Post on 06-Apr-2018
transcript
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 1/40
Page | 1
SEKOLAH RENDAH BERAKAS GARISON,
BRUNEI II A
Literacy Intervention Program
(English)
Year 2011
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 2/40
Page | 2
Introduction The Literacy Intervention program started being carried out in SRBG on the 27th March 2006.
In the year 2010, it was coordinated the SPN 21. The intervention program was improvised
each year to further be improved the performance of the students of SRBG. All teachers are
involved in the literacy program. The organising committee for the Literacy Intervention
program are the Academic unit and the teachers.
The organising committee for the Literacy Intervention program of Sekolah Rendah Berakas
Garison, Brunei II (A)
CHAIRPERSON
Headmaster
Cikgu Suhaili Bin Hj Sahat
ACTING CHAIRPERSON
Deputy Headmistress
Cikgu Dk Hjh Ramnah Pg Hj Abd Rajak
SECRETARY
Academic Senior Teacher
Cikgu Aida Suryani Binti Judin
ASSISTANT SECRETARY
Assistant Academic Senior Teacher
Cikgu Junaidah Haji Hassan
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 3/40
Page | 3
COMMITEE
Cikgu Junaidah Hj Hassan (Team Leader/ Year 5)
Cikgu Dk Wirda Faazliyaton Pg Hj Sabtu (Year 6)
Cikgu Zatul Himmah Izzat (Year 4)
Cikgu Hjh Mona Adina Hj Mohidin (Year 3)
Cikgu Shahwana Binti Tuah (Year 2)
Cikgu Angela Maragh (Year 1)
MEMBERS
Cikgu Rostinah Hj Ya¶akub
Cikgu Hjh Norulilawati Hj Johari
Cikgu Dk Hjh Norsahdiana Pg Hj Sahdif
Cikgu Siti Haidah
Cikgu Christina Chominah
Cikgu Hjh Halimah Hj Mohammad
Cikgu Khairani Salleh
Cikgu Ivy Chin Kui Ann
Cikgu Maswati Mustapha
Cikgu Tetty Maswaney Binti Daud
Cikgu Nurul Azlin Hj Ahmad
Cikgu Mohd Azmi Bin Hj Ibrahim
Cikgu Mohd Yura Hj zabidi
Cikgu Hjh Mona Adina Hj Mohidin
Cikgu Hjh Nur Aqilah
Ustazah Mastika
Ustazah Norazliah
Ustaz Abdul Hassan bin Hj Angkis
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 4/40
Page | 4
Cikgu Hjh Nuramalina Hassyyaty
Cikgu Hafiz
STAR Program
The Student Achievement in Reading program is a reading program that promotes reading
from pre-school through Year 6. The program offers techniques on reading in English. The
technique used in this program uses the Phonics approach. These STAR programs help
teachers to monitor each child's reading level and help those that are in need of intervention.
The STAR program helps promote a lifelong love of reading and learning.
Rationale
In the year 2010, the percentage passes of the students on each level based on their End of
year Examination are as shown below:
YEAR / LEVEL PERCENTAGE PASSES
YEAR 1A 95.83%
YEAR 1B 95.83%
YEAR 2A 100%
YEAR 2B 100%
YEAR 3A 78.26%
YEAR 3B 95.24%
YEAR 4A 78.95%
YEAR 4B 76.47%
YEAR 5A 68.75%
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 5/40
Page | 5
YEAR 5B 68.75%
YEAR 6A 71.43%
YEAR 6B 71.43%
From the results shown above, it has led to the teachers to take charge and to conduct the
reading assessment that was done by the respective teachers of the upper and the lower
primary. From the reading assessment, they have discovered that there were some students
that were still unable to read. Therefore, it led to the school in implementing the Literacy
Intervention program (English) to help enable the students so that they can increase their
literacy and hence can overcome their problems in reading. In the long-term, it is also to help
the students to pass with flying colours in their subjects (English) for their PSR. Moreover,
Reading skills are considered as life-long skill that is important to be acquired by students to
increase their academic achievements.
Goals
To generate a form of reading culture among the school community and turn it into a more
positive lifestyle for the students. From the reading culture it can instil students to be
responsible and disciplined as well as excellence from their spiritual aspect and academically
through the implementation of reading culture with the help of the teachers to guide them
throughout the whole process.
Objectives
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 6/40
Page | 6
Basically, the program is needed to:
a) To support the students that have knowledge and reading skills that differs from one to
another.
b) To assist students that are weak in recognizing alphabet from a-z ( Big and small letters)
c) To help students to pronounce and use phonics correctly to those who are weak in
recognising their alphabets.
d) To help pupils who are able to identify their alphabets but having difficulty in reading to
be able to use phonics to blend the letters and read words independently.
e) To impart to the students that reading has meaning and it is an important skill to acquire
throughout their learning years in school.
f) To foster students to help one another in reading. The students who are able to read
independently will help the students who aren¶t able to read to a better level in their
reading.
g) To help pupils to identify Dolch & Fry¶s instant words that helps the pupils to read
independently.
h) To foster the love of reading among the students.
