PROGRAM PENSISWAZAHAN GURU (PPG) KOHORT2 (PROGRAM PENGAJIAN BAHASA INGGERIS) UMS UNIVERSIT! MALAYSIA SABAH ASSIGNMENT 1 ‘Tw30003 DEVELOPING READING AND WRITING SKILLS FOR PRIMARY SCHOOLS: ‘Student's Name ‘Matrix Number Group Leader a]=]=|© Instructor's Name: DR. Hamzah Omar Due Date:Case 1 Repetition Technique Develops Reading. and Writing Skills for Primary Schools By CONTEXT ‘The pupils’ poor level of proficiency is caused by the influence of the language used every day, Pupils’ first language is Bahasa Malaysia, Pupils reading style used to be influence by their first language when reading in English, English is used as the second language. The pupils prefer to use Bahasa Malaysia as a communication language in school and also at home, Since, the other subject like Mathematics, Science and Art are using Bahasa Malaysia, pupils’ are able to understand more on the learning. content DILEMMA ‘Teaching reading using blending. phonemes seemed difficult to be delivered to the pupils. Pupils were easily get confused with the phonetic symbols and the letters. Teacher was not able to ensure the pupils’ development in reading even by using an ICT materials in the class during the teaching learning activity, Pupils whom are left handed were difficult to follow some rules in penmanship. SOLUTION Behaviorism approach could be the best solution. Using repetition as the way to enhance and develop the pupils reading, Repetition technique process includes recognizing, reading, and memorizing. Repetition involves spelling activity, Once the pupils saw the word, he will identify the letters, spell and say the word. Pupils will repeat the spelling activity until they get to ‘memorize them. Pupils will be familiar with words and Repetition can also lead to understanding, as it gives time for the penny to drop. What at first may be strange, after repeated exposure becomes clear and easily understand,Repetition is almost the same when remember learning multiplication tables in Mathematics subject. We have to-sepeat things more than once for them to finally sink into our memories, Our short-term memories are notoriously short-term and can forget something (like a person's name) im less than a second, Repetition is one of getting: things into longer-term memory and hence is a key method for learning. In writing, pupils used to repeat the same letters (26 alphabets) regularly, using the three lines pattern book, Pupils will get used to write in proper, neat and. correctly repeatedly. Once pupils get familiar with the penmanship, they will able to develop their writing skill. RESPONSE BY SAINIE LUMAU ‘A behaviorism approach is a good approach, Above all, repetition is an effective technique to enhance the pupils’ knowledge on reading and writing. However, blending phonemes is also important to be taught, Teacher should not ignore phonological awareness among, the pupils because it is the basic of reading, Perhaps, teacher could teach the phonemes at least once for their knowledge just to let them know how each letter play its part, After that then, teacher could probably use the sepetition technique to make the pupils to get used with word. ‘Case 2 Teacher's Roles Overcome Difficulties in Writing Sentence Correctly By INTRODUCTION Writing is a medium of communication thal represents laneuave through the inseription of signs and symbols. In most languages, writing is a complement to speech or spoken language. From the early formation of letters to crafting an essay, writing involves perhaps more sub skills than any other academic task, To write well requires combining multiple physical and mental processes in one concerted effort to convey information and ideas. We must, for instance, be ableio move a pen or depress a key, precisely and fluidly to render letters, remember rules of grammar and syntax, place our thoughts in an order that makes sense, and think ahead to what we want to write next CONTEXT Currently Lam teaching in SK. Kabajang, Beaufort. For this task, I choose my Year 4 class which consist 13 pupils. The reason I choose them because they have some writing basic skills from previous year. They are not a good writer in English but they do have a good potential to polished and become 2 good writer soon, EMMA Difficulties in write a sentence correctly. In primary school, children are encountering the elements of writing for the first time from the formation of letters, to organizing their ideas, to using comect grammar, punctuation and spelling. Good writing relies on a child's language abilities improving steadily over time. A language problem may manifest itself in a child's writing as poor vocabulary, awkward phrasing and unconventional grammar, inappropriate use of colloquial language, difficulty with sentence structure and word order, trouble seading back what is writien and difficulty with word sounds, spelling, and meanings. always keep my eye out for repetitious errors and habits, Such as in incorrect grammar, spelling and poorly structured sentence, Writing is hard work and can be a chore but excessive complaining and procrastination may indicate a bigger problem with writing, If not addressed, eventually writing problems ean lead to problems in other subjects and affect overall academic success, SOLUTION Moments of frustvation as well as pride are common for children with writing problems and for the adults who work with them, Some children may give up and see themselves as failures. Others may exhibit behavior complications that relate to their difficulties with writing. Through an open discussion with teacher, it helps children learn to clarify and specify their differences and understand that, like everyone else, they have strengths and weaknesses,Eliminate any stigma, Empathy can reduce children’s discouragement and anxiety about their writing, difficulties. Discuss swengths and interests, Help children find their suengths, Use concrete examples but avoid false praise, Discuss areas of weakness, Use plain language to explain what aspect of a writing skill is difficult for the child. Emphasize optimism, Help children realize that they can improve. They can work on their weaknesses and make their strengths stronger. Identify an ally. Help children locate a mentor. For example, favorite teacher, a classmate, who will work with and support them, Protect from humiliation, Help children strengthen self-esteem and maintain pride by protecting them from public humiliation related 10 their differences in learning, For the language problem, teacher can apply these following solutions. * Encourage children to read their writing aloud while editing it. Teach children how to listen for where sentences begin and end so that they may apply proper punctuation and capitalization, and also listen for grammatical errors ‘+ Have