REMEDIAL INSTRUCTION FOR LEVEL 1 nnn.pptx

remedial instruction

1. REMEDIAL INSTRUCTION FOR LEVEL 1 26/6/2023 11.00 am– 4.00 pm BY GLADYS FRANCIS JOSEPH SISC + (PPD BANGSAR PUDU) # No child should be left behind

2. Watch the video, ‘ Keepers of the Flame .’ Two Minutes of Reflection on what challenges you face in this role. Get to know three teachers and discuss your challenges and how you overcame them Once you have finished chatting with one teacher, raise your hand so others know you are available. Go back to your place once you have completed your task. Do not take more than 10 minutes. ICE BREAKER 11.15 am -11.30 am

3. REMEDIAL INSTRUCTION WHO ARE MY REMEDIAL PUPILS? 01 HOW DO I ASSIST THEM? Use the suggested materials You may use other materials but ensure they target the area of weakness Use games and interactive activities 02 WHEN DO I ASSIST THEM? During the English Language Lessons Include in the Lesson Plan Planned intervention (differentiation) 03 HOW DO I MANAGE DIFFERENT GROUPS DURING THE LESSON? Classroom Management Strategies Routine and Reward System 04 Pupil’s background What they should be able to do Toolkit for Identification Keep a record of their scores 11.30-12.00

4. No Foundation These pupils have not been to pre-school YEAR 1 PUPILS Some Foundation These pupils probably attended one year and have some basics Advanced These pupils probably attended two years of preschool and can read well 11.30-12.00

5. Learning Standard for Year 1 Writing 11.30-12.00

6. PRIMARY SECONDARY SECONDARY Y1 Y2 Y3 Y4 Y5 Y6 REMOVE F1 F2 F3 F4 F5 Pre A1 A1 Low A1 Mid A1 High A2 Low A2 Mid A2 Mid Revised A2 A2 High B1 Low B1 Mid B1 High What Pupils Should Achieve At The End Of Each Academic Year Pre-Literate Pre-Literate Pre-Literate, Pre-A1 The Remedial Instruction Candidates 11.30-12.00

7. YEAR 1 Not able to hold the pencil properly Can’t identify the letters of the alphabet Can’t write the letters Can’t identify sounds of common consonants and vowels Can’t read single-syllable words The Remedial Pupils YEAR 2 Not able to hold the pencil properly Can’t identify the letters of the alphabet Can’t write the letters Can’t identify sounds of common consonants and vowels Can’t read single-syllable words YEAR 3 Year 1 and Year 2 Remedial Pupils Can’t do what they should be able to do at the end of Year 1 Still at Preliterate and Pre-A1 levels 11.30-12.00

8. LISTENING (with support) Can recognize and reproduce limited target language phonemes Can understands very simple questions, instructions, main ideas, and supporting details of the texts (20 – 30 words with pictures to support) Can guess words using knowledge of a topic. SPEAKING (with support, fixed phrases and word sets. Can find out about, introduce oneself and give very basic personal information. Can greet, say goodbye, and express thanks. Can express basic likes and dislikes Can describe objects using suitable words. READING (with support) Can identify and recognize all shapes of the letters in the alphabet.  Can blends and segment phonemes (CVC, CCVC). Can understand main ideas, specific information and details of very simple phrases and sentences. Can use picture dictionary Writing ( with support, fixed phrases & word sets Can form upper- and lower-case letters. Can write letters and words in a straight line Can copy letters and familiar high-frequency words /phrases correctly Can give very basic personal information using fixed phrases Can greet, say goodbye, and express thanks Can express basic likes and dislikes. Can name or describe objects using suitable words Can connect words and proper names using ‘and’ Can use capital letters appropriately in personal and place names Can spell familiar high-frequency words accurately Preliterate At the end of Year 1 (Pre-A1) 11.30-12.00

