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Draf Modul Intervensi Bahasa Inggeris Negeri Perak

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DRAF MODUL INTERVENSI BAHASA INGGERIS PRASEKOLAH

DRAF M O D U L P E L A K S A N A A N


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DRAF MODUL PELAKSANAAN


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Tn. Hj. Rozi b. Puteh Ismail Pengarah Pendidikan Jabatan Pendidikan Negeri Perak

Assalamualaikum Warahmatullahi Wabarakatuh dan

Salam Sejahtera,

Tahniah dan syabas kepada Unit Pendidikan Awal Kanak-Kanak dan Prasekolah Jabatan Pendidikan Negeri (JPN) Perak atas inisiatif dan kesungguhan mendokumentasikan Modul Intervensi Bahasa Inggeris Prasekolah. Sesungguhnya, usaha ini merupakan nilai tambah dalam memberi bimbingan serta membantu guru prasekolah untuk mempelbagaikan kaedah pengajaran Bahasa Inggeris .Ucapan tahniah dan syabas juga saya rakamkan kepada guru-guru prasekolah yang terlibat dalam merealisasikan modul ini.

Profesion Guru Prasekolah merupakan tonggak yang amat penting dalam usaha kementerian mengatasi masalah penguasaan Bahasa Inggeris di kalangan murid prasekolah . Guru prasekolah sebagai pendidik menggantikan ibu bapa untuk mendidik anak-anak prasekolah di usia yang terlalu muda lagi. Kesabaran dan komitmen yang ditunjukkan oleh guru amat saya hargai. Dunia pendidikan masa kini memerlukan kita bergerak seiring dengan guru arus perdana.

Bidang pendidikan masa kini sedang mengalami perubahan yang drastik dalam memenuhi keperluan dan kehendak semasa. Dengan adanya Program Linus Literasi Bahasa Inggeris di Tahun Satu sedikit sebanyak memberi impak kepada prasekolah. Atas sebab ini, Unit Pendidikan Awal Kanak-Kanak dan Prasekolah JPN Perak telah mengambil inisiatif yang amat baik. Saya amat berharap modul ini dapat memberi panduan dan bimbingan kepada guru prasekolah dalam mengatasi masalah literasi Bahasa Inggeris murid prasekolah.

Akhir kata, saya berharap agar penerbitan Modul Intervensi Bahasa Inggeris Prasekolah ini akan mencapai matlamat yang disasarkan. Semoga modul ini berupaya meningkatkan lagi imej dan martabat profesion guru prasekolah .

PERAK EXCELLENT

PRAKATA


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En. Azmi b. Dahali Ketua Sektor Sektor Pengurusan Sekolah Jabatan Pendidikan Negeri Perak

Assalamualaikum Warahmatullahi Wabarakatuh dan

Salam Sejahtera,

Terlebih dahulu saya mengucapkan setinggi-tinggi penghargaan dan terima kasih atas usaha Unit Pendidikan Awal Kanak-Kanak dan Prasekolah Jabatan Pendidikan Negeri (JPN) Perak yang telah mengambil inisiatif merealisasikan Modul Intervensi Prasekolah dalam memperkasakan prasekolah.

Modul yang dibina adalah disasarkan kepada murid prasekolah yang belum menguasai kemahiran asas dalam Bahasa Inggeris. Modul ini meliputi kemahiran membaca dan menulis yang menjadi masalah asas dalam Tunjang Komunikasi Bahasa Inggeris.Guru prasekolah dilihat sebagai seorang pendidik yang memahami keperluan dan kehendak murid prasekolah. Saya berharap dengan pembinaan modul ini akan mencetus minat guru prasekolah untuk berusaha bersungguh-sungguh dalam mengatasi masalah Literasi Bahasa Inggeris dalam kalangan murid dan seterusnya dapat mengatasi masalah LINUS.