Target
In the year 2010, the program essentially involved all students that have problems in reading
as early as year 1 till year 6. It has been carried out intensively for the students that are having
reading problems.
For those students who were able to read independently, will be given enrichment activities
to help the students to fully develop their creativity and promote critical thinking that is
significant throughout their learning years.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 7/40
Page | 7
INSTRUMENT
The literacy program that is carried out uses the Phonics approach. It highlights the usage of
letter sounds. The literacy program uses the Early reading Series known as the µRead easy
phonics¶. It stresses the mastery of the relationship between letter and the sounds of each
letters. The first step of the program is for the pupils to memorize the 26 letters and sound of
each letters. It is of utter importance that the students to be able to master the first step of this
program to further develop their reading skills.
The book is based on the phonics approach in a systematic way and added with a few
important aspects that need to be taken into account on how the students learn. The words in
the books is two-toned that is blue and black that helps coordinate the eyes and hands when
reading.
The Read Easy Phonics comprises to eight series
READ EASY PHONICS
Book 1
Book 1 of this series introduces three consonant sounds /k/, /t//, /b/ for three consonants
letters , c, t, b and two vowel sounds /æ/ and // for vowel letters µa¶ and µo¶
respectively.
Book 2
Book 2 of this series introduces three consonant sounds /n/, /m/, /p/ for three consonant µn¶,
µm¶, µp¶ respectively.
Book 3
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 8/40
Page | 8
Book 3 of this series introduces three consonant sounds /h/, /s/, /d/ for three consonant letters,
µh¶, µs¶, µd¶ respectively.
Book 4
Book 4 of this series introduces three consonants sounds /g/, /r/, /l/ for three consonant letters
µg¶, µr¶,¶l¶ respectively and the vowel sound /I/ for vowel letter µi¶.
Book 5
Book 5 of this series introduces two consonant sounds µj¶ and µf¶ respectively and the vowel
µu¶.
Book 6
Book 6 of this series introduces five consonant sounds /v/,/j/,/w/,/z/ for the letter sounds
µx¶,¶v¶,¶y¶,¶w¶ and µz¶ respectively and the vowel sound of the letter µe¶.
Book 7
Book 7 of this series introduces consonant clusters in the final position of words. They are
µnd¶, µst¶, µmp¶, µnt¶, µnk¶, µst¶, µsk¶, µlp¶, µlt¶ and µld¶.
Book 8
Book 8 of this series introduces consonant clusters in the initial position of words. They are
µcl¶, µfl¶, µfr¶, µsw¶, µgr¶, µpl¶, µpr¶, µdr¶, µtw¶, µfr¶, µbr¶, µtr¶, µst¶, µdr¶ and µgl¶.
The Read easy Phonics also contained one set of flashcards that has letters and combination
of syllable as shown in Book 1, 2 and 3. It also has a CD-Rom that guides on the sounds of
the letters and teaching guidelines. The teaching techniques that can be used is the letter
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 9/40
Page | 9
association, blending of sounds, sensory techniques, touching the letters on sand paper, using
plasticine and games such as memory games, lotto and sahiba.
JOLLY PHONICS
Jolly Phonics is a thorough foundation for reading and writing. It uses the synthetic phonics
method of teaching the letter sounds in a way that is fun and multi-sensory. Children learn
how to use the letter sounds to read and write words. This guide provides background advice
for parents and teachers. It explains the principles behind Jolly Phonics so that your
understanding of the teaching, and your ability to help a child, is much greater. All the
material is suitable for use in school. Much of it is also well suited to use at home; those
items have been marked with a * . The items can be used together, or individually. Jolly
Phonics includes learning the irregular or µtricky words¶ such as said, was and the. Together
with these materials you should also use storybooks. Parental support is important to all
children as they benefit from plenty of praise and encouragement whilst learning. You should
be guided by the pace at which your child wants to go. If interest is being lost, leave the
teaching for a while and then come back to it later. Not all children find it easy to learn and
blend sounds. It is important to remember that this is not because they are unintelligent, but
because they have a poor memory for symbols and words. Extra practice will lead to fluency
in reading and help your child manage at school.
The five basic skills for reading and writing are:
1. Learning the letter sounds
2. Learning letter formation
3. Blending
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 10/40
Page | 10
4. Identifying sounds in words
5. Spelling the tricky words
Although the skills are covered separately in this
guide they will all be taught together.
1. Learning the letter sounds
In Jolly Phonics the 42 main sounds of English are taught, not just the alphabet. The sounds
are in seven groups. Some sounds are written with two letters, such as ee and or. These are
called digraphs. oo and th can each make two different sounds, as in book and moon, that and
three. To distinguish between these two sounds, the digraph is represented in two forms.
This is shown below.
1. s a t i p n
2. c k e h r m d
3. g o u l f b
4. ai j oa ie ee or
5. z w ng v oo oo
6. y x ch sh th th
7. qu ou oi ue er ar
Each sound has an action which helps children remember the letter(s) that represent it. As a
child progresses you can point to the letters and see how quickly they can do the action and
say the sound. One letter sound can be taught each day. As a child becomes more confident,
the actions are no longer necessary. There is a list of all of the letter sounds and their
corresponding actions on page 8 of this guide. Children should learn each letter by its sound,
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 11/40
Page | 11
not its name. For example, the letter a should be called a (as in ant) not ai (as in aim).
