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Pedagogi Pemulihan Bahasa InggerisTahun 4
Book 1,2 & 3 LINUS 2015Phonis in !SS"
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#$i%i$ 1
"e'e$ion anddisussion
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PHONETICGRAPHEME
PHONICS PHONEME
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Le$ us re'e$
(o) do ou $eah our le%el 1 *u*ils ho)$o read+
ha$ is *honis+ (o) muh do oukno) a-ou$ *honis+
(a%e ou used *honis in our le%el 1lassroom+ (o) )as our
e.*eriene+
h do )e $eah *honis $o our *u*ils+hih do ou *re/er )hole )ord
lookand sa a**roah or *honis+ h+
o )e $eah our *u*ils *hone$i
sm-ols+
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Page 2
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Le$ us re'e$
Phonis hel* hildren $o read -assoia$ing nglish Language
sounds
)i$h $he le$$ers or $he om-ina$ions o/le$$ers $ha$ *rodue
$hem
i$h $he s$rong /ounda$ion o/ Phonis,i$ is ho*ed our *u*ils an
-eome
inde*enden$ readers
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#$i%i$ 2
Lis$ o/ sounds and $heirsugges$ed a$ions in!SS"
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PHONEMIC CHART
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GRAPHEMEACTIONS
Le$ Us Tr
http://d/Teaching%20Resources%20&%20Aids/Phoneme%20Actions%20Yr%204.docxhttp://d/Teaching%20Resources%20&%20Aids/Phoneme%20Actions%20Yr%204.docx
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Le$ us re'e$
ha$ is *honeme+
ha$ is gra*heme+
h do )e assoia$e a$ions )i$hle$$ers and sounds
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Le$ us re'e$
Phoneme is $he smalles$ on$ras$i%euni$ in $he sound ss$em o/
a
language6ra*heme is a le$$er o/ a om-ina$iono/ le$$ers $o
re*resen$ *honemes
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#$i%i$ 3Le$7s *la 8s*eed da$ing7
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Segmen$ing and-lending
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Le$ us re'e$
ha$ is -lending+
ha$ is segmen$ing+
h do )e $eah our *u*ilssegmen$ing and -lending+
ha$ is onse$ and rime+
ha$ is digra*h+
ha$ is onsonan$ lus$er+
ha$ is 8magi e7+
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Le$ us re'e$
Blending is *u$$ing sounds or*honemes $oge$her $o /orm )ords
Segmen$ing is -reaking u* a )ord in$o*honemes or sounds
The 9onse$9 is $he ini$ial *honologialuni$ o/ an )ord eg in a$
and $he
$erm 9rime9 re/ers $o $he s$ring o/le$$ers $ha$ /ollo), usuall a
%o)el and:nal onsonan$s eg a$ in a$ No$ all)ords ha%e onse$s
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Le$ us re'e$
a om-ina$ion o/ $)o or more le$$ersre*resen$ing one sound, as in
*h ande
a onsonan$ lus$er or onsonan$se;uene is a grou* o/ onsonan$s)hih
ha%e no in$er%ening %o)el
The *ro*er name /or 8magi e7 is 8s*li$digra*h7, and i$ means
$ha$ a %o)elsound has -een s*li$ The silen$ 8e7 in$he )ord hanges
$he sound o/ $he
%o)el or onsonan$ -e/ore i$
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Blending
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No) le$7s -lend soundsin$o )ords - using8)ord slide7 e )ill
*ra$ie a )ord /amil$ha$ has a onsonan$
lus$ers, a digra*h and amagi 8e7
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I$7s our $urnah grou* dra)s a
)ord slide on a *iee o/dis*la shee$ and*ra$ie )ord sliding
$oge$her
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Segmen$ing
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No) le$7s -reak do)n
)ords in$o indi%idualsounds using 8sound
-o.es7
ha$ do ou $hink o/ $hea$i%i$+ (o) )ould ou
ada*$ and ado*$ i$+
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Thank ou
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EFFECTIVEREMEDIAL
TEACHINGSTRATEGIES
Wh t i di l
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What is remedialteachin!
Ed"cati#n$hich is desinedt#%rin &"&ils $h# are
lain%ehind 'n#n(achie)ers* "& t# thele)el #+ achie)ement,
It is meant es&eciall- +#r &"&ils$h# d# n#t master
the %asicliterac- s.ills,
It is n#t re(teachin,
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Wh- d# $eneed t#
carr- #"tremedialteachin!
Pr#)ide
learninand
&racticale/&erienc
es
Di0erences in &"&ils
De)el#&siti)e
attit"de1rin "& t#the le)el #+achie)eme
nt
Desin
indi)id"ali2ed
ed"cati#nal
&r#ramme
Pr#)ides-stematic
&"&ils3trainins
P i i l + H l i P il I R di l T hi
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Princi&le #+ Hel&in P"&ils In Remedial Teachin
CLEARINSTR4CTION
ANDMODELLING
PLANNING
MOTIVATION
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"emedial Proess
E)al"ati#n(o) )ell did $he
$eahing and learning*rogram )ork -o$h
during $he *rogram anda$ $he end++
Planninha$ )ill I $eah andho) )ill I $eah i$+
Assessmentha$ in/orma$ion do I
ha%e+ha$ in/orma$ion do I
need+
Im&lementati#nha$ )ill $he $eahingand learning *rogram
look like+
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AA?TI= ">I#LT#?(IN6
ST"#T6IS A""#IN6
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C#mnents #+ EmerentLiterac-
Receptive
languageExpressive language
VocabularyPrint
knowledge
Phonological
awareness
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"ee*$i%e Language
the understandingof spoken communication, includingvocabularyand
syntax.
associated with the ability of preschoolers and
kindergarteners young learners! to decode texts andread with
comprehension.
can be facilitated through conversationswith children
and through their active engagement during storybookreading.
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Prin$ !no)ledge
Print knowledge is the ability to name the
letters of the alphabet based on their
shapes. "hildren#s alphabetic knowledge may be
influenced by
$ exposure to the alphabet in their naturalenvironments
$ direct teaching by adults.
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.*ressi%e Language
%ral language is spoken communication.