Guru prasekolah memikul tanggungjawab mendidik anak-anak prasekolah menguasai pelbagai kemahiran yang telah ditentukan. Usaha membina modul ini diharap akan dapat menjadi pemangkin dan sumber rujukan kepada guru-guru prasekolah Saya percaya dengan usaha dan komitmen yang ditunjukkan oleh guru prasekolah dapat mempertingkatkan kualiti penguasaan kanak-kanak prasekolah khususnya dalam Bahasa Inggeris.

PERAK EXCELLENT

PRAKATA


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ISI KANDUNGAN

BIL PERKARA MUKASURAT

1. Prakata Pengarah Pendidikan Negeri Perak 3

2. Prakata Ketua Sektor, Sektor Pengurusan Sekolah 4

3. Pengenalan 6

4. Skill 1 Able to identify and distinguish letters of the alphabet Activity 1

Activity 2

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5. Skill 2 Able to associate sounds with the letters of

the alphabet

Activity 1

Activity 2

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6. Skil 3 Able to blend phonemes into recognisable

words.

Activity 1

Activity 2

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7 Skil 4 Able to segment words in to phonemes

Activity 1

Activity 2

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Pengenalan

Modul Intervensi Bahasa Inggeris 2015 ini dibangunkan oleh Jabatan Pendidikan Negeri Perak

khusus untuk warga pendidik prasekolah sebagai usaha membantu serta melestari pengajaran dan

pembelajaran Bahasa Inggeris di prasekolah. Bermula dengan pemilihan idea, pengalaman, kajian

perpustakaan, sumber sedia ada dan laman web yang bersesuaian dengan awal kanak-kanak. Modul ini

disediakan menjurus kepada membantu golongan pendidik memberi fokus ke arah penguasaan kanak-

kanak prasekolah bertepatan dengan kehendak skala perkembangan murid / standard prestasi ( SPTS ).

Usaha ini diharap dapat membantu membangunkan kemahiran literasi dan komunikasi Bahasa

Inggeris dalam kalangan kanak-kanak prasekolah, khususnya dan dalam kalangan guru-guru prasekolah,

amnya. Modul ini juga diharapkan mampu melengkapi program pembelajaran kanak-kanak sepanjang

masa mereka mendapat pendidikan awal di prasekolah.

Sehubungan itu, modul ini telah menyediakan langkah demi langkah panduan pengajaran dan

pembelajaran, tips pelaksanaan, template, aktiviti pembelajaran, gambar, video, dan sumber-sumber

tambahan yang berkemungkinan mampu memberi impak besar dalam penguasaaan bahasa inggeris

dalam kalangan kanak-kanak berusia 4+ hingga 5+ di prasekolah Kementerian Pendidikan Malaysia.

Modul ini telah digarap dan disediakan secara berperingkat agar sejajar dengan Amalan

Bersesuaian Perkembangan ( ABP ) kanak-kanak untuk memenuhi keperluan penguasaan bahasa kanak-

kanak. Rentetan itu, modul ini telah dikategorikan mengikut pemeringkatan kemahiran sebagaimana di

bawah:


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Introduction

Set 1 ( skill 1 ) ‐ Proses pengajaran dan pembelajaran yang memberi ruang kepada kanak‐

kanak menguasai kemahiran mengenal huruf ( able to identify and

distinguish letters of the alphabet ).

Set 2 ( skill 2 ) ‐ Proses pengajaran dan pembelajaran yang dapat membantu kanak‐kanak

menguasai kemahiran bunyi huruf yang sering dipermudahkan sebagai

fonik ( able to associate sound with the letters of the alphabet).

Set 3 ( skill 3 ) - satu set panduan dan cadangan aktiviti pengajaran dan pembelajaran

yang dapat membantu kanak-kanak menggabungkan bunyi huruf

membentuk perkataan mudah yang bermakna. (able to blend

phonemes into recognisable words).

Set 4 ( skill 4 ) - Beberapa cadangan aktiviti lanjutan pengajaran dan pembelajaran

yang dapat membantu kanak-kanak menggabungkan bunyi huruf

membentuk perkataan mudah yang bermakna (able to segment

words in to phonemes).

