Beruflich Dokumente
Kultur Dokumente
Tahun 4
Book 1,2 & 3 LINUS 2015
Phonics in KSSR
Activity 1
Reflection and
discussion
PHONETIC
PHO
N
GRA
P
H EM
E
ICS PHONEME
Let us reflect
How do you teach your level 1 pupils how
to read?
What is phonics? How much do you
know about phonics?
Have you used phonics in your level 1
classroom? How was your experience?
Why do we teach phonics to our pupils?
Which do you prefer; whole word (look
and say) approach or phonics? Why?
Do we teach our pupils phonetic
symbols?
Page 2
Let us reflect
Phonics help children to read by
associating English Language sounds
with the letters or the combinations of
letters that produce them.
With the strong foundation of Phonics,
it is hoped our pupils can become
independent readers.
Activity 2
List of sounds and their
suggested actions in
KSSR
PHONEMIC CHART
GRAPHEME
ACTIONS
Let Us Try
Let us reflect
What is phoneme?
What is grapheme?
Why do we associate actions with
letters and sounds
Let us reflect
Phoneme is the smallest contrastive
unit in the sound system of a
language.
Grapheme is a letter of a combination
of letters to represent phonemes.
Activity 3
Lets play speed dating
Segmenting and
blending
Let us reflect
What is blending?
What is segmenting?
Why do we teach our pupils
segmenting and blending?
What is onset and rime?
What is digraph?
What is consonant cluster?
What is magic e?
Let us reflect
Blending is putting sounds or
phonemes together to form words.
Segmenting is breaking up a word into
phonemes or sounds
The "onset" is the initial phonological
unit of any word (e.g. c in cat) and the
term "rime" refers to the string of
letters that follow, usually a vowel and
final consonants (e.g. at in cat). Not all
words have onsets.
Let us reflect
a combination of two or more letters
representing one sound, as in ph and
ey.
a consonant cluster or consonant
sequence is a group of consonants
which have no intervening vowel.
The proper name for magic e is split
digraph, and it means that a vowel
sound has been split. The silent e in
the word changes the sound of the
vowel or consonant before it.
Blending
Segmenting
Thank you
EFFECTIVE
REMEDIAL
TEACHING
STRATEGIES
What is remedial
teaching?
Design
individuali
zed
educationa
l
programm
e
Provide
systematic
pupils
trainings
Difference
s in pupils
Why do we
need to
carry out
remedial
teaching?
Bring up to
the level of
achieveme
nt
Provide
learning
and
practical
experienc
es
Develop
positive
attitude
PLANNING
CLEAR
INSTRUCTION
AND
*Teaching
Approaches
MODELLING
*Provide Clear
Instructions
*Summarize the Main
Points
*Teaching Preparation
*Devise Various
Learning
Activities
* Relevant and Simple
*Design Meaningful
Learning Situation
MOTIVATION
Remedial Process
Assessment
What information do
have?
What information do
need?
I
I
Evaluation
How well did the
teaching and learning
program work both
during the program and
at the end??
Planning
What will I teach and
how will I teach it?
Implementation
What will the teaching
and learning program
look like?
EFFECTIVE REMEDIAL
TEACHING
STRATEGIES FOR
READING
Components of Emergent
Literacy
Receptive
language
Vocabulary
Expressive language
Print
knowledge
Phonological
awareness
Receptive Language
the understanding of spoken communication, including
vocabulary and syntax.
associated with the ability of preschoolers and
kindergarteners (young learners) to decode texts and
read with comprehension.
can be facilitated through conversations with children
and through their active engagement during storybook
reading.
Print Knowledge
Print knowledge is the ability to name the
letters of the alphabet based on their
shapes.
Childrens alphabetic knowledge may be
influenced by
Expressive Language
Oral language is spoken communication.
Childrens mastery of oral language is
most often measured by
listening comprehension or
size of vocabulary.
Oral language can also be measured by
degree of mastery of grammar and syntax.
Strickland & Shanahan, 2004
Vocabulary
Words used and understood by a language user.
The development related to the conversation of parents
concepts.
Related to reading success and reading comprehension in
school.
Phonological Awareness
Phonological awareness includes childrens ability
to identify rhymes, delete or add syllables or
phonemes from words, and count the phonemes
in a word.
Phonological awareness is related to the later
ability to decode words and to read fluently.
Phonological awareness is also called
phonological sensitivity.
Observation
Children need the
opportunity to observe
literacy behaviors from
others.