"hildren#s mastery of oral language is
most often measured by
$ listening comprehension or$ si&e of vocabulary.
%ral language can also be measured by
degree of mastery of grammar and syntax.
Strickland & Shanahan, 2004
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=oa-ular
'ords used and understoodby a language user.
(he development related to the conversation of parents
and to storybook reading ) opportunities that promote
oral language.
"an be facilitated through direct experiences that develop
concepts.
Related to reading success and reading comprehension in
school.
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Phonologial #)areness
Phonological awareness includes children#s ability
to identify rhymes, deleteor add syllables or
phonemes from words, and count the phonemes
in a word.
Phonological awareness is related to the later
ability to decode words and to read fluently.
Phonological awareness is also called
*phonological sensitivity.+
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O%ser)ati#n
Children need the
#&rt"nit- t# #%ser)eliterac- %eha)i#rs +r#m
#thers,
F#r e/am&le 5 %ein readt# +r#m &arents
C#lla%#rati#n
Children need t# interact$ith #thers $h# &r#)ideenc#"raement
and hel&$ith the readin &r#cess
Practice
Children need the
#&rt"nit- t# &racticeal#ne in #rder t# sel+e)al"ate6
ma.ec#rrecti#ns6 and
increase their s.illsinde&endentl-,
Per+#rmance
Children need the#&rt"nit- t# share their
ne$ readin s.ills $ithth#se $h# s"&rt them,
Pr#cess #+ ChildrenEmerent Literac-
? / " di
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Fl"enc-The a%ilit- t# read$ith e7cienc- andease
?om*onen$s o/ "eadingand Ins$ru$ions
Al&ha%eticThe &r#cess thatreaders "se t#
identi+- $#rds
V#ca%"lar-The %#d- #+ $#rds$h#se meanins a
&ers#n .n#$s and"nderstand
C#m&rehensi#nThe &r#cess and&r#d"ct
#+"nderstandinc#nnected te/t
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5 PILL#"S A "#IN6
Ph#n#l#ical A$areness
Ph#nics
Fl"enc-
V#ca%"lar-
C#m&rehensi#n
8 C#mnents in
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8 C#mnents inReadin
Ph#n#l#ical A$areness
CThe kno)ledgeand mani*ula$iono/sounds in s*oken )ords
Ph#nics
CThe rela$ionshi* -e$)een )ri$$enands*oken le$$ers and
sounds
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Readin Fl"enc-
The a-ili$ $o read )i$h aura, and
)i$h a**ro*ria$e ra$e, e.*ression, and*hrasing
V#ca%"lar- De)el#&ment
The kno)ledgeo/ )ords, $heirde:ni$ions, and on$e.$
Readin C#m&rehensi#n
CThe unders$andingo/ meaning in $e.$
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Suess/ul reading re;uires
eoding$The *roess o/ $ransla$ing a )ri$$en
)ord
Draking $he odeE Aluen
$ No longer a deli-era$e onsious eFor$
#u$oma$ii$$ ?onsis$s o/ )ord reogni$ion ra$her
$han sounding ou$
The Sim*le =ie) o/ "eading
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The Sim*le =ie) o/ "eading
W#rdrec#niti#n#r lan"aec#m&rehensi#n &r#%lem
S$ra$egies o/ reading
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S$ra$egies o/ reading
Phonis nse$ & rime
Bod oda
ord
Phrases
Sen$enes
C#ntin""m #+ S"&rt
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>os$Su**or$
Leas$Su**or$
Echo reading The $eaher reads asen$ene and $hen $he
grou* rereads i$ aloudChoralreading
The $eaher leads $he en$iregrou* reading aloud inunison
Partnerreading
Pairs o/ readers al$erna$ereading aloud - /ollo)ing as*ei:
$urnC$aking*roedure
Whisperreading ah hild reads aloud -u$no$ in unison in a
;uie$%oie
C#ntin""m #+ S"&rt
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AA?TI= ">I#LT#?(IN6
ST"#T6IS A""ITIN6
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-ome common problems
Penmanship problem fine motor skills!/o spaces between words
spacing problem!
"opy wrongly
-pelling upper and lower case!
-low in copying letter by letter!
Punctuation problem(ime constraint
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hallenges
in teaching
writing
Punctuation
Vocabulary
Spelling
entence
structure
Handwriting
-fine motor skills
e.g formation,
size, alignment,
speed
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ri$ing s$ra$egies
6uided )ri$ing
>odelled )ri$ing
Shared )ri$ing
In$era$i%e )ri$ing
Inde*enden$ )ri$ing
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6uided )ri$ing mi.ed a-ili$
(he teacher works with either individual
learner or learners in small groups.
(he teacher guides by discussing with
the group, helping them to form word
maps, promptingand guiding them towrite.
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>odelled )ri$ing mi.ed a-ili$
The teacher is the active writer and..
chooses the topics.
demonstrates the skills of gathering and
organi&ing information diagrams, pictures,graphic
organisers!
shows the need to clarify meaning.
models the ways in which information canbe reordered,
reoriented, changed or
deleted
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Shared )ri$ing mi.ed a-ili$
(eacher and learners composing the texttogether $ teacher acts
as the scribe, writing
the text as it is being composed
(eachers demonstrate writing through thinking
aloudand generates learners# ideas.
(eachers create written sentences or texts forlearners who could
not write independently
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In$era$i%e )ri$ing mi.ed a-ili$
Teahers and learners rea$e $hesen$enesor $e.$sand share $he *en
$o do)ri$ing
Learners )ill )ri$e )ord - )ord o/ kno)nle$$ers and /amiliar
)ords - $aking $urns$o om*ose $e.$s in grou*
Teaher *ro%ides ins$ru$ions and
assis$ane $o learners as $he )ri$e
I d d $ i$i
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Inde*enden$ )ri$ingmains$ream *u*ils
0earners do the writing themselves.
0earners do not rely on others 1peers.