Similarly, the letter n should be nn (as in net) , not en. This will help in blending. The names
of each letter can follow later. The letters have not been introduced in alphabetical order. The
first group (s, a, t, i, p, n) has been chosen because they make more simple three-letter words
than any other six letters. The letters b and d are introduced in different groups to avoid
confusion. Sounds that have more than one way of being written are initially taught in one
form only. For example, the sound ai (r ain) is taught first, and then alternatives a-e (gate)
and ay (day) follow later. Examples can be found in the Jolly Phonics Word Book.
2. Learning letter formation
It is very important that a child holds their pencil in the correct way. The pencil should be
held in the µtripod¶ grip between the thumb and first two fingers. If a child¶s hold starts
incorrectly, it is very difficult to correct later on. A child needs to form each letter the correct
way. The letter c is introduced in the early stages as this forms the basic shape of some other
letters, such as d.
Particular problems to look for are:
the o (the pencil stroke must be anticlockwise, not clockwise),
d (the pencil starts in the middle, not the top),
there must be an initial downstroke on letters such as m and n.
3. Blending
Blending is the process of saying the individual sounds in a word and then running them
together to make the word. For example, sounding out d-o-g and making dog . It is a
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 12/40
Page | 12
technique every child will need to learn, and it improves with practice. To start with you
should sound out the word and see if a child can hear it, giving the answer if necessary. Some
children take longer than others to hear this. The sounds must be said quickly to hear the
word. It is easier if the first sound is said slightly louder. Try little and often with words like
b-u-s, t-o-p, c-a-t and h-e-n. There are lists of suitable words in T he Phonics Handbook and
the Jolly Phonics Word Book. Remember that some sounds (digraphs) are represented by two
letters, such as sh. Children should sound out the digraph (sh), not the individual letters (s-h).
With practice they will be able to blend the digraph as one sound in a word. So, a word like
rain should be sounded out r-ai-n, and f eet as f -ee-t. This is difficult to begin with and takes
practice. The Jolly Phonics Regular Word Blending Cards can be used in class to improve
this skill. You will find it helpful to be able to distinguish between a blend (such as st) and a
digraph (such as sh). In a blend the two sounds, s and t can each be heard. In a digraph this is
not so. Compare mishap (where both the s and h are sounded) and midship (which has the
quite separate sh sound). When sounding out a blend, encourage children to say the two
sounds as one unit, so f l-a-g not f -l-a-g. This will lead to greater fluency when reading. Some
words in English have an irregular spelling and cannot be read by blending, such as said, was
and one. Unfortunately, many of these are common words. The irregular parts have to be
remembered. These are called the µtricky words¶.
4. Identifying sounds in words
The easiest way to know how to spell a word is to listen for the sounds in that word. Even
with the tricky words an understanding of letter sounds can help. Start by having your child
listen for the first sound in a word. Games like I-Spy are ideal for this. Next try listening for
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 13/40
Page | 13
the end sounds, as the middle sound of a word is the hardest to hear. Begin with simple three-
letter words such as cat or hot. A good idea is to say a word and tap out the sounds. Three
taps means three sounds. Say each sound as you tap. Take care with digraphs. The word f ish,
for example, has four letters but only three sounds, f -i-sh. Rhyming games, poems and the
Jolly Songs also help tune the ears to the sounds in words. Other games to
play are:
a) Add a sound: what do I get if I add a p to the beginning of ink ? Answer: pink. Other
examples are m-ice, b-us, etc.
b) Take away a sound: what do I get if I take away p from pink ? Answer: ink. Other examples
as above, and f -lap, s-lip, c-rib, d-rag, p-ant, m-end, s-top, b-end,
s-t-rip, etc.
READ WRITE INC PHONCS
Read Write Inc Phonics is a synthetic phonics programme.
Children learn:
y Grapheme-phoneme correspondences for the 44 sounds in English
y How to blend sounds for reading and segment words for spelling.
y Apply skills and knowledge to read age appropriate stories featuring the grapheme-
phoneme correspondences they have learned.
Read Write Inc Fre sh Star t is a synthetic phonics intervention programme for children from
Year 5 and follows a similar system to the Phonics programme using a 34 module format and
text appropriate for older children.
Both programmes:
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 14/40
Page | 14
y Are an alternative to the literacy hour/session or English lesson.
y Have 5 key principles, (pupil) participation, positive teaching (praise), purpose
(clarity of), pace and passion (energetic teaching and learning)
The reading programme is organised into Phonics lessons and nine reading and nine writing
activities. The latter develop aspects of speaking and listening, language comprehension,
spelling and writing process skills.
Read, Write Inc. gives us:
y Systematic, structured teaching
y Using simultaneous visual, auditory and kinaesthetic processes
y Clear importance of speaking and listening
y Encouragement of collaborative working
DOLCH WORDLISTS
The Dolch Sight Words are a list of the 220 most frequently used words in the English
language. These sight words make up 50 to 70 percent of any general text.The Dolch list was
developed by Edward William Dolch, PhD, in 1948 and published in his book " Problems in
Reading." Dolch compiled his sight word list based on the words most frequently used in
children's reading books in the 1930's and 1940's. Dolch found that children who can identify
a certain core group of words by sight could learn to read and comprehend better. Dolch's
sight word lists are still widely used today and highly respected by both teachers and parents.
