Star Literacy Programme 2011

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SEKOLAH RENDAH BERAKAS GARISON,

BRUNEI II A

Literacy Intervention Program

(English)

Year 2011



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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



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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



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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%



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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



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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.



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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



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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



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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



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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,



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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



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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



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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:



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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:



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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.



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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.



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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



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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



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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









appendix)













extension of the LiteracyIntervention program)

Literacy teachers will submit a




All teachers



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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









appendix)













extension of the LiteracyIntervention program)

y Literacy teachers will submit a




All teachers¶



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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.



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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



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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.



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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



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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



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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.



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SEKOLAH RENDAH

BERAKAS GARISON,BRUNEI IIA

English Literacy Program

2011

7.00 ± 7.30 am

Every Monday



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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



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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.



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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.



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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.



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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.



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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.



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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):



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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-Mississippi«¶ 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.



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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.



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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.



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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:



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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



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.

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