SEKOLAH RENDAH BERAKAS GARISON, BRUNEI II A

Literacy Intervention Program (English) Year 2011

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 Yaakub 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 Page | 3

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 YEAR 1A YEAR 1B YEAR 2A YEAR 2B YEAR 3A YEAR 3B YEAR 4A YEAR 4B YEAR 5A PERCENTAGE PASSES 95.83% 95.83% 100% 100% 78.26% 95.24% 78.95% 76.47% 68.75%

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YEAR 5B YEAR 6A YEAR 6B

68.75% 71.43% 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 Page | 5

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 arent able to read to a better level in their reading. g) To help pupils to identify Dolch & Frys 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 Read 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 // and / / for vowel letters a and o respectively. Book 2 Book 2 of this series introduces three consonant sounds /n/, /m/, /p/ for three consonant n, m, p respectively. Book 3

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Book 3 of this series introduces three consonant sounds /h/, /s/, /d/ for three consonant letters, h, s, d respectively. Book 4 Book 4 of this series introduces three consonants sounds /g/, /r/, /l/ for three consonant letters g, r,l respectively and the vowel sound /I/ for vowel letter i. Book 5 Book 5 of this series introduces two consonant sounds j and f respectively and the vowel u. Book 6 Book 6 of this series introduces five consonant sounds /v/,/j/,/w/,/z/ for the letter sounds x,v,y,w and z respectively and the vowel sound of the letter e. Book 7 Book 7 of this series introduces consonant clusters in the final position of words. They are nd, st, mp, nt, nk, st, sk, lp, lt and ld. Book 8 Book 8 of this series introduces consonant clusters in the initial position of words. They are cl, fl, fr, sw, gr, pl, pr, dr, tw, fr, br, tr, st, dr and gl.

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 Page | 8

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 tricky 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 (rain) 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 tripod grip between the thumb and first two fingers. If a childs 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 The 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 feet 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 fl-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 tricky 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 threeletter 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 fish, 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 y y Grapheme-phoneme correspondences for the 44 sounds in English How to blend sounds for reading and segment words for spelling. Apply skills and knowledge to read age appropriate stories featuring the graphemephoneme correspondences they have learned.

Read Write Inc Fresh Start 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 y

Are an alternative to the literacy hour/session or English lesson. 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:

Systematic, structured teaching Using simultaneous visual, auditory and kinaesthetic processes Clear importance of speaking and listening 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: Page | 14

y y y y y

Pre-primer Primer First Grade Second Grade 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 "Fry 1000 Instant Words." In his research, Dr. Fry found the following results:

y y y

25 words make up approximately 1/3 of all items published. 100 words comprise approximately 1/2 of all of the words found in publications. 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 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

ACTION

English teachers of Year 1 till Year 6

JANUARY

the students that have reading Year 1 till Year 6 English problems and will be given to Teachers. the Academic unit y Action plan will be prepared by the teachers that were assigned to carry out the program. Year 1 till Year 6 English Teachers

Enrichment activities will also be prepared by the respective teachers for the students that have different levels of reading abilities. y The Literacy Reading Program Program commences. FEBRUARY y Enrichment program for the

All teachers

studentss that were able to read

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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. y Reading assessment I (students All teachers 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 MARCH y Results from the assessment will and a report will be given to the M.O.E. (Year 1 and Year 2 only) 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 Page | 18

program. (refer to appendix) y APRIL - JULY y Continuation of the Literacy All teachers Intervention program. Enrichment activity will also be carried out at the same time. y Reading assessment II (students All teachers 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 AUGUST y Results from the assessment will and a report will be given to the M.O.E. (Year 1 and Year 2 only) 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) Literacy teachers will submit a list of reading skills of the students to the Academic Unit. This is for the monitoring of the Page | 19

program. (refer to appendix) SEPTEMBER OCTOBER y y Continuation of the Literacy All teachers Intervention program. Enrichment activity will also be carried out at the same time. y Reading assessment II (students All teachers 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 NOVEMBER y Results from the assessment will and a report will be given to the M.O.E. (Year 1 and Year 2 only) 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 Page | 20

program. (refer to appendix) y Meeting with the Literacy All the committees program

Intervention committees. NOVEMBER 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.