The Dolch sight words were designed to be learned and mastered by the third grade.
The list of Dolch sight words contains 220 words that have been arranged by levels of
advancing difficulty:
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 15/40
Page | 15
y Pre-primer
y Primer
y First Grade
y Second Grade
y Third Grade
These 220 Dolch sight words include pronouns, adjectives, adverbs, prepositions,
conjunctions, and verbs. In addition, there is a separate list of 95 Dolch nouns. Many of the
Dolch sight words are difficult to portray with pictures or hard to sound out through phonics
methods. Therefore, these words must be learned as sight words and they must be quickly
recognized in order to achieve reading fluency. Once children have learned and memorized
these basic sight words, they read more fluently and with greater comprehension.
FRY 1000 INSTANT WORDLIST
The Fry 1000 Instant Words are a list of the most common words used for teaching reading,
writing, and spelling. These high frequency words should be recognized instantly by readers.
Dr. Edward B. Fry's Instant Words (which are often referred to as the "Fry Words") are the
most common words used in English ranked in order of frequency. The Fry 1000 Instant
Words are a list of the most common words used for teaching reading, writing, and spelling.
These high frequency words should be recognized instantly by readers. Over half of every
newspaper article, textbook, children's story, and novels composed of these 300 words. It is
difficult to write a sentence without using several of the first 300 words in Fry's Instant Word
Lists. Consequently, students need to be able to read the first 300 Instant Words without a
moment's hesitation.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 16/40
Page | 16
In 1996, Dr. Fry expanded on Dolch's sight word lists and research and published a book
titled " F ry 1000 Instant Words." In his research, Dr. Fry found the following results:
y 25 words make up approximately 1/3 of all items published.
y 100 words comprise approximately 1/2 of all of the words found in publications.
y 300 words make up approximately 65% of all written material.
Burt Reading Test (1974) Revised
With all standardised reading tests it is essential that there is no teaching to the test. None of
the words should be taught in preparation for the test. The Burt Word Reading Test consists
of a list of 110 words, arranged in groups of ten, and presented in increasing order of
difficulty. It was found that the test was not suitable for use with children younger than six
years and four months. Each child is tested individually on the Burt Reading Test.
The Burt Reading Test is a 1974 revised and standardized word reading test for testing the
reading age, grade, and percentile ranking of children. Within the Burt test, there are a total of
110 words that are graded in approximate order of difficulty. A child is asked to read as many
words as he or she can, and stop when he or she has failed to read 10 consecutive words. At
the completion of the test, the total number of correct words the child has read is counted, and
this number is then matched with an estimated reading age, grade, and percentile. The results
of the Burt Reading Test are quite accurate, and when the word reading test is properly
administered, the accuracy can be expected to be within 6 months of error in either direction.
These tests give parents and educators a good indication of a particular child's reading
abilities, and should they find the child lacking reading skills for his or her age, they can then
take appropriate remedial action to correct the reading deficiencies.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 17/40
Page | 17
Action Plan
To ensure the implementation of the Literacy Intervention program to run smoothly, an action
plan was done to keep the program to run throughout the year. The activity will be carried out
until the end of 2011. This is to make certain that the Literacy Intervention program being run
by the teachers of Sekolah Rendah Berakas Garison.
TIME FRAME AGENDA ACTION
JANUARY
y Identify the students reading
abilities by doing s screening test
based on their achievement in
their reading when they were in
Year 1 (2010).
y For the Year 2-6,the English
teachers will lists the names of
the students that have reading
problems and will be given to
the Academic unit
y Action plan will be prepared by
the teachers that were assigned
to carry out the program.
Enrichment activities will also
be prepared by the respective
teachers for the students that
have different levels of reading
abilities.
English teachers of Year 1
till Year 6
Year 1 till Year 6 English
Teachers.
Year 1 till Year 6 English
Teachers
FEBRUARY
y The Literacy Reading Program
Program commences.
y Enrichment program for the
studentss that were able to read
All teachers
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 18/40
Page | 18
independently and the average
readers will commence as well.
They would be given Dolch
Wordlist to further enhance their
reading skills.
MARCH
y Reading assessment I (students
will be assessed and record the
marks that was obtained during
the assessment. Pupils will be
assessed from the mastery of
letter a-z, reading and read the
syllables, spelling and utter the
words. Reading of the texts and
comprehension. (Refer to the
appendix)
y Results from the assessment will
and a report will be given to the
M.O.E. (Year 1 and Year 2 only)
y For Year 3 ± 6, reports must be
submitted and kept in School for
the supervision of the
implementation of the program.
y Students who were able to
improve in their reading will be
discharge from form the program
and will be given guidance in the
Reading culture program (an
extension of the Literacy
Intervention program)
y Literacy teachers will submit a
list of reading skills of the
students to the Academic Unit.