(eachers monitor learners# writing
progress
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Sugges$ed )ri$ing a$i%i$ies
?o* )ri$ing
#rranging )ords
Parallel )ri$ing
"e-us )ri$ing Su-s$i$u$ion $a-le
Aill in $he -lanks G lo@e $es$
>a$hing ?om*rehension ;ues$ions
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?o* )ri$ing
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#rranging ords
P ll l i$i
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Parallel )ri$ing Not parallel: (he store is good for fruit,
meat, and to buy cheese.
Parallel: (he store is good for fruit, meat, and cheese.
(nouns)
Not parallel: 2octors say 3 should run, swim, and go
walking.
Parallel: 2octors say 3 should run, swim, and walk. (same verb
form)
Not parallel: (he meal was tasty, 4uick, and the food was good
for you.Parallel: (he meal was tasty, 4uick, and healthful.
(adjectives)
Not parallel: 3n the rain 3 drove slowly, carefully, and watch
out for other drivers.
Parallel: 3n the rain 3 drive slowly, carefully, and
defensively. (adverbs)
Not parallel: (he 4ualities 3 admire most in a man are honesty,
courageous,
and compassion.
Parallel: (he 4ualities 3 admire most in a man are honesty,
courage, and
compassion. noun!
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"e-us )ri$ing
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Su-s$i$u$ion $a-le
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?lo@e $es$
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>a$hing
? h i $i
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?om*rehension ;ues$ion
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Than. -#"
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Di0erentiatedInstr"cti#n5
Listenin and S&ea.in
ha$ is diFeren$ia$ed
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ha$ is diFeren$ia$edins$ru$ion+
2ifferentiated instruction is doing what#sfair for students.
3t means creating multiple paths so that
students of different abilities, interests, orlearning needs
experience e4ually
appropriate ways to learn.
h diF $i $ +
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h diFeren$ia$e+
iFeren$ le%els iFeren$ In$eres$s
o/ readiness
iFeren$ #-ili$ Le%els iFeren$?ogni$i%e Needs
h $ $ diF $i $ +
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ha$ $o diFeren$ia$e+
The on$en$
The *roess
The *rodu$
iF $i $i ? $ $
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iFeren$ia$ing ?on$en$
"esoure ma$erials a$ %aring reada-ili$le%els
#udio and %ideo reordings
(ighligh$ed %oa-ular ?har$s and models In$eres$ en$ers =aried
mani*ula$i%es and resoures
iFeren$ia$ing Proess
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making sense and meaning o/ on$en$
Use le%eled or $iered a$i%i$ies In$eres$ en$ers (andsCon
ma$erials
=ar *aing aording $o readiness #llo) /or )orking alone, in
*ar$ners, $riads,and small grou*s
#llo) hoie in s$ra$egies /or *roessing
and /or e.*ressing resul$s o/ *roessing
iFeren$ia$ing Produ$s
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iFeren$ia$ing Produ$ssho)ing )ha$ is kno) and a-le $o -e
done
6raded *rodu$ hoies >odel, use and enourage s$uden$ use
o/
$ehnolog )i$hin *rodu$s and*resen$a$ions
Pro%ide *rodu$ hoies $ha$ range inhoies /rom all mul$i*le
in$elligenes,o*$ions /or gender, ul$ure, and rae
Use rela$ed ar$s $eahers $o hel* )i$hs$uden$ *rodu$s
S$ra$egies $o >ake iFeren$ia$ion
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S$ra$egies $o >ake iFeren$ia$ionork
1 Tiered Ins$ru$ion
?hanging $he le%el o/ om*le.i$ or
re;uired readiness o/ a $ask or uni$ o/s$ud in order $o mee$
$hede%elo*men$al needs o/ $he s$uden$sin%ol%ed
Ti i
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Tiering
!e ?one*$r
Unders$anding
Those )ho dono$ kno) $he
one*$
Those )i$hsome
unders$anding
Those )hounders$and$he one*$
h $ ? B Ti d+
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ha$ ?an Be Tiered+
Proesses, on$en$and *rodu$s
#ssignmen$s
(ome)ork
Learning s$a$ions
#ssessmen$s
ri$ing *rom*$s
#nhor a$i%i$ies
>a$erials
ha$ ?an e #dHus$+
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ha$ ?an e #dHus$+
Le%el o/ om*le.i$
#moun$ o/ s$ru$ure
Paing
>a$erials
?onre$e $o a-s$ra$
*$ions -ased on s$uden$ in$eres$s
*$ions -ased on learning s$les
Tiering Ins$ru$ion
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Tiering Ins$ru$ion
1 Iden$i/ $he s$andards, one*$s, or generali@a$ionsou )an$ $he
s$uden$s $o learn
2 eide i/ s$uden$s ha%e $he -akground neessar $o-e suess/ul )i$h
$he lesson
3 #ssess $he s$uden$s7 readiness, in$eres$s, andlearning
*ro:les
4 ?rea$e an a$i%i$ or *roHe$ $ha$ is learl /oused on$he
s$andard, one*$ or generali@a$ion o/ $he lesson
5 #dHus$ $he a$i%i$ $o *ro%ide diFeren$ le%els or $iers
o/ diul$ $ha$ )ill lead all s$uden$s $o anunders$anding
J e%elo* an assessmen$ om*onen$ /or $he lesson"emem-er, i$ is
onCgoingK
S$ra$egies $o >ake
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giFeren$ia$ion ork
9, Anch#rin Acti)ities
. These are a$i%i$ies $ha$ a s$uden$ ma doa$ an $ime )hen $he
ha%e om*le$ed $heir
*resen$ assignmen$ or )hen $he $eaher is -us)i$h o$her
s$uden$s
. The ma rela$e $o s*ei: needs or
enrihmen$ o**or$uni$ies, inluding *ro-lems $osol%e or Hournals
$o )ri$e The ould also -e *ar$o/ a long $erm *roHe$
S$ra$egies $o >ake
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giFeren$ia$ion ork
3 Ale.i-le 6rou*ing
This allo)s s$uden$s $o -e a**ro*ria$el
hallenged and a%oids la-eling a s$uden$7sreadiness as a s$a$i
s$a$e
I$ is im*or$an$ $o *ermi$ mo%emen$ -e$)een
grou*s -eause in$eres$ hanges as )e mo%e/rom one su-He$ $o
ano$her
-- and Alo) o/ .*erienes
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*Tomlinson
Bak and /or$h o%er $ime or
ourse o/ uni$
Indi%idual Small 6rou* hole 6rou*Small 6rou* Indi%idual
Ale.i-le 6rou*ing
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Ale.i-le 6rou*ing
(omogenousG#-ili$ C?lus$ers s$uden$s o/
similar a-ili$ies, le%el,learning s$le, or in$eres$
CUsuall -ased on some
$*e o/ *reCassessmen$
(e$erogeneous6rou*s
CiFeren$ a-ili$ies, le%els orin$eres$
C 6ood /or *romo$ingrea$i%e $hinking
Indi%iduali@ed orInde*enden$ S$ud CSel/ *aed learning
CTeahes $ime managemen$
and res*onsi-ili$ C6ood /or remedia$ion or
e.$ensions
hole ?lass Cien$ )a $o *resen$
ne) on$en$
CUse /or ini$ial ins$ru$ion
S$ra$egies $o >ake iFeren$ia$ion
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gork
4 ?om*a$ing ?urriulum?om*a$ing $he urriulum means assessing
as$uden$7s kno)ledge and skills, and *ro%idingal$erna$i%e a$i%i$ies
/or $he s$uden$ )ho has
alread mas$ered urriulum on$en$
This an -e ahie%ed - *reC$es$ing -asione*$s or using *er/ormane
assessmen$
me$hods S$uden$s demons$ra$ing $he do no$re;uire ins$ru$ion mo%e
on $o $iered *ro-lemsol%ing a$i%i$ies )hile o$hers
reei%eins$ru$ion
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S#>PL A L&S LSSN
UNIT 5 TTB! M4 S!
