pppbi siri 1 2014

KURSUS PEMANTAPAN PEDAGOGI PEMULIHAN

BAHASA INGGERIS BAGI GURU BAHASA INGGERIS TAHAP 1

SIRI 1 /201415-19 NOVEMBER 2014

SK TEMENGGONG ABDUL RAHMANANJURAN

PEJABAT PENDIDIKAN DAERAH JOHOR BAHRU

1.Introduction To Learning Difficulties2.Finger spelling3.Effective remedial teaching4.Criteria of slow learners5.Identifying learning problems6.Question & Answer session-enough time to answer is given

Learning Difficulties Found In

Classroom

Symptoms of Learning Difficulties:

•Poor reading and comprehension•Poor in mathematics and problem solving•Poor cognition (thinking and reasoning)•Poor memory•Poor auditory processing•Poor visual processing•Lack of focus, short attention spans•Passive and slow to response•Has difficulty following multi-step directions.•Works well with "hands-on" activities.)•Has a poor self-image.•Works on all tasks slowly.•Masters skills slowly; some skills may not be mastered at all.

Dyslexia

Dyslexia, or developmental reading disorder, is characterized by difficulty with learning to read and with differing comprehension of language despite normal or above-average intelligence. This includes difficulty with phonological awareness, phonological decoding, processing speed, auditory short-term memory, language skills/verbal comprehension, and/or rapid naming.

Dyslexia is the most common learning difficulty

and most recognized reading disorder.

Ten variations of the word "Teapot" as written by dyslexics

Attention Deficit Hyperactivity Disorder(ADHD)

A person with ADHD may have some or all of the following symptoms:

1.Difficulty paying attention and tendency to make careless mistakes in school; producing work that is often messy and careless1.Easily distracted and frequently interrupting ongoing tasks to attend to trivial noises or events that are usually ignored by others2.Inability to sustain attention on tasks or activities3.Difficulty finishing schoolwork4.Disorganized work habits5.Forgetfulness6.Failure to complete tasks such as homework or chores

Symptoms include:

1.Getting up frequently to walk or run around2.Running excessively when it's inappropriate3.Having difficulty playing quietly or engaging in quiet leisure activities4.Always being 'on the go‘5.Often talking excessively

Autism

Autism is a word that refers to a wide range of developmental disorders that some people are born with or develop early in life.

Autism affects the brain and makes communicating and interacting with other people (chatting, playing, hanging out, or socializing with others) more difficult.Not everybody with autism has the same difficulties. Some people may have autism that is mild. Others may have autism that is more severe. Two people with autism may not act alike or have the same skills. Some people with autism are especially good at music or computers or art — just like others. Others may have trouble with speech and balance and coordination .

Dyspraxia

Dyspraxia, a form of developmental coordination disorder (DCD) is a common disorder affecting fine and/or gross motor coordination in children and adults. It may also affect speech.Children may present with difficulties with self-care, writing, and play as well as other educational and recreational activities.

Dyspraxia can also affect articulation and speech, perception and thought.

What causes dyspraxia?Although the exact causes of dyspraxia are unknown, it is thought to be caused by a disruption in the way messages from the brain are transmitted to the body. This affects a person’s ability to perform movements in a smooth, coordinated way.

Emergent Literacy•Observationcollaborationpracticeperformance

Phonological Awareness•Action sound printed letter

Revisiting Phonics

Emergent literacy is a term that is used to explain a child's knowledge of reading and writing skills before they learn how to read and write words.

Observationcollaborationpracticeperformance

The basic components of emergent literacy include:

1.Print motivation: Being interested in and enjoying books.2.Vocabulary: Knowing the names of things.3.Print awareness: Noticing print, knowing how to handle a book, and knowing how to follow words on a page.4.Narrative skills: Being able to describe things and events and to tell stories.5.Letter knowledge: Understanding letters are different from each other, knowing their names and sounds, and recognizing letters everywhere.6.Phonological awareness: Being able to hear and play with the smaller sounds in words.

Action sound printed letter

Phonics:A method of teaching reading based on the sounds of letters, groups of letters, and syllables.

Phonemes: any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat.

Grapheme:•A letter of the alphabet, a mark of punctuation, or any other individual symbol in a writing system.

Onset & rime patterns

Onset and rime occur in single syllable words. An onset is all the sounds in a word that come before the first vowel.

They help children learn about word families.Teaching children to attend to onset and rime will have a positive effect on their literacy skills.

Strategies to teach phonics

•Snake & ladder•Muffin word puzzle –onset & rime patterns•Fishing game•Round Robin Rhyme•Sound box without pictures•Sound box with pictures•Sound bingo•Belly fish•Roll –It: dice with letters•Wild cards-musical box•Where Is It?

cat bake cold

atSFBCP

Listening and Speaking

•Stimulus

•Linking letters- wordsEat-take-ear-rat-tap-pie

•Alphabet Relay

•Odd one out

Reading Pillars of reading

1.Phonological awareness2.Phonics3.Fluency4.Vocabulary5.Comprehension

Reading activities•Round Robin Oral Reading•Echo Reading•Choral Reading•Partner Reading•Shared Reading•Guided Reading•Independent Reading- NILAM

Writing

1.Pre-writing

•Fine motor skills – eye hand coordination

2.Stages of Handwriting development

3.Components of Handwriting

3 Bestari8.30-9.30 amEnglish

Theme: World Of KnowledgeTopic : Listen To MeLearning Standard:2.1.1, 2.1.2., 2.1.3Objectives: At the end of the lesson, the pupils should be able to:1.identify and distinguish the shapes of the letters in the alphabet2.articulate initial, medial and the final sounds 3.blend two to four phonemes into recognizable words and read them aloudLinus* 1.identify and distinguish the letter ‘t’ 2.articulate the sound /t/ correctly 3.blend two phonemes into recognizable words

Activities:1.Teacher uses clay to mold 7-8 shapes of letters and read them aloud2.Teacher uses five words to articulate the initials, medial and final sounds3.Teacher uses five words to demonstrate oral blendingLinus*1. Teacher uses clay to mold the letter ’t’2. Teacher uses two simplewords that starts with `t’ to articulate initials, medial andfinal sounds.3. Teacher uses two simple words that starts with `t’ to demonstrate oral blendingAdded Values:Communication skill

Reflection:KSSRLesson was delivered.25/30 pupils managed to master the lesson. 5 pupils need revision and remedial to master the lesson.LINUSLesson was delivered. 8/10 Linus pupils were able to master the lesson. 2 pupils needed further assistance through drilling.