This is for the monitoring of the
All teachers
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 19/40
Page | 19
program. (refer to appendix)
APRIL - JULY
y Continuation of the Literacy
Intervention program.
y Enrichment activity will also be
carried out at the same time.
All teachers
AUGUST
y Reading assessment II (students
will be assessed and record the
marks that was obtained during
the assessment. Pupils will be
assessed from the mastery of
letter a-z, reading and read the
syllables, spelling and utter the
words. Reading of the texts and
comprehension. (Refer to the
appendix)
y Results from the assessment will
and a report will be given to the
M.O.E. (Year 1 and Year 2 only)
y For Year 3 ± 6, reports must be
submitted and kept in School for
the supervision of the
implementation of the program.
y Students who were able to
improve in their reading will be
discharge from form the program
and will be given guidance in the
Reading culture program (an
extension of the LiteracyIntervention program)
Literacy teachers will submit a
list of reading skills of the
students to the Academic Unit.
This is for the monitoring of the
All teachers
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 20/40
Page | 20
program. (refer to appendix)
SEPTEMBER -
OCTOBER
y Continuation of the Literacy
Intervention program.
y Enrichment activity will also be
carried out at the same time.
All teachers
NOVEMBER
y Reading assessment II (students
will be assessed and record the
marks that was obtained during
the assessment. Pupils will be
assessed from the mastery of
letter a-z, reading and read the
syllables, spelling and utter the
words. Reading of the texts and
comprehension. (Refer to the
appendix)
y Results from the assessment will
and a report will be given to the
M.O.E. (Year 1 and Year 2 only)
y For Year 3 ± 6, reports must be
submitted and kept in School for
the supervision of the
implementation of the program.
y Students who were able to
improve in their reading will be
discharge from form the program
and will be given guidance in the
Reading culture program (an
extension of the LiteracyIntervention program)
y Literacy teachers will submit a
list of reading skills of the
students to the Academic Unit.
This is for the monitoring of the
All teachers¶
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 21/40
Page | 21
program. (refer to appendix)
NOVEMBER
y Meeting with the Literacy
Intervention program
committees.
y Assessment of the effectiveness
and the weaknesses of the
activity. Methods that was used
from February ± November.
y Arrangement of the follow-up
activity that is more efficient and
effective.
All the committees
Implementation of the Literacy Intervention Program
The program is carried out internally and centered in Sekolah Rendah Berakas Garison
Brunei IIA. It will be carried out for about 25 minutes; it will begin at 7.30 ± 7.55 am every
Monday morning. The place for the carrying out of the literacy program is in their respective
classrooms.
The supervision of the program are the Class teachers and Assisting teachers as mentioned
below.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 22/40
Page | 22
Every end of the school term, reading assessment will be run by the teachers. Students that
were able to show a lot of progress will be taken out from the Literacy program based on
their assessments made by the teachers that assessed the students. At the end of the year,
students that were able to succeed in this program will be given rewards and a certificate as
an encouragement for the students.
The Literacy Intervention program (English) for students that need intensive guidance (those
that got an µF¶ at the End of Year Assessment 2011 will be supervised by the English teacher
on each level. Every of the students will be combined in one class and the intervention will be
done in one classroom as to give every of the students help as much as possible in intervening
with their reading disabilities.
Year/ Level I F U
Preschool Cikgu Azlin Cikgu Khairani Cikgu H jh Halimah
Year 1 Teacher Angela
Ustazah Mastika
Cikgu Cikgu H jh
Lela
Cikgu H jh Nur
Aqillah
Year 2 Cikgu Shawana
Cikgu Azmi
Cikgu Hafiz Cikgu Christina
Year 3 Cikgu H jh Mona
Cikgu Elme
Cikgu Reza
Cikgu H jh Amal Cikgu Umi
Year 4 Cikgu Zatul
Cikgu Aida
Cikgu Tetty Cikgu Dk. Shahdiana
Year 5 Cikgu Junaidah
Cikgu Fauzi
Cikgu Ivy Cikgu Rostinah
Year 6 Cikgu Dk WirdaCikgu Yura
Cikgu Maswati Cikgu Siti Haidah
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 23/40
Page | 23
Students that were able to obtain grade A-D by the end of 2011 will be given the Enrichment
program. They will be supervised by teachers based on their Year levels. The students will be
combined in one class and will be divided according to their grades. There will be according
to the high ability in their reading, average and the low ability. A teacher will be assigned to
handle the students.
IMPLEMENTATION OF THE PROGRAM
The implementation of the program is administered by the committees with the help
of the teachers. All teachers especially the English subject teachers will start at 7.30-
7.55 am (25 minutes) every Monday. The direction of this program will be monitored
by the committees.
Improvise on the strategies of teaching during this program will always be supervised
to meet the objectives of this program.
The materials and equipment used in the program will be phased according to the
ability of pupils.
The Burt Reading Tests will be given to the pupils by their teachers in charge.
Assessment made by the teacher read the class and a member of the end of each
school term (3 times).
A checklist of the skills of each student who attended Literacy Program (Requires
guidance) submitted to the Academic Division of each school term ends.