Aous Lis$ening and S*eaking
Learning S$andards S!
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g114 #-le $o $alk a-ou$ rela$ed $o*is )i$hguidane112 #-le $o
lis$en $o and enHo s$ories131 #-le $o lis$en $o and
demons$ra$eunders$anding o/ oral $e.$s - a asking and ans)ering
;ues$ions - se;uening
*redi$ing )i$h guidane
-He$i%es B $he end o/ $he lesson, *u*ils )ill -e a-le$o1 >
"earrange OGO *i$ures in se;ueneaording $o $he s$or
2 L "earrange 5GO *i$ures in se;ueneaording $o $he s$or
Time J0 minu$es
Teahing #ids Po)er *oin$ slides, Bingo shee$s, *i$ureards
Se$ indu$ion
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Se$ indu$ion
Sho) *os$ers o/ /air $alesGmodern/air $ales eg The Slee*ing
Beau$,Beau$ and The Beas$, >ale:en$
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S$e* 1
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S$e* 1
Talk a-ou$ $he *i$ures
Teaher asks hC;ues$ions and *u*ils res*ond
gha$ an ou see in $he *i$ure+
Is she *re$$+
Teaher in$rodues $he ke )ords rela$ed $o $hes$or g dungeon,
moun$ain, kidna**ed, rode,/ough$, loked
Teaher in$rodues $he -eginning sounds )i$ha$ions >odule Book
1, 2 and 3
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S$e* 2
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S$e* 2
Teaher in$rodues $he ke )ords $hrough*i$ures /rom $he $e.$-ook
*age 43 IAA"NTI#T ?NTNT rela$ed $o $hes$or g dungeon, moun$ain,
kidna**ed,rode, /ough$, loked
Teaher $ells $he s$or Pu*ils lis$en
Then, $he $eaher asks $he *u*ils $o *redi$
$he ending o/ $he s$or The $eaher mahel* $he *u*ils - *ro%iding
$hree *i$ureso/ diFeren$ endings
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h $ ill
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ha$ )ill
ha**enne.$+
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S$e* 3
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S$e* 3
Teaher re*ea$ $he s$or In grou*s mi.ed a-ili$, *u*ils
rearrange $he *i$ures -ased on $he
s$or
S$e* 4
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S$e* 4
Teaher dis$ri-u$es )orkshee$ 1 >ains$ream Pu*ils )ri$e $heir
o)n
dialogue -ased on $he si$ua$ion
LINUS Pu*ils :ll in $he s*eeh-u--les )i$h sen$ene gi%en
Teaher hooses a /e) mains$ream
and LINUS *u*ils $o *resen$ $heir)ork
?losure
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?losure
Teaher and *u*ils disuss on $hemoral %alues -ased on $he
s$or
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Than. :#"
DIFFERENTIATED
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DIFFERENTIATEDLEARNING
INSTR4CTION
READING
O%;ecti)e
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;
B $he end o/ $he session, ?Ps a-le $o
unders$and $he o-He$i%es anddiFeren$ia$ed ins$ru$ions in
reading
lesson
*ro%ide %arious a$i%i$ies aording $o*u*ils a-ili$
design reading lesson -ased on mi.eda-ili$ lassroom
ondu$ diFeren$ia$ed ins$ru$ions /orreading lesson
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Di0erentiated Instr"cti#ns
6i%ing ins$ru$ions aording $o
$he *u*ils7 a-ili$To make sure LINUS *u*ils an
unders$and $he ins$ru$ions
gi%en - $he $eaher
Di0erentiated Instr"cti#nsIn Ada&tati#n
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In Ada&tati#n :EAR ?5
4NIT 8
@The Less#n Plan@
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Aous "eading
LS 222, 223
-Hs >ains$ream
a To ans)er O hC ;ues$ions a-ou$ $he
s$or read- To arrange O sen$ene s$ri*s aording
$o $he
s$or orre$l
LINUS a To ans)er 5 hC ;ues$ions a-ou$ $he
s$or read
- To arrange 5 sen$ene s$ri*s aording
#$i%i$ies
1 Pu*ils learn a-ou$ $he $he $i$le, au$hor and illus$ra$or
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* ,on $he -ook o%er
2 Pu*ils read aloud $he s$or gi%en - $he $eahers eho reading,
horal reading
3 Pu*ils reall all $he sounds dungeon, moun$ains,kidna**ed,
rode, /ough$ & loked in $he s$or $ha$$he ha%e learn$ in Mear 1,
2 and 3
4 In grou*s, *u*ils arrange sen$ene s$ri*s aording $o$he s$or
read orre$l O sen$ene s$ri*s >, 5sen$ene s$ri*s L Pu*ils *resen$
$heir ou$omes in/ron$ o/ $he lass
5 Pu*ils ans)er hC ;ues$ions gi%en in $he )orkshee$ O Qs >, 5
Qs )i$h guidane L
J .$ension a$i%i$C *u*ils rearrange )ords $aken /rom$he s$or O
)ords >, O )ords )i$h guidane L
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THE STOR:
Priness#ra-e
lla
Mar- Aane
title
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Prine 1-Mar-Aane
Ill"strated%-
A#hnCena
author
illustrator
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Once upon a time, there was a princessnamed Arabella. She lived
happily withthe king and queen.