For example : being read
to from parents
Collaboration
Children need to interact
with others who provide
encouragement and help
with the reading process
Process of Children
Emergent Literacy
Practice
Performance
Children need the
opportunity to practice
alone in order to self
evaluate, make
corrections, and
increase their skills
independently.
Components of Reading
and Instructions
Alphabetic
The process that
readers use to
identify words
Fluency
The ability to read
with efficiency and
ease
Vocabulary
The body of words
whose meanings a
person knows and
understand
Comprehension
The process and
product of
understanding
connected text
5 PILLARS OF READING
Phonological Awareness
Phonics
Fluency
Vocabulary
Comprehension
5 Components in
Reading
Phonological Awareness
-The knowledge and manipulation of
sounds in spoken words.
Phonics
-The relationship between written and
spoken letters and sounds.
Reading Fluency
- The ability to read with accuracy, and
with appropriate rate, expression, and
phrasing.
Vocabulary Development
- The knowledge of words, their
definitions, and context.
Reading Comprehension
- The understanding of meaning in text.
Fluency
No longer a deliberate conscious effort
Automaticity
Consists of word recognition rather
than sounding out
Word
recognition
or language
comprehensi
on problem
Strategies of reading
Phonics
Onset & rime
Body coda
Word
- Phrases
- Sentences
Continuum of Support
Most
Support
Least
Support
EFFECTIVE REMEDIAL
TEACHING
STRATEGIES FOR
WRITING
Punctuation
Handwriting
-fine motor skills
e.g formation,
size, alignment,
speed
Sentence
structure
Vocabulary
Challenges
in teaching
writing
Spelling
Writing strategies
Guided writing
Modelled writing
Shared writing
Interactive writing
Independent writing
Independent writing
(mainstream pupils)
Learners do the writing themselves.
Learners do not rely on others /peers.
Teachers monitor learners writing
progress
Copy writing
Arranging words
Parallel writing
Rebus writing
Substitution table
Fill in the blanks / cloze test
Matching
Comprehension questions.
Copy writing
Arranging Words
Parallel writing
Not parallel: The store is good for fruit, meat, and to buy cheese.
Parallel:
The store is good for fruit, meat, and cheese. (nouns)
Not parallel: The meal was tasty, quick, and the food was good for you.
Parallel:
The meal was tasty, quick, and healthful. (adjectives)
Not parallel: In the rain I drove slowly, carefully, and watch out for other drivers.
Parallel:
In the rain I drive slowly, carefully, and defensively. (adverbs)
Not parallel: The qualities I admire most in a man are honesty, courageous,
and compassion.
Parallel:
The qualities I admire most in a man are honesty, courage, and
compassion. (noun)
Rebus writing
Substitution table
Cloze test
Matching
Comprehension question
Thank you
Differentiated
Instruction:
Listening and Speaking
What is differentiated
instruction?
Differentiated instruction is doing whats
fair for students.
It means creating multiple paths so that
students of different abilities, interests, or
learning
needs
experience
equally
appropriate ways to learn.
Why differentiate?
Different levels
of readiness
Different Interests
Different
What to differentiate?
The content
The process
The product
Differentiating Content
Resource materials at varying readability
levels
Audio and video recordings
Highlighted vocabulary
Charts and models
Interest centers
Varied manipulatives and resources
Differentiating Process
(making sense and meaning of content)
Differentiating Products
(showing what is know and able to be done)
Tiering
Key Concept
Or
Understanding
Those who do
not know the
concept
Those with
some
understanding
Those who
understand
the concept
Assessments
Assignments
Writing prompts
Homework
Anchor activities
Learning stations
Materials
Level of complexity
Amount of structure
Pacing
Materials
Concrete to abstract
Options based on student interests
Options based on learning styles
Tiering Instruction
1.
2.
3.
4.
5.
6.
Strategies to Make
Differentiation Work
2. Anchoring Activities
.
These are activities that a student may do
at any time when they have completed their
present assignment or when the teacher is busy
with other students.
.
Strategies to Make
Differentiation Work
3. Flexible Grouping
This allows students to be appropriately
challenged and avoids labeling a students
readiness as a static state.
It is important to permit movement between
groups because interest changes as we move
from one subject to another
Whole Group
Flexible Grouping
Homogenous/Ability
-Clusters students of
similar abilities, level,
learning style, or interest.
-Usually based on some
type of pre-assessment
Heterogeneous
Groups
-Different abilities, levels or
interest
- Good for promoting
creative thinking.