Kami amat berharap apa yang dihasilkan ini memberi suntikan kepada semua guru prasekolah

dalam usaha meningkat penguasaan asas Bahasa Inggeris di kalangan murid prasekolah. Sasaran usaha ini

bertujuan untuk menghadapi cabaran masakini iaitu memastikan setiap murid menguasai kemahairan asas

literasi Bahasa Inggeris prasekolah kecuali murid berkeperluan khas.


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S K I L L 1


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SKILL 1 Able to identify and distinguish letters of the alphabet Activity 1

LEARNING STANDARD

BI 3.1.1 Recognise letters of the alphabet by their shapes BI 3.1.3 Recognise small letters of the alphabet BI 3.1.6 Name letters of the alphabet

ISSUE

UNABLE TO RECOGNISE LETTER CORRECTLY

APPROACH

Learning based on Multiple Intelligence - Verbal Intelligent - Interpersonal intelligent - Natural intelligent

METHOD

Play in the small groups. ‘LOL ! ‘ ( Lots Of Learning ) kit

PROCEDURES

1. Introduce shapes of letters according to objects in the

environment.

2. Show children shape of crescent and ask questions based on this shape.

3. Relate the letter of ‘c’ with the crescent and say out the letter.

4. Show children a ruler and relate it to the letter of ‘l’.

5. Introduce the letter of ‘i ‘and relate to a candle.

6. Repeat all the letters: ‘c’, ‘l’ and ‘i ‘.

7. Display the ‘LOL!’(Lots of learning) kit to the children.


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Examples

c + l = d

c + i = a c + ↄ = s

8. Combine the shapes and build the letters.

For examples: c + l = d , c + i = a , c + ↄ= s

9. Pair up the children.

10. Each pair is given a kit and they try to build the letters according to the letters shown on the flash cards.

TEACHER NOTES

- Alphabet Chart

LOLl ! kit ( Lots of Learning Kit ) - Letters Flash Card

* from the “LOL !” kit, we can build 26 letters and numbers from 0 to 10.

Suggested Anchor Activities

- Letters Riddle - Games : bowling , basket bean, - Pass the parcel - Alphabet Pot


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LOL KIT


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SKILL 1.2 Able to identify and distinguish letters of the alphabet Activity 2

LEARNING STANDARD

BI3.1.1 Recognise letters of the alphabet by their shapes BI 3.1.3 Recognise small letters of the alphabet BI 3.1.6 Name letters of the alphabet

ISSUE

Unable to distinguish the letters of b and d.

APPROACH

Children centered Contextual learning

METHOD

1. Project- scrapbook.

PROCEDURES

1. Display a few samples of scrapbook made by

teacher.

2. Children make the collage of the letters in the scrapbook.

a. Children will get a piece of colour paper that

contains the letters of b and d. (Diagram 1)

b. Children use cotton wool to do the collage.


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3. Identify the difference between ‘b’ and ‘d’.

a. Children cut the circle template into half.

b. Children put the semi-circle to the line correctly to form correct letters of ‘b’ and ‘d’. (Diagram 2)

4. Magic ice cream

a. Children will cut out pictures of ice-cream and ice-cream cones.

b. Children will match the ice creams with the cones that have the same letters.

(Diagram 3)

5. Search, cut, categories and paste similar letters.

a. Children will search the letters in newspaper or magazines.

b. Children cut out and paste the letters in the scrapbook. (Diagram 4)


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6.Intelligent petals

a. Children will write the letter of b or d in the centre of the flower.

(Diagram 5)

b. Children will cut out the pictures from the provided material (Diagram 5) with the same initial and then paste them on the petals of the flower.(Diagram 5a and 5b )

TEACHER NOTES

Suggestion to use only one activity per day. Teacher can use this project for the other letters like p

and q, u and n, m and n, and so on.

Anchor Activities

a. Computer game b. Hide and Seek c. Treasure Hunt


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Diagram 1


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Diagram 2


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Diagram 3


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Diagram 4


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Diagram 5a

Diagram 5

Diagram 5b


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SKILL 1 Able to identify and distinguish letters of the alphabet Activity 3

LEARNING STANDARD

BI 3.1.3 Recognise small letters of the alphabet BI 3.1.6 Name letters of the alphabet

ISSUE

Unable to distinguish the letters of h and n with m and n.