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One night, three big monsters came toher room. They kidnapped
her.
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The monsters ran and took PrincessArabella to the mountains.
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They locked her up in a dungeon. Shewas very sad.
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The king and queen ordered a braveand handsome prince to save
the lovelyprincess.
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He rode his white horse quickly to themountains.
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He ound the princess and ought withthe ugly monsters.
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The prince killed the monsters andreed the princess. They got
marriedand lived happily ever ater.
IDENTIF:ING WORDS 1: INITIALSO4NDS
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!" m# mountains, monsters
$" l % locked, lovely, lived
&" r % rode, ran'"k % king, kidnapped
(" % ound, ought
)"d % dungeon
SENTENCE STRIPS 'MAINSTREAM*
Once upon a time there was a princess named Arabella She
lived
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Once upon a time, there was a princess named Arabella. She
livedhappily with the king and queen.
One night, three big monsters came to her room. They
kidnappedher.
The monsters ran and took Princess Arabella to the
mountains.
They locked her up in a dungeon. She was very sad.
The king and queen ordered a brave and handsome prince to
savethe lovely princess.
He rode his white horse quickly to the mountains.
He ound the princess and ought with the ugly monsters.
The prince killed the monsters and reed the princess. They
gotmarried and lived happily ever ater.
SENTENCE STRIPS 'LIN4S*
O ti th i d A b ll Sh li d
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Once upon a time, there was a princess named Arabella. She
livedhappily with the king and queen. One night, three big monsters
came
to her room. They kidnapped her. The monsters ran and
tookPrincess Arabella to the mountains.
They locked her up in a dungeon. She was very sad.
The king and queen ordered a brave and handsome prince to
savethe lovely princess.
He rode his white horse quickly to the mountains.
He ound the princess and ought with the ugly monsters.
The prince killed the monsters and reed the princess. They
gotmarried and lived happily ever ater.
This sentence strip isalready pasted or
the pupils
h b l
WH( B4ESTIONS 'MAINSTREAM*WITHO4T G4IDANCE
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Answer the questions below.
!. *hat is the title o the story+
$. -ame the author and the illustrator o the story.
&. -ame three characters in the story.
'. *hat happened to the princess+
(. *ho ordered the prince to save the princess+
). *here did the prince go to ind the princess+
WH( B4ESTIONS 'MAINSTREAM*WITHO4T G4IDANCE
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. / you were the prince, would you save the princess+ *hy+
0. *hat is the moral value that you have learnt+
WITHO4T G4IDANCE
A th ti b l i th d i
WH( B4ESTIONS 'LIN4S*WITH G4IDANCE
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Answer the questions below using the words given.
!. *hat is the title o the story+
The title o the story is .
$. -ame the author and the illustrator o the story.
The author o the story is and the illustrator is
.
&. -ame three characters in the story.
The characters are Princess Arabella, and
.
kidnapped 1ary 2ane king 2ohn 3ena
prince Princess Arabella mountains
WH( B4ESTIONS 'LIN4S*WITH G4IDANCE
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'. *hat happened to the princess+
The princess was by the monsters.
(. *here did the prince go to ind the princess+
The prince went to the to ind the princess.
E=TENSION ACTIVIT:4M1LED WORDS 'MAINSTREAM*
WORDS WITHO4T G4IDANCE
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WORDS WITHO4T G4IDANCE
4earrange the 5umbled letters to orm the correct words.
!. kappedidn 6
$. cessnirp 6 &. dongeun 6
'. mtainsoun 6
(. stersmon 6
). bvera 6 . lygu 6
0. eenqu 6
E=TENSION ACTIVIT:4M1LED WORDS 'LIN4S* WORDS WITH G4IDANCE
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WORDS WITH G4IDANCE
4earrange the 5umbled letters to orm the correct words.
!. kappedidn 6 k d pp d
$. cessnirp 6 p nc ss
&. dongeun 6 d ng n
'. mtainsoun 6 m nt ns
(. stersmon 6 mo t s
). bvera 6 b av . lygu 6 u l
0. eenqu 6 q n
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GRO4P WOR>
:O4R TAS>
Group
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:O4R TAS>
Using $he $e.$-ook, eah grou*
)ill ha%e $o *rodue a readinglesson *lan )i$h a$i%i$ies)hih are
sui$a-le /or mi.
a-ili$ lassroom
oupWork
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THAN> :O4
DIFFERENTIATED
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DIFFERENTIATEDLEARNING
INSTR4CTION
"ITIN6
O%;ecti)e
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B$he end o/ $he session, ?Ps a-le $o
unders$and $he o-He$i%es anddiFeren$ia$ed ins$ru$ions in )ri$ing
lesson
*ro%ide %arious a$i%i$ies aording $o
*u*ils a-ili$
design a )ri$ing lesson -ased on mi.eda-ili$ lassroom
ondu$ diFeren$ia$ed ins$ru$ions /or)ri$ing lesson
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"ITIN6
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TE=T1OO> :EAR ?5
4NIT 8
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S!P M#" 4
CONTENTSTANDARD
LEARNINSTANDARD
PER!OR"ANCE STANDARD
PER!OR"ANCELE#EL
DESCRIPTOR
$.% "an write phrases, sentences, numerals
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&' the endo( the )
'earpri*ar'schoolin+,p-pils wille ale to(or* lettersand wordsin
neat
le+ile printincl-din+c-rsivewritin+.