Individualized or
Independent Study
-Self paced learning
-Teaches time management
and responsibility
-Good for remediation or
extensions
Whole Class
-Efficient way to present
new content
-Use for initial instruction
Focus
Learning Standard(s):
SK:
1.1.4 Able to talk about related topics with
guidance
1.1.2 Able to listen to and enjoy stories.
1.3.1 Able to listen to and demonstrate
understanding of oral texts by:
a) asking and answering questions
b) sequencing
c) predicting with guidance
Objective(s):
Time:
60 minutes
Teaching Aid(s):
Set induction
Show posters of fairy tales/modern
fairy tales e.g.: The Sleeping Beauty,
Beauty and The Beast, Maleficent
Step 1
Talk about the pictures.
Teacher asks Wh-questions and pupils respond.
E.g.:What can you see in the picture?
Is she pretty?
Teacher introduces the key words related to the
story. E.g.: dungeon, mountain, kidnapped, rode,
fought, locked
Teacher introduces the beginning sounds with
actions (Module Book 1, 2 and 3).
Step 2
Teacher introduces the key words (through
pictures from the textbook page 43
DIFFERENTIATED CONTENT) related to the
story. E.g.: dungeon, mountain, kidnapped,
rode, fought, locked
Teacher tells the story. Pupils listen.
Then, the teacher asks the pupils to predict
the ending of the story. The teacher may
help the pupils by providing three pictures
of different endings.
What will
happen
next?
Step 3
Teacher repeat the story.
In groups (mixed ability), pupils
rearrange the pictures based on the
story.
Step 4
Teacher distributes worksheet 1.
Mainstream: Pupils write their own
dialogue based on the situation.
LINUS: Pupils fill in the speech
bubbles with sentence given.
Teacher chooses a few mainstream
and LINUS pupils to present their
work.
Closure
Teacher and pupils discuss on the
moral values based on the story.
Thank You
DIFFERENTIATED
LEARNING
INSTRUCTION
READING
Objective
By the end of the session, CPs able to:
understand the objectives and
differentiated instructions in reading
lesson .
provide various activities according to
pupils ability.
design reading lesson based on mixed
ability classroom.
conduct differentiated instructions for
reading lesson.
Differentiated Instructions
Giving instructions according to
the pupils ability.
To make sure LINUS pupils can
understand the instructions
given by the teacher.
Differentiated Instructions
In Adaptation &
Accommodation
Adaptation: altering the lesson/
work to support pupils with
special education needs.
Accommodation: measures taken
to support the weak pupils in
following the same curriculum/
work as their peers.
Differentiated Instructions
In Adaptation & Accommodation
Teacher can differentiate at least 4 classroom
elements based on pupils readiness, interest or
learning profile.
4 classroom elements are:
a) Content: what the pupils need to learn
b) Process: activities in which the pupils engage in
order to master the content
c) Products: tasks/ exercises/ outcomes that
requires pupils to rehearse, apply and extend
what they have learned.
d) Learning environment: the conduciveness of
the classroom.
READING
TEXTBOOK YEAR 4:
UNIT 5
Activities:
1) Pupils learn about the the title, author and illustrator
on the book cover.
2) Pupils read aloud the story given by the teachers :
echo reading, choral reading.
3) Pupils recall all the sounds (dungeon, mountains,
kidnapped, rode, fought & locked) in the story that
they have learnt in Year 1, 2 and 3.
4) In groups, pupils arrange sentence strips according to
the story read correctly: 8 sentence strips (M), 5
sentence strips (L) . Pupils present their outcomes in
front of the class.
5) Pupils answer Wh- questions given in the worksheet :
8 Qs (M), 5 Qs with guidance (L).
6) Extension activity- pupils rearrange words taken from
the story : 8 words (M), 8 words with guidance (L).
THE STORY
a
l
l
e
b
a
r
A
s
s
e
e
n
c
a
J
n
y
i
r
r
a
P
By M
title
author
illustrator
Illu
na
e
C
n
h
o
by J
d
e
t
a
r
t
s
1) m
2) l
3) r
4) k
5) f
6) d
mountains, monsters
- locked, lovely, lived
- rode, ran
- king, kidnapped
- found, fought
- dungeon
7. If you were the prince, would you save the princess? Why?
_________________________________________________
_________________________________________________
8. What is the moral value that you have learnt?
__________________________________
Mary Jane
king
prince
Princess Arabella
mountains
John Cena
EXTENSION ACTIVITY
JUMBLED WORDS (MAINSTREAM)
8 WORDS WITHOUT GUIDANCE
Rearrange the jumbled letters to form the correct words.