APPROACH

Children centered

METHOD

Language game.

PROCEDURES

Playing with salt. 1. Teacher shows the letters h and n,

2. Children pronounce the letters.

3. Children trace the letters h and n on the flash cards

using their fingers.(Diagram 1a)

4. Children are divided into groups of three.

5. Each group will get a plate of salt. Children will write

the letters of h and n in the plate. (Diagram 1 b)

Mix and match.

1. Pair up the children.

2. Each pair will get three sets of different puzzles. (Diagram 2)


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3. Children need to find the right match to build the

letters of ‘h’ and ‘n’.

4. Then, children paste them on their exercise books. Hide and seek

1. Divide the children into pairs or groups of three.

2. Children search the letters ‘h’ and ‘n’ that teacher hides in the classroom.

3. Children look for the letters within the time frame. (5 – 10 minutes)

4. Children pronounce the letters they have found in front of the class.

5. Teacher gives marks accordingly.

TEACHER NOTES

Teacher can colour the salt to attract the children. Teacher can prepare different colours and shapes

of the letters (for mix and match game) For the letter in the box, teacher has to cut to two or

three pieces.

Anchor Activities

1. Project activities 2. Action song 3. Treasure hunt


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Diagram 1a

Diagram 2


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S K I L L 2


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SKILL 2 Able to associate sound with the letters of the alphabet Activity 1

LEARNING STANDARD

BI 3.1.7 Sound out letters of the alphabet (basic phonics) BI 3.2.1 Hear and pronounce simple words BI 3.2.4 Hear and say the initial sound of a word BI 3.2.5 Recognise and sound out simple words

ISSUE

- Unable to recognise letters of the alphabet - Unable to sound out letters of the alphabet (basic phonics) - Lack of vocabulary

APPROACH

Learning based on Multiple Intelligences

- Verbal Intelligence - Interpersonal intelligence - Multiple intelligence

METHOD

Learning through playing games - Picture puzzle - Sorting / Matching Learning by using video

- Sing a phonic song

Enrichment by using worksheet

PROCEDURES

1. SOUND OUT LETTERS OF THE ALPHABET (BI 3.1.7)

- Video - Worksheet (Diagram 1)

2. PICTURE PUZZLE (BI 3.2.5) - Teacher prints the pictures letter cards. Children match the

initial letters with the suitable pictures and paste them in a worksheet. (Diagram 2)


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3. SORTING / MATCHING (BI 3.2.4) - Teacher provides three baskets labelled with letters

a, b & c. - Children cut out the pictures and sort them by same initial

sound. - Children choose the appropriate picture and put it into the

basket with the correct initial. (Diagram 3)

4. Secret Word / Peek A Boo - Children look at the picture and figure out the initial sound. - Children put the letter under the picture. - Children do this for all the pictures until they spell the secret

word. (Diagram 4)

5. SING A PHONIC SONG - Phonic song (video)

TEACHER NOTES

SOUND OUT LETTERS OF THE ALPHABET (BI 3.1.7)

- Teachers are encouraged to introduce another word for the same initial sound e.g. : a (apple, ant, aeroplane)

PICTURE PUZZLE (BI 3.2.5) - Teachers guide children to say the word - Children guess the initial sounds of the words.

EXAMPLE SIGHT WORDS

- Teachers are encouraged to provide picture cards with words. (refer to diagram 5)

SUGGESTED Anchor Activities

- Picture chart - Daily sight word


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PRACTICE BEGINNING SOUND

LEARNING STANDARD: BI 3.1.7 Diagram 1

State the things in the picture and circle the letter that each picture starts with.

x c k b v d

g m f d n b

r i s m z h k j l

a m e

f t k


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PICTURE PUZZLE BEGINNING S

INITIAL SOUND MATCH

LEARNING STANDARD : BI 3.2.5 Diagram 2

Match the pictures to each initial sound letter

n r u o s l p t m


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SORTING INITIAL SOUNDS

LEARNING STANDARD: BI 3.2.4 Diagram 3

Cut out the picture and sort them by same initial sound


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Secretwords LEARNING STANDARD: BI 3.2.5 Diagram 4

figure out the initial sounds of each picture to figure out the secret word

Answer

red, hat, big

Secret words


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Secret CVC words where kids figure out the initial sounds of each picture to figure out the secret word - great reading practice and mastering initial sounds practice at the same time!