5.6.67ble to write in neat
legible print withcorrect spellinga! phrasesb! sentencesc!
numerals in
word form
6in word formwitha ver' li*ited level o(: neatness and
legibility
accuracy in spelling
8
"an write phrases, sentences, numeralsin word formwitha li*ited
level o(: neatness and legibility accuracy in spelling
5
"an write phrases, sentences, numeralsin word formwitha
satis(actor' level o(: neatness and legibility accuracy in
spelling
9
"an write phrases, sentences, numeralsin word formwitha +ood
level o(: neatness and legibility accuracy in spelling
:
"an write phrases, sentences, numeralsin word formwitha ver'
+ood level o(:
neatness and legibility accuracy in spelling
;
"an write phrases, sentences, numeralsin word formwithan
e/cellent level o(: neatness and legibility accuracy in
spelling
CONTENTSTANDARD
LEARNINSTANDARD
PER!OR"ANCE STANDARDPER!OR"ANCELE#EL
DESCRIPTOR
$.%&' the end o(the ) 'ear
5.6.87ble to write in 6
"an write words, phrases and numerals in wordformincursive
writingwitha ver' li*ited levelo(:
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the ) 'earpri*ar'schoolin+,
p-pils will eale to (or*letters andwords in neatle+ile
printincl-din+c-rsivewritin+.
7ble to write inneat cursivewriting with
correct spellinga! wordsb! phrases
numerals inword form
6 o(: neatness accuracy in spelling
8
"an write words, phrases and numerals in wordformincursive
writingwitha li*ited level o(: neatness accuracy in spelling
5
"an write words, phrases and numerals in wordformincursive
writingwitha satis(actor' levelo(: neatness
accuracy in spelling
9
"an write words, phrases and numerals in wordformincursive
writingwitha +ood level o(: neatness accuracy in spelling
:
"an write words, phrases and numerals in wordformincursive
writing witha ver' +ood levelo(:
neatness accuracy in spelling
;
"an write words, phrases and numerals in wordformincursive
writingwithan e/cellent levelo(: neatness accuracy in spelling
CONTENTSTANDARD
LEARNINSTANDARD
PER!OR"ANCE STANDARD
PER!OR"ANCE LE#EL
DESCRIPTOR
$ 0 "an transfer information to complete linear
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$.0&' the end o(the ) 'ear
pri*ar'schoolin+,p-pils will eale to
write-sin+appropriatelan+-a+e (or*and st'le (or aran+e
o(p-rposes.
5.8.67ble to transfer
information withguidance to completea! linear texts
nonlinear texts
6
"an transfer information to complete linearand nonlinear texts
with aver' li*ited levelo( acc-rac'
8
"an transfer information to complete linearand nonlinear texts
with ali*ited level o(acc-rac'
5
"an transfer information to complete linearand nonlinear texts
with asatis(actor' levelo( acc-rac'
9
"an transfer information to complete linearand nonlinear texts
with a+ood level o(acc-rac'
:
"an transfer information to complete linearand nonlinear texts
with aver' +ood level o(acc-rac'
;
"an transfer information to complete linearand nonlinear texts
with ane/cellent level o(acc-rac'
CONTENTSTANDARD
LEARNINSTANDARD
PER!OR"ANCE STANDARD
PER!OR"ANCE LE#EL
DESCRIPTOR
$.0&' the end o(the ) 'ear
5.8.87ble to write with
6"an write labels, notices and messages with aver' li*ited level
o( acc-rac'
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the ) 'earpri*ar'schoolin+,
p-pils will eale to write-sin+appropriatelan+-a+e (or*and st'le
(or aran+e o(p-rposes.
7ble to write withguidancea! labels
b! noticesc! messages
8"an write labels, notices and messages with ali*ited level o(
acc-rac'
5"an write labels, notices and messages with asatis(actor' level
o( acc-rac'
9"an write labels, notices and messages with a+ood level o(
acc-rac'
:"an write labels, notices and messages with aver' +ood level o(
acc-rac'
;"an write labels, notices and messages with ane/cellent level
o( acc-rac'
5.8.5
7ble to punctuatecorrectlya! apostrophe
b! speech markers5.8.9
7ble to spell words byapplying spelling rules
6"an punctuate and spell with a ver' li*ited levelo(
acc-rac'
8"an punctuate and spell with a li*ited level o(acc-rac'
5
"an punctuate and spell with a satis(actor' level
o( acc-rac'
9"an punctuate and spell with a +ood level o(acc-rac'
:"an punctuate and spell with aver' +ood level o(acc-rac'
;"an punctuate and spell with ane/cellent levelo( acc-rac'
CONTENTSTANDARD
LEARNINSTANDARD
PER!OR"ANCE STANDARD
PER!OR"ANCE LE#EL
DESCRIPTOR
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CE LE#EL$.$
&' the end o(the )1'earpri*ar'schoolin+,p-pils will eale to
writeand presentideas thro-+h
a variet' o(*edia -sin+appropriatelan+-a+e,(or* andst'le.
