and a pencil to play. Pupil spins the clip and
gives a word according to the sound. Teacher can gives cards
as a guidance.
( e ) Board Slap

Phonics Story

Hens Pen
The hen is in the pen.
Ten hens in the pen.
The man is in the pen.
Ten men and ten hens in the pen.

The Cat On The Mat

The cat.
The fat rat.
The fat bat.
The fat rat sat on a mat.
The bat and a rat sat on a mat.
The cat sat on a mat.
The bat and a fat rat sat on the cat.
The fat cat sat on a mat.

PHONOLOGIGAL
AWARENESS

Segmenting
Is when you breakup a word into phonemes to write it = writing

Blending
Is putting phonemes together for reading = reading

Vowels
Short vowels are the sounds of the letters.
Long vowels are the names of the letters.
They change the sound and meaning of a word.

Why is sound blending important ?

Sound blending is essential in reading skills.
In order to read words, students must know the
sounds for each of the letters then blend these
sounds together to determine the word.
Sound blending is an example of a phonological
awareness skill.
Instruction in phonological awareness skills
supports the acquisition of literacy skills.
Students who have strong phonological awareness
skills demonstrate better literacy skills.

Why are segmentation skills

important ?
Phoneme segmentation is essential in developing
writing skills.
In order to write or type words, students must break
the word down into its component sounds select the
letters that represent these sounds.
Phoneme segmentation is an example of a
phonological awareness skill.
Instruction in phonological awareness skills supports
the acquisition of literacy skills.
Students who have strong phonological awareness
skills demonstrate better literacy skills.

Blending
Activities
Arm Blending
Picture Blending
Sliding Sounds
Word Family Slide
Sound Button Word Cards
Sound Boxes

Arm Blending

Picture Segmenting

Sliding Sounds

r
a
t

5 Teaching Steps :
a. Warm up / Review
b. Focus
c. Learning
d. Doing
e. Assessment

THE END

Prepared by : Liew Wei Lin