Example


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PRESCHOOL SIGHT WORDS (example)

Oral vocabulary

Build oral vocabulary when you share books, stories, songs and rhymes, and talk

about the meanings of words.

‘Word can be introduced through thematic modules’

a do and

i go but

at he for

am if yes

an no what

as we why

walk wash big

run eat small

sit open smile

jump climb cry

play clean laugh

hop write cut

Push come


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PRESCHOOL SIGHT WORDS (example)

DAILY FLASH CARD PRESCHOOL SIGHT WORDS (example)

red blue yellow

green

circle

square

rectangle


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PRESCHOOL SIGHTED WORDS (example)

‘Word can be introduced through thematic modules’

REFERENCE

1. Dokumen standard prasekolah (kspk)

2. www.abcmouse.com/educational‐games/learning‐to‐read/recognizing‐sounds‐in‐words

3. http://www.bbc.co.uk/bitesize/ks1/literacy/phonics/play/popup.shtml

4. http://www.familylearning.org.uk/phonics_games.html

flower fish

grape

car


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SKILL 2

Able to associate sounds with the letters of the alphabet.

Activity 2

LEARNING STANDARD

BI3.1.7 Sound out letters of the alphabet (basic phonics). BI3.1.8 Hear and sound vowel sounds. BI3.1.9 Hear and sound consonant sounds.

ISSUE

Unable to sound out letters of alphabet (basic phonics) correctly.

APPROACH

1. Learning through Playing. 2. Learning through Multiple Intelligences

- Verbal-Linguistic Intelligence, - Interpersonal Intelligence, - Visual Spatial Intelligence, - Musical Rhythmic Intelligence.

METHOD

Learning through Playing: Singing, Action & Game.

PROCEDURES

Basic Sound 1 1. Children listen to the teacher singing a Jolly phonics

song with actions. (Teacher uses only 4 letters a day - Diagram 1)

2. Children repeat after the teacher and sing the song. 3. Teacher shows the letter cards (see Image 1) and says

out the sound. 4. Children repeat the sounds of the letters until they can

master them. 5. Now, teacher shows picture cards (Image 2) and says

out the initial sounds of the pictures. 6. Children repeat the initial sounds of the pictures. Basic Sound 2 ( Passing Parcel ) 1. Children sit in a circle. 2. Children pass a box which contains 26 letter cards when

music starts. 3. When the music stops, the child who is holding the box


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will take out one card and show it to his friends.

4. The children sound out the letter shown. 5. The shown cards will be put aside from the box. 6. This game can be played as long as time permits or all

the letters have been shown.

TEACHER NOTES

Basic Sound 1: Sound out letters (BI3.1.7) - Tune used for the song is Jolly Phonics Song. - Teacher can refer Image 1 & Image 2 as a reference to

produce the cards themselves. - Teacher can also use any other cards that are suitable. Basic Sound 2: Sound out letters (BI3.1.8 & BI3.1.9) - Teacher can use Jolly Phonics Song video or any other

suitable videos. - Teacher can use any suitable letter cards.

Suggested Activities

Phonics song videos.


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a

Image 1


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Image 2


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S K I L L 3


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SKILL 3 Able to blend phonemes into recogniseable words Activity 1

LEARNING STANDARD

BI 3.2.1 Hear and pronounce simple words. BI 3.2.2 Read simple words BI 3.2.4 Hear and say the initial sounds of a word, e.g.: cup BI 3.2.5 Recognise and sound of simple word, e.g. : c u p for cup BI 3.6.6 Recognise and sound similar initial sound, e.g. :

Cup, cap, cat Man, map, mat

BI 3.2.7 Read familiar words printed in the surroundings.