Report on the evaluation of this program will be documented in the form of a booklet
'and will be' reviewed 'at the end of the assessment to be rectified and used for use by
all teachers.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 24/40
Page | 24
Lists of names of the students in the Literacy Intervention program
YEAR NO. NAME OF THE STUDENTS
1A
1 Nur Shahdatul Atiqah Binti Rahim
2 Nur Alieynna Ashiqyne Baaddrisyhya Md Zariudin
3 Ak. Md Al-Azhar Pg H j Ismail
4 Rozaiman Rozaini
5 Muhd Khazrul Md Khairul
6 Siti Nurdiana Yahaya
7 Muh Nur Ajmal Haji Jamal
8 Nur Imanina afiqah Suhif
1B
1 Abdul Matin Bin Abdul Malik
2 Muhammad Shazwan Bin Sahirol
3 Nurfatin Aqillah Binti Shahibol Rizal
4 Nur Batrisyia BasirahH j Abdul Latip
2A
1 Md Ezzuan Bin Abdullah Md Khairul Ramadin
2 Ak. Mohd Hassanal Bin Pg H j Ismail
3 Md Raziman Syafiq Bin Mohd Rizan
4 Muhammad Nazrin Bin Abdul Hassan
5 Muhammad Wafiuddin Bin Abdullah Junaidi
6 Muhd Zairul Adiezam Bin Mohd Zariudin
7 Eddy Mario Bin Badul @ Badrul
8 Hazwani Bte Sulaiman
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 25/40
Page | 25
9 Nurul Ewanina Iwana Bte Mohd Edry
10 Nur Sayidah Rasyidah Bte Salman
11 Siti Noor Naziratul Aine Bte Muslim
2B
1 Mohd Khairuddin Bin Suqairi
2 Rusydihilmi Bin Roslaini
3 Mohd Mukriz Bin H j Rosman
4 Mohd Hilmi Bin Abdullah Mohd Ferizal
5 Ade Yusrizat Binn bdullah H j Abdie Norezla Irwanda
6 Mohd Hadif Na¶Qiuddin Bin Saiful Hazrul
7 Mohd Afi Bin H j Mohammad Ali
8 Mohd Hifni Bin Hanaffi
9 Masrul Nuraisyah Bte Mohd Khairul
10 Irene Rosalin Bte Wedy Wellintio
11 Nurul Syifaa Sa¶adah Bte H j Abdul Azis
12 Nur Na¶izah Bte Abdul Rahim
3A
1 Mohd Danial Fakhrullah Bin Mazlan
2 Mohd Ridwan Raziq Bin Mohd Rizan
3B 1 Mohd Hifzan Bin Sufri
4A
1 Amal Shafiqah Bte Muhd Shukreen
2 Mohammad Muiz Bin H j Rosman
3 Mohammad Wa¶ie Syahmi Bin Merhaisme
4 Mohd Ajrun Azhim Bin Muslim
4B Nil
1 Mohd Saiffuddin Hafiz Bin Abdullah Shaiful
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 26/40
Page | 26
5A 2 Rozana Bte Rozaini
3 Nurul Ain Nabilah Binti Ardey
5B 1 Mohd Nazmi Bin Abdul Hassan
6A Nil
6B
1 Md. Wafa Izzuddin Bin H j Rosman
2 Rozaimie Bin Md Rozaini
CONCLUSION
Literacy Intervention Program that will be expected to be implemented and practiced by
citizens of Sekolah Rendah Berakas Garisson Brunei IIA. It is expected to be running
smoothly. The Enrichment activities were in hopes to be able to nurture the students to think
creatively and more perceptive on their young minds for their preparations in the coming
years.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 27/40
Page | 27
SEKOLAH RENDAH
BERAKAS GARISON,BRUNEI IIA
English Literacy Program
2011
7.00 ± 7.30 am
Every Monday
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 28/40
Page | 28
TERM 1
Introduction
The English Literacy Programs are activities designed to provide differentiated teaching that
supports pupils in developing their English Literacy skills. The teacher uses a planned
activity for the whole year that allows for the incorporation of several different types of
activities that are suitable from Preschool to Year 6. The activities are designed to engage the
pupils of all levels into utilising the English language. For these literacy programs, the
teachers are required to do careful planning of activities that helps encourages and improves
the pupils¶ Literacy skills of the English language.
Rationale
The challenge today is to make a dramatic difference in the teaching of English, so that the
next generation of adults is permanently engaged in using the English Literacy skills. In
doing so, we cannot ignore the importance of the English Literacy skills among the children.
Nonetheless, the school can, and should, play its role as a force for change, ensuring that the
pupils not only learn to acquire reading in English, but also develop speaking, listening and
writing skills using the English language.
Objective
In providing the English literacy program, it would help increase the literacy rate in the
school. It will also enrich the pupils¶ knowledge of the English language. It would motivate
the pupils to use English in their classrooms more often. It helps increase the pupils¶ interest
in learning the English language. It helps the pupils to get a better understanding on the
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 29/40
Page | 29
application of the using the English language. The activities that are given teaches them the
skills that would help them in later years.