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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Year/ Level Preschool

I Cikgu Azlin

F Cikgu Khairani

U Cikgu Hjh Halimah Cikgu Hjh Nur Aqillah

Year 1

Teacher Angela Ustazah Mastika

Cikgu Cikgu Hjh Lela

Year 2

Cikgu Shawana Cikgu Azmi Cikgu Hjh Mona Cikgu Elme Cikgu Reza Cikgu Zatul Cikgu Aida Cikgu Junaidah Cikgu Fauzi Cikgu Dk Wirda Cikgu Yura

Cikgu Hafiz Cikgu Hjh Amal

Cikgu Christina

Year 3

Cikgu Umi

Year 4

Cikgu Tetty

Cikgu Dk. Shahdiana

Year 5

Cikgu Ivy

Cikgu Rostinah

Year 6

Cikgu Maswati

Cikgu Siti Haidah

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 F 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.

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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 7.307.55 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. 1 2 3 4

NAME OF THE STUDENTS Nur Shahdatul Atiqah Binti Rahim Nur Alieynna Ashiqyne Baaddrisyhya Md Zariudin Ak. Md Al-Azhar Pg Hj Ismail Rozaiman Rozaini Muhd Khazrul Md Khairul Siti Nurdiana Yahaya Muh Nur Ajmal Haji Jamal Nur Imanina afiqah Suhif Abdul Matin Bin Abdul Malik Muhammad Shazwan Bin Sahirol Nurfatin Aqillah Binti Shahibol Rizal Nur Batrisyia Basirah Hj Abdul Latip Md Ezzuan Bin Abdullah Md Khairul Ramadin Ak. Mohd Hassanal Bin Pg Hj Ismail Md Raziman Syafiq Bin Mohd Rizan Muhammad Nazrin Bin Abdul Hassan Muhammad Wafiuddin Bin Abdullah Junaidi Muhd Zairul Adiezam Bin Mohd Zariudin Eddy Mario Bin Badul @ Badrul Hazwani Bte Sulaiman

1A

5 6 7 8 1 2

1B

3 4 1 2 3 4 5

2A

6 7 8

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9 10 11 1 2 3 4 5 6 2B 7 8 9 10 11 12 1 3A 3B 2 1 1 2 4A 3 4 4B 1

Nurul Ewanina Iwana Bte Mohd Edry Nur Sayidah Rasyidah Bte Salman Siti Noor Naziratul Aine Bte Muslim Mohd Khairuddin Bin Suqairi Rusydihilmi Bin Roslaini Mohd Mukriz Bin Hj Rosman Mohd Hilmi Bin Abdullah Mohd Ferizal Ade Yusrizat Binn bdullah Hj Abdie Norezla Irwanda Mohd Hadif NaQiuddin Bin Saiful Hazrul Mohd Afi Bin Hj Mohammad Ali Mohd Hifni Bin Hanaffi Masrul Nuraisyah Bte Mohd Khairul Irene Rosalin Bte Wedy Wellintio Nurul Syifaa Saadah Bte Hj Abdul Azis Nur Naizah Bte Abdul Rahim Mohd Danial Fakhrullah Bin Mazlan Mohd Ridwan Raziq Bin Mohd Rizan Mohd Hifzan Bin Sufri Amal Shafiqah Bte Muhd Shukreen Mohammad Muiz Bin Hj Rosman Mohammad Waie Syahmi Bin Merhaisme Mohd Ajrun Azhim Bin Muslim Nil Mohd Saiffuddin Hafiz Bin Abdullah Shaiful

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5A

2 3

Rozana Bte Rozaini Nurul Ain Nabilah Binti Ardey Mohd Nazmi Bin Abdul Hassan Nil

5B 6A

1 6B 2

Md. Wafa Izzuddin Bin Hj Rosman 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 Page | 28

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 across or down 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.

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.

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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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 gradeand, 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 doesnt know a word (5-second rule): Page | 34

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 tutee, 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 1Mississippi, 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 tutee.

 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. Page | 35

 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

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

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 teachers 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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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.

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.

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.

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.

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.

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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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