ISSUES

Unable to pronounce simple words correctly. Teachers are not skilled in using phonics methods.

APPROACH

- Mastery Learning - Learning through Playing

METHOD

Learning in class, small groups or individually

PROCEDURES

Building 3-letter or shorter phonetic words, eg. Cat, mat, rat

1. Teacher distributes a box contain a letter cards to each group.

2. Teacher asks the children : What sounds can you hear when I say ‘cat’?. C-a-t, c-a-t, cat. Children arrange the letters according to the sound of the words.

3. Repeat the process with other words (dog, tin, fan, hat, kid, nut, pot, lip, sun, zip, cap, mat)


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TEACHER NOTES

- A box with letter cards - Computer, lcd - Worksheet

SUGGESTED ANCHOR ACTIVITIES

- Activities with online website e.g:

- Scrabble (3 letter) – Diagram 1

- Rearrange letter in worksheet – Diagram 2

- Snake and ladder board dice – Diagram 3

- Children try to recognise and sound of simple word

http://www.kizphonics.com/materials/


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Diagram 1


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Diagram 2


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Diagram 3


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SKILL 3.2

Able to blend phonemes into recognisable words.

Activity 2

LEARNING STANDARD

BI 3.2.5 Recognise and sound out simple words BI 3.2.7 Read familiar words printed in the surrounding

ISSUE

Unable to recognise and sound out simple words

APPROACH

Multiple Intelligence Learning

- Musical (music smart) - Bodily-kinaesthetic (body smart) - Verbal-linguistic (word smart)

Inquiry discovery

METHOD Learning through playing (class and group activities )

PROCEDURES

( Activity 1) I Am A Train

1. Class activities: introduce the sounds of letters like c

/k/, a /ae/ and t /t/

2. Teacher says the letter by *clapping hands with a different tempo. Children follow the steps. * Exchange with another musical instrument. E.g.: castanet, drum etc…

3. Teacher uses slow, medium and fast tempo until children can blend the words.

4. Repeat the activities 1-3 with the other words. * Exchange with another words. E.g.: bat, cab, cot, tot etc…


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5. Indoor games – play around and magic dice.

( Activity 2)

Pocket Chart

1. Point to the‘t’ and say /t/. 2. Point to the ‘a’ and say /ae/. 3. Physically slide the ‘a’ over to the‘t’. 4. Slide finger along the ‘at’ and say /at/. 5. Point to the‘s’ and say /s/. 6. Move the‘s’ card next to the ‘at’ to make the word

‘sat’. 7. Slide finger under ‘sat’ and say ‘sat’ slowly. 8. Read the word naturally.

*teacher can do this activity in a small group. *example: cat, bat, hat, mat, pat etc.


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( Activity 3)

Bouncing Ball

1. Give each child a ball. 2. Children need to bounce the ball for each sound in

the word. 3. Children bounce the ball and say /m/. 4. Children bounce the ball and say /ae/. 5. Children bounce the ball and say /t/. 6. Children say the word ‘mat’.

Activity 4

Race Car Blending

1. Children drive over the letters slowly along the track while saying the sounds.

2. Children must speed up their cars so that the word is blended at a normal speed. Just remember that the goal is to teach blending and not so much the letters/sounds.

Bouncing Ball Segmenting


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Activity 5 Sound It Out

1. Teacher writes the lyrics of the song “Sound It Out” on chart paper.

2. Children sing the song to the tune of If You is Happy and You Know It”.

3. At the end of the song, teacher shows word cards to children. Children read the words. Example: If you have a new word, sound it out If you have a new word, sound it out If you have a new word, Then slowly say that word, If you have a new word, sound it out sat , cat, bat, hat and mat

TEACHER NOTES

Note: According to Maria Montessori repetition of sounds using higher and higher speed can help children to pronounce better. Aids : musical instruments

Magic dice Chart Word cards Car Ball

Power point presentation ‘ at ‘ blending ( refer to cd included )