5.5.6
7ble to create simpletexts using a varietyof media
withguidancea! nonlinearb! linear
6
"an create simple linear and nonlinear texts
with a ver' li*ited level o( acc-rac' andappropriateness
8
"an create simple linear and nonlinear textswith a li*ited level
o( acc-rac' andappropriateness
5
"an create simple linear and nonlinear textswith a satis(actor'
level o( acc-rac' and
appropriateness
9
"an create simple linear and nonlinear textswith a +ood level o(
acc-rac' andappropriateness
:
"an create simple linear and nonlinear textswith a ver' +ood
level o( acc-rac' andappropriateness
;
"an create simple linear and nonlinear textswith an e/cellent
level o( acc-rac' andappropriateness
@The Less#n Plan@
i i
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Aous ri$ing
LS 311 a -, 322a, 323 a -, 324-Hs >ains$ream
a To la-el *ar$s o/ a -ook o%er
- To )ri$e 3 *aragra*hs - re*laing $he10
*i$ures )i$h orre$ )ords
To *un$ua$e 3 *aragra*hs orre$l using
a*i$al le$$ers, ommas and /ull s$o*s d To om*le$e a ross)ord
*u@@le o/ 10
)ords
@The Less#n Plan@
i i
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Aous ri$ing
LS 311 a -, 322a, 323 a -, 324-Hs LINUS
a To la-el *ar$s o/ a -ook o%er
- To )ri$e 3 *aragra*hs - re*laing $he10
*i$ures )i$h guidane o/ )ords
To *un$ua$e 5 sen$enes orre$l using
a*i$al le$$ers, ommas and /ull s$o*s d To om*le$e a ross)ord
*u@@le o/ R )ords
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Acti)it- 5 La%el %##. c#)er
#$i%i$ies
1 Pu*ils reall $he s$or o/ Priness #ra-ella
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2 Pu*ils reall $he *ar$s o/ a -ook o%er
3 Pu*ils la-el $he *ar$s o/ a -ook
Priness#ra-e
lla
1-Mar-Aane
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Ill"strated%-
A#hnCena
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Acti)it- 9 5 re%"s
$ritin
1 Teaher ge$s *u*ils $o read $he s$or /rom $he*re%ious reading
lesson
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2 In grou*s, *u*ils disuss $o om*le$e $he s$or- re*laing $he
*i$ures )i$h )ords re-us)ri$ing
3 Indi%idual )ork
a >ains$ream *u*ils )ri$e $he s$or -re*laing
10 *i$ures )i$h )ords
- LINUS *u*ils )ri$e $he s$or - re*laing 5*i$ures )i$h )ords
gi%en
ne u*on a $ime, $here )as a
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*
*riness named She
li%ed ha**il )i$h $he and
ne nigh$, $hree
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ame $o her room The
kidna**ed her The mons$ers ran
and $ook #ra-ella $o $he
The loked her u* in
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a
She )as %er sad The king and
;ueen a handsome
*rine $o sa%e $he lo%el
*riness
(e rode his )hi$e
;uikl $o $he moun$ains (e
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;uikl $o $he moun$ains (e
/ound $he *riness and
)i$h $he ugl mons$ers The
*rine killed $he mons$ers and
/reed $he *riness
The go$ and li%ed
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ha**il e%er a/$er
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The nd
ne u*on a $ime, $here )as a *riness named
# - ll Sh li d h il i h h ki d
#ns)ers
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#ra-ella She li%ed ha**il )i$h $he kingand
;ueen
ne nigh$, $hree -ig mons$ers ame $o her
room The kidna**ed her The mons$ers ran and
$ook #ra-ella $o $he moun$ains The loked her u*in a dungeon She
)as %er sad
The king and ;ueen ordereda handsome *rine
$o sa%e $he lo%el *riness (e rode his )hi$e
horse;uikl $o $he moun$ains (e /ound $he
*riness and /ough$)i$h $he ugl mons$ers The
*rine killed $he mons$ers and /reed $he *riness
The go$ marriedand li%ed ha**il e%er a/$er
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Acti)it- 5
&"nct"ati#n
>ains$ream *u*ils1Pun$ua$e $he )hole s$or and )ri$e
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1Pun$ua$e $he )hole s$or and )ri$e
innea$ legi-le *rin$
#**endi. P1
LINUS *u*ils1 Pun$ua$e $he 5 sen$enes gi%en
and)ri$e in nea$ legi-le *rin$#**endi. P2
one u*on a $ime $here )as a *riness named
ara-ella she li%ed ha**il )i$h $he king and ;ueen
>ains$ream
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** g ;
one nigh$ $hree -ig mons$ers ame $o her room$he kidna**ed her
$he mons$ers ran and $ook
ara-ella $o $he moun$ains $he loked her u* in a
dungeon she )as %er sad
$he king and ;ueen ordered a handsome *rine
$o sa%e $he lo%el *riness (e rode his )hi$e horse
;uikl $o $he moun$ains he /ound $he *riness and
/ough$ )i$h $he ugl mons$ers $he *rine killed $hemons$ers and
/reed $he *riness $he go$ married
and li%ed ha**il e%er a/$er
P
1 one u*on a $ime $here )as a *riness named
LINUS
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* *
ara-ella
2 one nigh$ $hree -ig mons$ers ame $o her room
3 $he mons$ers ran and $ook ara-ella $o $he
moun$ains4 $he king and ;ueen ordered a handsome *rine
$o sa%e $he lo%el *riness
5 he /ound $he *riness and /ough$ )i$h $he uglmons$ers
P9
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Acti)it- ? 5 cr#ss$#rd
&"22le
#ma@ing "ae
1 In grou*s, *u*ils om*e$e )i$h one ano$her $o
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g * , * * *
om*le$e $he ross)ord *u@@le
< Teaher ma use a ?1 /or >ains$ream 10 )ords or
- ?2 /or LINUS R )ords
< Teaher ma )an$ $o add le$$ers in $heross)ord
*u@@le $o assis$ $he LINUS *u*ils $o om*le$e
$he$ask
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LET3S FIG4REIT O4T
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CW
#ross
3 >oun$ %eres$ is $he highes$ in $he )orld
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3 >oun$ %eres$ is $he highes$ in $he )orld
5 #no$her )ord /or *risonJ Son o/ a kingR Pas$ $ense o/ :nd The
male ruler o/ a kingdom
o)n
1 To $ake a *erson a)a - /ore2 Sar rea$ures4 # )i/e o/ a kingR
Pas$ $ense o/ :gh$O # rulers daugh$er
CW
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CW
9
#ross
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#ross
4 #no$her )ord /or *rison5 # rulers daugh$erJ # )i/e o/ a
king
o)n
1 Pas$ $ense o/ :gh$2 To $ake a *erson a)a - /ore3 Sar rea$ures5
Son o/ a king
CW
9
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GRO4P WOR>
:O4R TAS>
GroupWork
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:O4R TAS>
Using $he $e.$-ook, eah grou*
)ill ha%e $o *rodue a )ri$inglesson *lan )i$h a$i%i$ies)hih are
sui$a-le /or mi.
a-ili$ lassroom
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THAN> :O4
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Lan"ae Arts
Mear 4
Sam*le Lesson
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4.3.1: able to plan, produce and display creative texts
using
variety of media.