1. kappedidn = ________________
2. cessnirp = ________________
3. dongeun = ________________
4. mtainsoun = ________________
5. stersmon = ________________
6. bvera
= ________________
7. lygu = ________________
8. eenqu
= ________________
EXTENSION ACTIVITY
JUMBLED WORDS (LINUS)
8 WORDS WITH GUIDANCE
Rearrange the jumbled letters to form the correct words.
1. kappedidn = k _ d _ _ pp _ d
2. cessnirp = p _ _ nc _ ss
3. dongeun = d _ ng _ _ n
4. mtainsoun = m _ _ nt _ _ns
5. stersmon = mo _ _t _ _s
6. bvera
= b _ av _
7. lygu = u _l _
8. eenqu
= q _ _ _n
GROUP WORK
YOUR TASK
Gro
u
Wo p
rk
THANK YOU!
DIFFERENTIATED
LEARNING
INSTRUCTION
WRITING
Objective
By the end of the session, CPs able to:
understand the objectives and
differentiated instructions in writing lesson
.
provide various activities according to
pupils ability.
design a writing lesson based on mixed
ability classroom.
conduct differentiated instructions for
writing lesson.
WRITING
TEXTBOOK YEAR 4:
UNIT 5
DSKP YEAR 4
CONTENT
LEARNING
STANDARD STANDARD
3.1
By the end
of the 6
year
primary
schooling,
pupils will
be able to
form letters
and words
in neat
legible print
including
cursive
writing.
3.1.1
Able to write in neat
legible print with
correct spelling:
(a) phrases
(b) sentences
(c) numerals in
word form
PERFORMANCE STANDARD
PERFORMANCE
DESCRIPTOR
LEVEL
Can write phrases, sentences, numerals
in word form with a very limited level of:
1
neatness and legibility
accuracy in spelling
Can write phrases, sentences, numerals
in word form with a limited level of:
2
neatness and legibility
accuracy in spelling
Can write phrases, sentences, numerals
in word form with a satisfactory level of:
3
neatness and legibility
accuracy in spelling
Can write phrases, sentences, numerals
in word form with a good level of:
4
neatness and legibility
accuracy in spelling
Can write phrases, sentences, numerals
in word form with a very good level of:
5
neatness and legibility
accuracy in spelling
Can write phrases, sentences, numerals
in word form with an excellent level of:
6
neatness and legibility
accuracy in spelling
CONTENT
STANDARD
3.1
By the end of
the 6 year
primary
schooling,
pupils will be
able to form
letters and
words in neat
legible print
including
cursive
writing.
LEARNING
STANDARD
3.1.2
Able to write in
neat cursive
writing with
correct spelling:
(a) words
(b) phrases
numerals in
word form
PERFORMANCE STANDARD
PERFORMANCE
LEVEL
DESCRIPTOR
Can write words, phrases and numerals in word
form in cursive writing with a very limited level
of:
neatness
accuracy in spelling
accuracy in spelling
accuracy in spelling
accuracy in spelling
accuracy in spelling
accuracy in spelling
CONTENT
STANDARD
3.2
By the end of
the 6 year
primary
schooling,
pupils will be
able to write
using
appropriate
language form
and style for a
range of
purposes.
LEARNING
STANDARD
3.2.1
Able to transfer
information with
guidance to complete:
(a) linear texts
non-linear texts
PERFORMANCE STANDARD
PERFORMANC
E LEVEL
DESCRIPTOR
CONTENT
STANDARD
3.2
By the end of
the 6 year
primary
schooling,
pupils will be
able to write
using
appropriate
language form
and style for a
range of
purposes.
LEARNING
STANDARD
3.2.2
Able to write with
guidance:
(a) labels
(b) notices
(c) messages
PERFORMANC
E LEVEL
1
6
3.2.3
Able to punctuate
correctly:
(a) apostrophe
(b) speech markers
3.2.4
Able to spell words by
applying spelling rules
PERFORMANCE STANDARD
DESCRIPTOR
1
2
3
4
5
6
CONTENT
STANDARD
LEARNING
STANDARD
3.3
By the end of
the 6-year
primary
schooling,
pupils will be
able to write
and present
ideas through
a variety of
media using
appropriate
language,
form and
style.
3.3.1
Able to create simple
texts using a variety
of media with
guidance:
(a) non-linear
(b) linear
PERFORMANCE STANDARD
PERFORMAN
CE LEVEL
1
DESCRIPTOR
Can create simple linear and non-linear texts
with a very limited level of accuracy and
appropriateness
Can create simple linear and non-linear texts
with a limited level of accuracy and
appropriateness
Can create simple linear and non-linear texts
with a satisfactory level of accuracy and
appropriateness
Can create simple linear and non-linear texts
with a good level of accuracy and
appropriateness
Can create simple linear and non-linear texts
with a very good level of accuracy and
appropriateness
Can create simple linear and non-linear texts
with an excellent level of accuracy and
appropriateness
Activities:
1) Pupils recall the story of Princess Arabella.