SUGGESTED WORDS LIST

1. at - cat, bat, mat, hat, fat, rat, pat, sat,

2. an - ban, can, fan, man, pan, ran, van

3. in - bin, pin, win

4. it – bit, fit, hit, kid, pit, sit,


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S K I L L 4


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SKILL 4 Able to segment words in to phonemes Activity 1

LEARNING STANDARD

BI3.2.1 Hear and pronounce the words BI3.2.2 Read simple words. BI3.2.4 Hear and say the initial sound Bi3.2.5 Recognise and sound out simple words, e.g C up for cup. BI3.2.6 Recognise and sound similar initial sound in word. cup, cap, cat. man, map, mat

ISSUE

Unable to segment words into phonemes

APPROACH

1. Centered Learning 2. Learning through playing

- Running Phoneme

METHOD

1. Language games

PROCEDURES

Stage 1 :

1. Introduce letters to the children.

s, a, t, p,

2. Children make the sounds of each letters with action. 3. Children look at picture cards with words:

tap pat sat sap

4. Put up a few picture cards with words on the board.

t-a-p p-a-t s-a-t s-a-p


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5. Pupils repeat the phonemes of each word. 6. Pupils read the words.

Stage 2 : Play a ‘ Running Phonemes’

1. Divide the pupils into four groups and give them the picture cards .

2. Teacher pastes letters at the different corners of the classroom.

3. Each group has to decide who will run to get the letters from the corners.

4. Teacher pastes the picture cards and repeat the sounds the letters for each word. Example :

s.......a.......t

5. Pupils look for the letters and arrange them in the correct spelling.

6. Pupils read the words after arranging them.

TEACHER NOTES

1. Teacher gives clear instructions on how to carry out the

task. 2. Suggestion of not using too many letters at one time. 3. Introduce the second group letter : n m c

The words are : n : nap, nod, net, nut m : mat, map, man, mad c : cap, cat, cot, cod p : pat, pin, pit, pop

Suggested Activities

1. Segmentation Cheer 2. Sound it out.


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Suggested Activities :

1. SEGMENTATION CHEER

Write the “Segmentation Cheer” on chart paper, and teach it to the children. Each time

you say the cheer, change the words in the third line. Have children segment the word

sound by sound. Begin with words that have three phonemes, such as sat, tap, sap, pat, ten, rat, cat,

dog, fan, bag, mop, etc.

Listen to my cheer.

Then shout the sounds you hear.

Sat ! sat ! sat !

Let’s take apart the word sat.

Give me the beginning sound. (Children respond with /s/.)

Give me the middle sound. (Children respond with /a/.)

Give me the ending sound. (Children respond with /t/.)

That’s right!

/s/ /a/ /t/—sat! sat! sat!

2. SOUND IT OUT

Write the song “Sound It Out!” on chart paper. Sing the song to the tune of “If You’re

Happy and You Know It.” At the end of the song, say a word in parts for children to

orally blend. For example, /s/ /a/ /t/.

If you have a new word, sound it out!


If you have a new word,

Then slowly say that word.


sat


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Stage 1 : Letters to sound out.

Letter Action

s Form cobra snake head with your hand. Trace the

letter ‘s’ in the air and say /s/.....

a Ants on your hand. And say //.....

t Tap two fingers on the desk and say /t/....

p Place four fingers in front or your mouth and say

/p/....

a t p

s


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Flash Cards :

s a t

s a p

t a p

p a t


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Secret word

Name : ______________________________

Builds each word using the letter to figure out the secret word.

Picture Build write

____________________

_____________________

_____________________

____________________


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SKILL 4 Able to segment words in to phonemes Activity 2

LEARNING STANDARD

BI3.2.1 Hear and pronounce the words BI3.2.2 Read simple words. BI3.2.4 Hear and say the initial sound Bi3.2.5 Recognise and sound out simple words, e.g C is for cup. BI3.2.6 Recognise and sound similar initial sound in word. cup, cap, cat. man, map, mat

ISSUE

Unable to segment words into phonemes

Approach

1.Children centered learning 2.Learning through playing

- Musical Chair

METHOD

Listening and repeating

PROCEDURES

Musical Chair

1. Take a stack of index cards and write as many short words on them . One card for each child.

2. On the card write :

Tap , pat, man, pam, nat, sat, pan, map, ant, mat,

3. Children are asked to bring their own chairs to the carpet and arrange them in a circle.

4. Distribute to each child a word card and tell them to

take it to their chair, sit down, and read it.