9. LISTENING (with support) Can recognise and reproduce a range of target language phonemes Can understand a range of simple questions, instructions, main ideas, and supporting details in narratives. (Not more than 6 sentences) Can understand messages the teacher or classmate is communicating by using visual clues when they are speaking SPEAKING (with support, fixed phrases and word sets. Can produce and comprehend simple information on very familiar topics Can ask and answer straightforward questions  Can participate and manage simple interactions on familiar topics using words, phrases, and non-verbal responses READING (with reduced support) Can identify, recognize and name the letters of the alphabet with minimal support. Can blend and segment words (CVC, CCVC, CVCV, CCV) Can understand main ideas, specific information and details of simple sentences. Can use picture dictionary and appropriate word attack skills to understand specific meaning Writing (with support) Can ask for and give basic personal information using basic questions and statements. Can express simple ability and write short familiar instructions. Can describe objects using suitable words and phrases Can connect words and phrases using basic conjunctions. Can use capital letters and full stops appropriately in guided writing at the sentence level Can spell a narrow range of familiar high-frequency words accurately in guided writing Can write simple sentences At the end of Year 2 (Low A1) 11.30-12.00

10. LISTENING (with support) Can recognize and reproduce a range of target language phonemes. (most of the phonemes & some of the less common ones.) Can understand a range of simple questions, instructions, main ideas, and supporting details in narratives. ( at least 10 lines) Can guess the meaning of unfamiliar words using visual clues SPEAKING (with support) Can communicate simple information about basic opinions, everyday routines, directions, and simple predictions. Can describe people and objects using suitable words and phrases. Can keep the interaction going in short exchanges. Can narrate very short basic stories and events . READING( should be familiar with most phonemes ) Understands the main idea, specific information and details of short simple texts adequately.  Able to guess the meaning of unfamiliar words and use dictionary skills adequately.  Reads A1 short simple fiction or non-fiction print and digital texts of interest adequately Writing (with support) Can use cursive handwriting in a limited range of written work adequately. Can communicate basic information and gives descriptions of people and objects adequately.  Can punctuate, spell an increased range of familiar high-frequency words and connect sentences using basic conjunctions.  Can plan, draft, and write an increased range of simple sentences adequately. At the end of Year 3 (Mid A1) 11.30-12.00

11. Diagnose Use the Toolkit and diagnose their problems according to skills Carefully identify the Remedial Instruction pupils What’s Next? Intervene Carry out interventions in class during your English Language lessons Choose and use materials that are available Track Progress Record score and have immediate and long-term rewards

12. REMEDIAL INSTRUCTION TOOLKIT FOR LEVEL 1 Let’s take a peek! 11.30-12.30

13. Letter Identification Capital letters Small letters How do I Assist them? Sounds of Letters Individual Sounds Phoneme segments Fun Learning Game-based Learning Baby Steps Repetition through chants etc Ensuring Success Build a positive relationship Create a safe, orderly, predictable, and positive learning environment Routine is important Consistency in supporting and supervising pupils; continual basis Use effective Assessment for Learning Strategies Gamification Reward system Peer Support Video Assist Motor Skills Pencil grip Pencil control Writing the Letters Words Sight words Phoneme Blending 11.30-12.30

14. Classroom Management: Don't forget to plan ... “ Using a set of educational practices and strategies , on one hand, to prevent and effectively manage inappropriate behavior and, on the other hand, creating and maintaining an environment that promotes both teaching and learning .”  (Bissonnette, Gauthier and Castonguay, 2016, p. 51 ) 11.30-12.30

15. 15 STRONG CLASSROOM MANAGEMENT – THE MIXED-ABILITY CLASSROOM Setting different tasks for students of different abilities. Plan for activities that have more open-ended possibilities Plan for the fast finishers Differentiate materials and resources Equality is key Open ended play activities usually involve exploration and physical activity. Children are allowed to use their imagination and do things that they are curious about. Child-guided and there are no set rules or limitations applied for the activity. Prepare in advance activities for students who are fast in completing their tasks. Equal opportunity to learn, participate and engage. NO CHILD LEFT BEHIND! 11.30-12.30