4.3.2: able to plan, prepare and participate in a performance
with
guidance based on literary work.
Theme : orld of !tories
Topic : Arabella and the monster
Objective(s) : "y the end of the lesson pupils will be able
to:
1. plan, prepare and participate in performance.
Time : 60 minutes
Teaching Aid(s) : textbook, picture cards, pictures with pages
for story, scripts and cue cards.
Cross Curricular Element(s): #reativity, $ultiple
%ntelligences
Se$ Indu$ion
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Talk a-ou$ $he s$or and $hehara$ers o/ $he s$or
a !ing and ;ueen
- >ons$ers Priness #ra-ella
d Prine
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mask
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>ons$ersCmasks TiaraC*riness and ;ueen
S)ordC *rine
?ro)nCking
masks
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?ue ards
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#ra-ella I am Priness #ra-ella
#ra-ella (el*K (el*K mo$herK Aa$herK Please hel*meK
#ra-ella (el*K I am in $he dungeonK
#ra-ella Thank ou m *rine
!ing I am a king
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Queen I am a ;ueen
Queen and king ear *rine, resue m *riness
Queen and king Thank ou dear *rine
>ons$ers To $he moun$ainK To $he moun$ain K To $hei K
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moun$ainK
>ons$ers 6rrr K The *riness -elongs $o us6rrrrrK
Prine I )ill resue $he *riness
Prine PrinessK PrinessK here are ou+
SCENE
PL#M S?"IPTPriness #ra-ella
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SCENE
#ra-ella I am Priness #ra-ella
!ing I am $he !ing
Queen I am $he Queen
Narra$or The mons$ers roared as $he )alked in
>ons$er1 The *rinessK>ons$er 2 Shhhs
>ons$er 3 Take herK
#ra-ella >o$herK Aa$herK (el*K
Nara$or The mons$ers $ook #ra-ella $o $he moun$ain#ra-ella
so--ing Please hel* meK Please hel* meK
>ons$er 1 Quie$K
SCENE 9 #$ $he *alae
!ing ear *rine, resue Priness #ra-ella
Prine I )ill resue #ra-ella
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Prine I )ill resue #ra-ella
SCENE
Narra$or The *rine rode a )hi$e horse $o $he
moun$ain
Prine PrinessK PrinessK here are ou+
#ra-ella (el*K (el*K I7m in $he dungeon
Narra$or The *rine /ough$ $he mons$ers
>ons$er 1 The *riness -elongs $o us
>ons$er 2 and 3 ursK ursKNarra$or The *rine killed $he
mons$ers and
/reed $he *riness
SCENE ?
Narra$or The re$urned $o $he *lae
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Narra$or The re$urned $o $he *lae
!ing )hm #ra-ella Thank ou, dear *rine
#ra-ella Thank ou, m *rine
Narra$or Then, $he go$ married and li%ed ha**ile%er a/$er
Language Ins$ru$ion
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is$ri-u$e $he masks $em*la$e ?olour $he mask
?u$ $he mask
Tie $he ru--er -and $o $he mask Teaher gi%es sri*$ $o
in$ermedia$e*u*ils
Teaher gi%es $he ue ards $o lo)
*er/ormane *u*ils The *u*ils )ill role *la $he s$or
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Thank ou
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6rammar
Mear 4
F#c"s 5 Grammar
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F#c"s 5 Grammar
Learnin Standard's* 5831 a-le $o use %er-s orre$l
anda**ro*ria$el
a irregular %er-s
- regular %er-s
Theme 5orld o/ S$ories
T#&ic 5 Ara%ella and the m#nster O%;ecti)e's* 5 B $he end o/
$he lesson *u*ils )ill -e
a-le $o
i use %er-s orre$l and a**ro*ria$el
Time5 min"tes
Teachin Aid's* 5 $e.$-ook, *i$ure ards and *i$ures)i$h *ages /or
s$or
Cr#ss C"rric"lar Element's*5 ?rea$i%i$, >ul$i*le
In$elligenes
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Set Ind"cti#n5 Teaher sho)s a s$or $i$led 8Priness
#ra-ella and $he mons$ers
Pu*ils $alk a-ou$ $he s$or $he*i$ures, $he hara$ers and
s$orline
Priness#ra-e
lla
1-Mar-Aane
title
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Ill"strated%-
A#hnCena
author
illustrator
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Once upon a time, there was a princess
named Arabella. She lived happily withthe king and queen.
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One night, three big monsters came toher room. They kidnapped
her.
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The monsters ran and took PrincessArabella to the mountains.
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They locked her up in a dungeon. Shewas very sad.
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The king and queen ordered a brave
and handsome prince to save the lovelyprincess.
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He rode his white horse quickly to themountains.
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He ound the princess and ought withthe ugly monsters.
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Presen$a$ion .*lana$ion o/ language /un$ion 8Pas$ Tense7
a"egular %er-s
-Irregular %er-s
Ste& Teaher gi%es a $e.$ o/ a s$or and read $he
s$or$
#sking *u*ils $o loa$e %er-s in $he $e.$$Teaher guides *u*ils $o
underline $he )ords in$he *as$ $ense in $he $e.$
S$e* 2
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S e*
Teaher asks *u*ils $o e.$ra$ ou$ $he )ords in *as$ $enseand *u$
in $he $a-le
Teaher *las a game alled D Aind m ma$hE
$Teaher gi%es ards in *resen$ and *as$ $ense $o $he
*u*ils and in $heir grou*s, *u*ils )ill :nd $he )ords in*resen$
and i$s *as$ $enses
S$e* 3 Teaher ask $he *u*ils $o )ri$e $he )ords o/ $heir*resen$
$ense /orm in $he $a-le
S$e* 4 re)ri$e $he sen$ene in *resen$ $ense )i$h guidane
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6rou* disussion $o ome u* )i$hgrammar lesson )hih in$rodue
$heregular and irregular *as$ $ense
?a$egori@ing o/ $he regular andirregular %er-s
Aor lo) *er/ormane, $he onl )ri$e$he regular %er-s
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Thank ou