5. Switch on the music! Children put their cards on their chairs with the word facing up and start walking

around the inside of the circle of chair.


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6. When the music stops, children have to grab the

cards on the chair. They have to read their card before they can sit down.

7. Repeat the process.

TEACHER NOTES

1. Teacher gives clear instructions on how to carry out

the game.

2. At this skill, children need to know how to blend the letters .

Suggested Word list

‘a’ ‘u’ ‘o’ ‘i’ ‘e’

cat bat can fan jam ham sad dad bag cab cap map

bug hug mug pup cup sun fun cut

gum mud

dog hog mop hop dot pot nod job box fox

big fin pin pit sit

him lip

bed red beg leg hen ten

men jet pet


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P A N E L I S T

PENAUNG TUAN HAJI ROZI BIN PUTEH ISMAIL

Pengarah Pendidikan,

Penasihat ENCIK AZMI BIN DAHALI

Ketua Sektor, Sektor Pengurusan Sekolah

PENYELARAS MODUL ENCIK. AZIZUL KHALILI BIN YAHYA

Penolong Pengarah PAKK dan Prasekolah

Ketua panel modul ENCIK NOOR AZMAN B. HANIF Ketua Nazir Cawangan Taiping

PUAN AINON BT HAJI HASHIM Penolong Pengarah (Prasekolah)

ENCIK HAMSAN B. MASRI Penyelia PAKK & Prasekolah

ENCIK MAT YUSRI B. MD. SAAD Penyelia Pengurusan Prasekolah

Ahli Panel Modul

1. ENCIK MOHAMAD AZLI BIN AZAHARI Jurulatih Utama Prasekolah Daerah Hulu Perak

2. PUAN CHE SUZEI BIN CHE ALI MOHAMAD Jurulatih Utama Prasekolah Daerah LMS

3. PUAN HALIDAH LAILI BINTI SHAARANI Jurulatih Utama Prasekolah Daerah Kinta Selatan

4. PUAN IRDAWATI BINTI MOHAMAD Jurulatih Utama Prasekolah Daerah Kerian

5. PUAN NOR AISHAH BINTI YAHAYA Jurulatih Utama Prasekolah Daerah Manjung

6. PUAN NORASIAH BINTI ABDULLAH Jurulatih Utama Prasekolah Daerah Kinta Selatan

7. PUAN SHARIFAH BINTI SYED OTHMAN Jurulatih Utama Prasekolah Daerah Batang Padang

8. PUAN SITI ZUBAIDAH BINTI AHMAD ARBI Jurulatih Utama Prasekolah Daerah Hulu Perak

9. CIK KUIT MEI LING Jurulatih Utama Prasekolah Daerah Perak Tengah

10. CIK NAZIRAH BINTI LIDIN Jurulatih Utama Prasekolah Daerah Hilir Perak

11. CIK NORHAWARIAH BINTI MUHAMMAD Jurulatih Utama Prasekolah Daerah Kuala Kangsar

12. PUAN TEOH YIN HAN Jurulatih Utama Prasekolah Daerah Hilir Perak

13. ENCIK MOHD AZMI BIN MAT RASHID Jurulatih Utama Prasekolah Daerah Perak Tengah


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SPECIALTHANKSTO:

1. Cik Ooi Chong Peng JU B. Inggeris Daerah Hilir Perak

2. Penolong PPD Prasekolah di seluruh negeri Perak.


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LAMPIRAN LOL KIT

Documents

Modul Intervensi BI Prasekolah (NEW) - jpnperak.moe.gov.myjpnperak.moe.gov.my/ppdhuluperak/attachments/article/1173/Modul Intervensi BI... · pembelajaran, tips pelaksanaan, template,