16. 16 Fast Finishers? 11.30-12.30

17. EMBED VISUAL AND VERBAL RESOURCES ​ ASSESS LANGUAGE AND LITERACY CHALLENGES, AND MONITOR PROGRESS ​ Assess and monitor the progress every lesson Have a progress sheet . GIVE CLEAR INSTRUCTIONS SUPPORT YOUR PUPILS TO DEVELOP THEIR SPEAKING SKILLS ENCOURAGE PEER-ASSISTED LEARNING A fast finisher could support his/her friend Appoint a few advanced pupils as peer coaches BUILD ON STUDENTS’ HOME LANGUAGE, CULTURE, AND SOCIAL EXPERIENCES ​ Create activities that are related to pupils’ background Use of mother tongue ENCOURAGE COLLABORATIVE SMALL-GROUP LEARNING OPPORTUNITIES Design activities that are cooperative and collaborative Gamification 7 Remedial Instruction Strategies What to do first, next, and so on . At this point you may use BM/Mother Tongue or model the actions Give enough time. Give feedback Make it relevant to their lives Include role plays and gap activities Use short videos, visuals, and graphic organizers Have brain-based activities 11.30-12.30

18. Year 1 ( 3 groups ) Profile of 1 Rose Planning a Lesson(Workshop) Year 2 ( 3groups ) Profile of 2 Rose Year 3 ( 3 groups ) Profile of 3 Rose 8 preliterate 12 Pre-A1 6 Advanced Profile of 1 Hibiscus 12 preliterate 14 Pre-A1 24 preliterate 2 Advanced Profile of 1 Jasmine 8 preliterate 12 Pre-A1 6 Advanced 12 preliterate 14 Pre-A1 24 preliterate 2 Advanced Profile of 2 Hibiscus Profile of 2 Jasmine 4 preliterate 8 Pre-A1 10 Low A1 2 Advanced Profile of 3 Hibiscus 4 preliterate 8 Pre-A1 14 Low A1 Profile of 3 Jasmine 15 Pre-A1 11 Advanced 12.30-1.00

19. Year 1 ( 3 groups ) Planning a Lesson(Workshop) Year 2 ( 3groups ) Year 3 ( 3 groups ) LESSON 52/READING 11 LESSON 91/LISTENING 19 LESSON 57/WRITING 11 12.30-1.00

20. Common phonemes according to the judgment of the teacher 12.30-1.00

21. ADJECTIVES ANIMALS CLASSROOM OBJECTS FIXED PHRASES FOOD amazing beautiful big brown clever cold cool fat favourite great hot healthy hungry long new nice old short silly small tall ugly unhealthy butterfly( ies ) animal(s) bird(s) cat(s) crocodile(s) dog(s) duck(s) elephant(s) fish frog(s) giraffe(s) lizard(s) rat(s) snake(s) spider(s) tiger(s) bag book desk notebook pen pencil pencil case rubber ruler COLOURS blue green grey orange pink purple red yellow Bye! Cool! Here you are Here’s (your pencil case) How are you? How do you spell…? I’m fine, thanks I’m sorry in a mess It goes… It’s OK Look at me My turn Please Sorry Thank you There are This is… Where’s…? apple(s) banana(s) broccoli cake carrot(s) cheese sandwich chicken coconut(s) corn fruit green bean(s) hot dog mushroom(s) Year 1 Vocabulary by Category 12.30-1.00

22. ADJECTIVES Verbs ANIMALS THE HOME FIXED PHRASES FREE TIME HOLIDAY ACTIVITIES busy brown cloudy cool cold cotton famous fast full funny healthy hot leather nice perfect raining same small snowing strong sunny super unhealthy warm wool woolen Verbs catch crawl dance feel find fly get guess jump jump up high live put race run skip sleep speak stop think trip over touch turn around wear Butterfly( ies ) camel(s) caterpillar(s) cheetah(s) cow(s) fish fly( ies ) goat(s) human(s) jellyfish kangaroo(s) koala(s) ladybird(s) parrot(s) penguin(s) polar bear(s) shark(s) sheep skeleton whale(s) bathroom bedroom cellar dining room kitchen living room hall stairs Window THE BODY arm bones fingers foot hand head knee leg toes wings Bye Good idea Hand in hand I don’t know I don’t want to I’m lost I’m not sure I’m very sorry Maybe No problem See you Sorry Days of the week Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, hour, week go swimming have fun keep fit play football play the piano play tennis ride a bike ride a horse watch TV Clothes cap hat helmet jacket jeans shoes shorts skirt socks sweater trainers trousers T-shirt Holiday activities catch a fish eat ice cream keep clean listen to music look for shells make a sandcastle paint a picture play in the sun read a book take a photo Walk up HABITATS coral country desert forest ground habitat hill jungle lake mountains mud ocean polar region rocks sand sea snow Year 2 Vocabulary by Category 12.30-1.00