2) Pupils recall the parts of a book cover.
3) Pupils label the parts of a book.
a
l
l
e
b
a
r
A
s
s
e
e
n
c
a
J
n
y
i
r
r
a
P
By M
Illu
na
e
C
n
h
o
by J
d
e
t
a
r
t
s
Activity 2 : rebus
writing
. She
and
a handsome
They got
and lived
The End
Answers
Activity 3 :
punctuation
Mainstream pupils
1.Punctuate the whole story and write
in
neat legible print.
(Appendix P1)
LINUS pupils
1. Punctuate the 5 sentences given
and
write in neat legible print.
(Appendix P2)
Mainstrea
m
LINUS
Activity 4 : crossword
puzzle
Amazing Race
1. In groups, pupils compete with one another to
complete the crossword puzzle.
* Teacher may use :
a) CW1 for Mainstream (10 words) or
b) CW2 for LINUS (7 words)
* Teacher may want to add letters in the
crossword
puzzle to assist the LINUS pupils to complete
the
task.
LETS FIGURE
IT OUT!
CW
1
Across
3.
5.
6.
7.
9.
1.
2.
4.
7.
8.
CW
2
Across
4. Another word for prison
5. A ruler's daughter
6. A wife of a king
Down
1.
2.
3.
5.
GROUP WORK
YOUR TASK
Gro
u
Wo p
rk
THANK YOU!
Language Arts
Year 4
Sample Lesson
4.3.1: able to plan, produce and display creative texts using
variety of media.
4.3.2: able to plan, prepare and participate in a performance with
guidance based on literary work.
Theme : World of Stories
Topic : Arabella and the monster
Objective(s) : By the end of the lesson pupils will be able to:
1. plan, prepare and participate in performance.
Time
: 60 minutes
Teaching Aid(s) : textbook, picture cards, pictures with pages for
story, scripts and cue cards.
Cross Curricular Element(s): Creativity, Multiple Intelligences
Set Induction
- Talk about the story and the
characters of the story
a) King and queen
b) Monsters
c) Princess Arabella
d) Prince
mask
Monsters-masks
Tiara-princess and queen.
Sword- prince
Crown-king
masks
Cue cards
Arabella: I am Princess Arabella
King : I am a king.
Queen : I am a queen.
PLAY SCRIPT
Princess Arabella
SCENE 1
Arabella : I am Princess Arabella.
King
: I am the King.
Queen : I am the Queen.
Narrator : The monsters roared as they walked in.
Monster1 : The princess!
Monster 2 : Shhhs....
Monster 3 : Take her!
Arabella : Mother! Father! Help!
Narator : The monsters took Arabella to the mountain.
Arabella : (sobbing) Please help me! Please help me!
Monster 1 : Quiet!
SCENE 4
Narrator : They returned to the place.
King
: Owh...my Arabella. Thank you, dear prince.
Arabella : Thank you, my prince.
Narrator : Then, they got married and lived happily
ever after.
Language Instruction
Thank you
Grammar
Year 4
Focus
: Grammar
Learning Standard(s)
appropriately;
Theme
:World of Stories
Topic
:
Arabella and the monster
Objective(s) : By the end of the lesson pupils
will be
able to:
i. use verbs correctly and appropriately.
Time:
60 minutes
Teaching Aid(s)
: textbook, picture cards and pictures
with pages for story
Cross Curricular Element(s): Creativity, Multiple Intelligences
Set Induction:
Teacher shows a story titled Princess
Arabella and the monsters .
Pupils talk about the story; the
pictures, the characters and storyline
a
l
l
e
b
a
r
A
s
s
e
e
n
c
a
J
n
y
i
r
r
a
P
By M
title
author
illustrator
Illu
na
e
C
n
h
o
by J
d
e
t
a
r
t
s
Presentation :
Explanation of language function Past Tense
a)Regular verbs
b)Irregular verbs
Step 1
Teacher gives a text of a story and read the
story.
Asking pupils to locate verbs in the text
Teacher guides pupils to underline the words in
the past tense in the text .
Step 2
Teacher asks pupils to extract out the words in past tense
and put in the table.
Teacher plays a game called Find my match
Teacher gives cards in present and past tense to the
pupils and in their groups, pupils will find the words in
present and its past tenses.
Step 3: Teacher ask the pupils to write the words of their
present tense form in the table.
Thank you