Background
The results of the End of Year School based Exam helps assist the teachers to determine what
and which area and activities that can enrich the pupils and increase the pupils¶ literacy rate.
This will be discussed again by teachers of each Year levels in the activities that are given to
them from time to time.
Implementation
After determining the pupils¶ strengths and needs by obtaining the End of Year School Based
Exams, It would further guide teachers in providing the pupils the activities suitable to their
needs. While individuals always vary, the pupils¶ in the class are alike enough that the
activities can be effectively carried out during the allocated time. Texts and activities are
selected from a collection arranged along a gradient of difficulty. This would be suitable for
all abilities in hopes of enriching the pupils¶ literacy rate. The teacher selects an activity that
students will be able to process successfully with instruction. Any outcomes will be discussed
by teachers of all Year levels to provide an English literacy program the results that we hope
would give out positive outcomes for the pupils¶ of the school. The activities of the Literacy
Program will be carried out weekly throughout the whole year.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 30/40
Page | 30
Crosswords And Wordsearch Puzzle
Introduction
Crossword and word search puzzles refer to groups of words arranged horizontally and
vertically. It is designed so that each word will cross each other through a letter that is
common to both. Crossword and word search puzzles have many benefits, those of which
include:
Stimulates the mind.
Lightens the mood
Gives a sense of satisfaction and achievement
Recognize the words in the puzzle shown
Stimulate their spelling skills
Enhance their vocabulary
Rationale
Children are using important concepts that they have learned to apply it them to crossword
puzzles. Crossword puzzles improve vocabulary and the meaning of words; become more
familiar with exploring new words; using a bigger vocabulary in reading, writing and
speaking.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 31/40
Page | 31
Objectives
For children to sharpen their search and memory skills.
For children to broaden their educational horizons.
Implementation
Estimated time
15-20 minutes and can be continued if longer.
Materials needed
Crosswords and wordsearch
pencils and rubbers
Steps
1. Use clues to match a keyword to the corresponding number.
2. keywords are placed in either the µacross¶ or µdown¶ columns.
3. check that keywords are not misspelled or repeated.
4. Find the words that are required in the word search puzzle.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 32/40
Page | 32
Preparation
y Stick to a theme for maximum effectiveness. Compile a list of keywords, names and
phrases that exemplify the lesson's objective. For example, a crossword puzzle about
Thanksgiving could contain words such as Pilgrims, Pocahontas and maize. Ensure
your words are thoroughly spell-checked to avoid puzzle errors. Choose keywords
that have different lengths and various letter combinations.
y Write clues that allude to both independent assignments and classroom instruction.
This helps ensure attention is maintained throughout your entire lesson plan. Include a
few clues that add a dose of humor into the crossword puzzle to combat boredom.
Create a clue for each keyword on your list. Decide the difficulty level of the
crossword puzzle. This helps keep your crossword puzzle on task. Determine if the
use of notes or reference materials will be allowed.
y Make a rough draft of the crossword puzzle. Use graph paper to begin constructing an
arrangement for the words on your list. Place the keywords into the boxes, one letter
per box square. Interlock the keywords at commonly shared letters. Mix up your
usage of long and short keywords to create a suitable crossword puzzle shape.
Varying the interval at which you adjoin the keywords can make the crossword puzzle
more attractive and avoid bunching. Erase and adjust the keyword placement to suit
your taste.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 33/40
Page | 33
y Finalize the crossword puzzle shape. Outline the newly placed keywords with a pen to
separate them from blank areas. Number your crossword puzzle by starting at the
uppermost keyword on the left side of the puzzle. This process should be completed
separately for both the vertical and horizontal keywords. Shade in blank squares for
added effect. Make a puzzle key by writing down the keywords in the finalized order
with corresponding number designation and saving the original puzzle.
PAIRED READING
INTRODUCTION
Paired reading is an ideal fluency-building technique to use with less-skilled readers who are
not confident in reading alone. The tutor and tutee read together from the text. When the tutee
chooses, he or she can read alone, while the tutor follows silently along in the text. Whenever
the tutee misreads a word or otherwise makes a reading error, the tutor supplies the correct
word and resumes reading aloud in tandem with the tutee.
RATIONALE
Perhaps the most pressing challenge that schools face is one of ensuring that all children
become competent readers. Young children who experience problems in reading quickly fall
behind their more skilled classmates in their ability to decode and comprehend text. This gap
in reading skills can emerge as early as first grade²and, once present, tends to be quite stable
over time.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 34/40
Page | 34
OBJECTIVES
The objectives of the paired reading is
to ensure that students become competent readers.
to help the poor readers to have the opportunities to use their reading skills
independently.
IMPLEMENTATION
Estimated Time
15-20minutes
Materials Needed
Reading books for each peer tutoring
Steps
Read from the book with your student.
When your student taps your hand, let the student read alone as you follow along
silently.
If the student reads a word wrong, skips a word, or doesn¶t know a word (5-second
rule):
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 35/40
Page | 35
1. Point to the word
2. Tell them the word
3. Have them repeat the word
4. Join them in reading aloud again
PREPARATION
Pick a student from the group. Tell him or her to play-act the role of a younger reader.