23. LESSON PLANNING 12.30-1.00

24. PRE LESSON 1. Pupils look at the pictures on the whiteboard - pictures of people doing a sport and/or a leisure activity. 2. Pupils are asked to look at the sentences written by the teacher on the board: My name is ..., I'm from ..., I'm ... years old, In this picture I'm ... 3. Pupils talk about themselves and their favorite sports/leisure activities. 4. Pupils read aloud the sentences given by the teacher according to their proficiency level At this point, pupils are together doing the activities 12.30-1.00

25. LESSON DELIVERY 5. Pupils are divided into pairs or small groups. They take out their pictures and talk about themselves and the sports/leisure activities they like. (CBA) 6. Pupils then look into their textbook and read about Kumar’s favorite sport and answer a few comprehension questions. 7. .Pupils’ attention is directed to the Writing tip. Pupils write their own emails, based on the pictures they brought. Pupils use the sample given by the teacher as their reference (CBA/DI) 8. Pupils send/give their emails to a friend. Pupils respond informally (orally or in writing) to the email they received. (CBA/DI) 9. Pre-A1 pupils and Low A1 pupils sit in pairs/groups of three. Pupils are given a container/box containing pictures of the vocabulary that they have learned previously. (RI/DI) 10. Pupils pick up a picture. Pre-A1 pupils, paste the pictures, then write down and spell the word of the image. (RI/DI) 11. Pupils of the Low A1 group, pick up 2 words/pictures from the box. (RI) 12. Pupils paste the words/pictures in their exercise books. Teacher guides with sentence builders. (RI/DI) 12.30-1.00

26. POST LESSON Pupils reflect on their learning. They respond to the teacher on the new words they have learnt. REFLECTION /24 pupils achieved obj. 1 / 24 pupils achieved obj. 2 / 6 RI pupils achieved the objectives ( explain what is your action for those who did not achieve the objectives for the mainstream pupils) 12.30-1.00

27. Work in your groups (9 groups ) Design an action plan for 6 weeks. Decide what you would like to focus on each week. Discuss the lesson assigned. Identify the objectives for both the main class and the remedial pupils( you may choose what you want to focus on) 3 of you plan your lesson. Show in the activities when you will be carrying out the Remedial Instruction The other 2 members come up with an action plan Post your lesson plan and action plan on Padlet. TASK (30minutes) Week 1 2 3 4 5 6 Preliterate Eg. Initial C sounds Pre-A1 12.30-1.00

28. RI TOOLKIT BY FINC0/ELTC https://drive.google.com/file/d/1fhrOGQiwhpT4ohBu-9g8vfRDzNhRw9zc/view?usp=sharing LINUS MATERIALS https://plan.moe-dl.edu.my/bahan-sumberrujukan/bahan-bantu-belajar-murid MATERIALS FOR REMEDIAL INSTRUCTION LEVEL 1 https://drive.google.com/drive/folders/1tcdVMl_1Lv3P9Rm5f35OA9YkosBLFMDv?usp=drive_link LINKS FOR MATERIALS

29. https://padlet.com/ppdw010cm13/no-child-should-be-left-behind-l1qaiap1opvrhazi Name your groups and upload into PADLET using the QR code below

30. Thank You! Do you have any questions? g [email protected] 0173159567 ‘ NO CHILD SHOULD BE LEFT BEHIND.’

31. Thanks! Do you have any questions? [email protected] [phone] yourwebsite.com Please keep this slide for attribution