Encourage your student to read somewhat haltingly and to make an occasional
reading error. With the student as your µtutee¶, demonstrate the paired-reading
strategy. At the end of the demonstration, ask whether students have any questions
about how to do paired reading.
NOTE: Be sure that students understand that they should wait at least 5 seconds
before supplying the correct word to a hesitant reader.Have them practice the µ1-
Mississippi, 2-MississippiǦ mental counting method to monitor the appropriate
wait-time. Also, model the use of praise as you demonstrate paired reading by
occasionally praising the effort or reading ability of your µtutee.¶
Have students practice paired reading with each other. Divide students up into pairs.
Instruct each pair that one student is to assume the role of tutor and the other is to
pretend to be the tutee. Have the pairs practice paired-reading about 5 minutes while
you circulate around the room observing and providing encouragement and corrective
feedback.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 36/40
Page | 36
Then direct the pairs to trade roles, with the former tutee taking the role of tutor and
vice versa.
Give them an additional 5 minutes to practice under your supervision.
Hand out peer tutoring badges and award stickers. To show tutors that they have done
a good job during this lesson, hand out their peer tutoring badges. Allow tutors to
select and affix a sticker to their badges, signifying that they have successfully
completed the lesson.
Then collect the badges.
TERM 2
Introduction
The Communication skills activity that is carried out for the second term of the school year is
administered for Year 1 to Year 6. Each students within the school help contribute in carrying
out the activity where they perform on stage to participate in the communication skills
activity. Using drama, role play, poetry, singing, Q & A activities has clear advantages for
language learning. It helps students to communicate in the language they were taught
including those with limited vocabulary. These activities involve students at many levels, not
only on the language and literacy one but also on the kinaesthetic aspect. There are some
areas where drama can be very useful in order to develop students¶ communicative
competence.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 37/40
Page | 37
Rationale
Through the communication skills programme, children may discover different styles and
registers which are very different from their everyday speech as well as the use of verbal and
non verbal devices. It is also helpful for reading and writing skills and vocabulary building.
The oral language skills developed through drama show that students are able to use the
language they know in situations where they are to communicate successfully.
Objective
In providing the Communication Skills programme, it is to help the pupils to increase their
self-confidence in public speaking of the English and the Malay language in a fun and
interesting way application of using the English language. The activities that are given teach
them the skills that would help them in later years.
Background
The communication skills programme is administered by the language and subject teachers
throughout the term. The Communication skills activity will take about 15-20 minutes every
Monday morning.
Implementation
Having effective communication skills means more than just knowing how to talk. Children
often need guidance in learning how to interact with others when speaking. It's a fun and
engaging way for children to learn.
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 38/40
Page | 38
1. Active Listening
o Help children understand the importance and develop the skills of listening to
others, while also teaching them that it is OK to ask questions if they need
clarification. Teaching children, in the simplest terms, how active
communication works. Practice role-playing with a child to help them learn
proper ways to address adults. Discuss words that are off-limits and let the
children know that these words are unacceptable in the home and elsewhere.
2. Nonverbal Communication Skills
o Talk to the children about nonverbal communication. Discuss the importance
of posture and body language in conversation. Remind children about space
perimeters between them and the listener. Practice different types of body
language with children so they can understand how they affect others'
perception of their message. Use simple terms such as "When you stand with
your arms crossed, the listener might think you are angry or frustrated even if
you are not." Practicing through role-playing or games will help children
develop effective communication skills that will carry them into adulthood.
Tone of Voice
o Discuss the importance of using appropriate tones when speaking. Try to
reinforce that yelling and arguing may not be the best way to communicate
with other children. Be mindful of teacher¶s own tone of voice when talking
with children.
Types of Activities
The types of activity carried out for the Communication skills programme consists of these
activities:
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 39/40
Page | 39
y Drama
Drama allows kids to practise many of the higher order thinking skills in a playful
context. They must think critically, apply knowledge to new situations, analyze, solve
problems, make decisions, collaborate ± all skills that will benefit not just their reading
and writing, but every core subject at school.
y Role-Play
Acting out a favourite story allows individual children to adopt individual roles and to
immerse themselves fully in the story. We have now moved further away from free play
role-play to the point where children are doing something much closer to the dictionary
definition of drama.
y Comprehension
Comprehension is a way for children to interact with, and interpret understanding, or text
of any sort. They get opportunities to analyze how a story given to them and come up
with a conclusion of their own. This can be as simple as understanding and portraying the
facts that they accumulate during the storytelling, drama or role-play.
y Storytelling
Storytelling develops communication skills. Children learn how to use their face, voice
intonation and body movements to get a message across to any audience, whether it be on
stage, or with a group of friends.
y Q & A
Questioning and answering skills are important if children are to develop as independent
learners. They will learn how to ask questions and answer questions accordingly.
y Quiz
8/3/2019 Star Literacy Programme 2011
http://slidepdf.com/reader/full/star-literacy-programme-2011 40/40
Quizzes are also one of the most beneficial activities for children as the children are
required to use their thinking skills. The quizzes that are used should only be possible to
solve and find answers, effort and thinking made by the pupils. If the Quizzes are very
easy, there would probably be no need for teamwork.