children practice the sequencing of ideas, They might write ideas or sentences an strips of paper and then onder the strips before writing, * Use prompis and reminders. You might give children the words to use when writing, ‘+ Provide opportunities for children to practice speaking, Encourage children tw express ideas and elaborate on them in everyday speech, Build in opportunities for oral reports and discussions on topics that interest them. ‘© Practice dlaboration. Use visual stimuli to trigger speech. Ask children to describe, explain, or elaborate on photographs, illustrations, and pictures. Frame questions that are designed to elicit responses requiring more than one-word answers, For example, rather than asks a child if she liked a television program (answer could be yes or no), ask her to describe what she liked best and least about the program, R PONS BY SHANE ALBERT JONGLAI I agree that teacher plays a big role in guiding the pupils to overcome difficulties in. writing, During the learning activity in class, teacher could apply “Searfbedding’, the approach that theorized by Lev Vygotsky.Case 3 Picture Cards Help Pupils to Comprehend Better By CONTEXT My school is one-of the mural schools in Kota Belud district, I'm teaching the Year 2 class pupils. 11 has 24 pupils and the pupils were a mixed ability pupils, Most of the pupils there communicate in their mother tongue which is Bahasa Kadazandusun, Malay Language becomes the second language for them and English Language becomes the foreign language. However, some of the pupils can read and write very well but most of them ate not, DILEMMA. My dilemma is most of my pupils read without knowing the meaning of the words or sentences. When it comes to read and understand a simple paragraph and answering the Wh-Questions, only a few of them can answerit comectly. SOLUTION For the solution, what 1 did to overcome this prablem is 1 always need to prepare the picture cards along with the word cards to make them understand more easily. Sometime I use the body gesture or actions and ask them to guess, The action songs also one of the fun learning activity that can help the pupils in memorise the meaning though actions. It make the pupils lea in a fun way and also can help me to attract their attention to the lesson, RESPONSE BY SERI DEW! I do agree with the teaching technique using picture cards. This could help pupils to memorize more when the teacher used a visual aids to stimuli pupils’ to understand more, plus English is not the pupil's first language. However, in this case, teacher should always be ready to preparevisual materials related to the topic need to be taught ‘Case 4 Basie Teaching Programme Enhance Reading By CONTEXT This case study was carried out at my school which is SK Bariawa Ulu, Keningau, Iam ‘aching English in year 2 class and there are 14 pupils in my year 2 pupils, This case study is based on my year 2 pupils which most of them have problem with reading. For this case study, 1 chose 2 of my pupils that have reading problems DILEMMA. Pupil 1; Chiafiq was struggling in the classroom and are also in remedial class. He found it difficult to constuct CVC words and it was suspected that a major part of his difficulties involved Working Memory. He also had problems with long term memory, in particular recalling sight words, He read 'q’ for‘y’ in the ‘reading speed task; when tackling non-words he read “fab instead of ‘fap’; during the single word reading test he sounded out ‘dress’ as ‘ ‘ 's! *S. Regarding phonological awareness he was unable to delete phonemes, and the task just seemed to confuse him, for instance, when asked to delete ‘flat’ from ‘flatpack’ he said ‘flatclack’ indicating there might also be a problem with verbal memory. Pupil 2: Rutheanie was socially isolated, shy and introverted, She presented with a seading problem, She couldn't read very well, Her test scares put her three years behind her age peers She couldn't read aloud without making a huge number of false predictions (sensible miseues mainly) which she would try to correct, but poorly. This made her reading quite appalling to lisien to. Adding to, or causing her problem was her parenis' anxiety about her reading and theircontinuance of daily reading aloud at home. Ruth was, of course, very anxious about her reading too, and desperately wanted 10 improve SOLUTION Pupil 1: Looking at the assessments the following key areas were identified to target in a “going back to the basics’ teaching programme: © Memory (auditory and visual, to include sequential memory) Developing a sight word store + Securing phoneme-grapheme correspondence + Alphabetic knowledge ‘The Active Literacy Kit is designed to aid fluency by using timed tasks. There is also much over learning and progression is undertaken in small steps, To secure the basics the following exercises were used: + Alphabet recital + Noname Alphabet Card Sequence (picture cards with numbers on them to-aid sequencing of the alphabet) + Picture-Sound Alphabet Sequence (student encouraged to listen to initial sound in word and reproduce it e.g. apple ‘a’, bat ‘b’) © Maiching Lower Case Letiers to No Name Alphabet Cards (wooden letters helped highligh! orientation difficulties) © Counting, in Twos (2-26 with Number Card, then number counters, finally saying the sequence without any aids) Chiafig enjoyed the activities, particularly as he could see the gains he was making. Pupil2:I sealized that Ruth poor performance as an oral reader had to change or stop because it ‘was damaging herself concept and her progress, However, her habits were so entrenched that she found it impossible to change, 1 explored her understanding about what she was expecting: of herself as a reader, and was able to debunk some of her beliefs, The major problem was her embarrassment at making mistakes when she read orally, I tied to convince her that it was normal to make ‘mistakes’, that everyone did it but found ways to avoid showing others. I began to devise ways to get her reading silently, and taughi her how to solve any problems she came across by using the context and ‘guessing’, or reading past unknown words, leaving them out or returning to ‘guess’ them when she had mote information, We did short silent readings and followed with retellings, we wied reading instructions for various tasks, and 1 soon began to realise that she understand far more during silent reading than anyone suspected. I worked on her first novel with her, reading tw her at first, and then getting her to finish the page silently. Then we read chapters in turn, discussing what was happening in the stories and seiting up predictions about what might be going to happen next. Within a few weeks she had finished two novels and was visibly brighter RESPONSE BY SAFRINA MOHAMAD Providing this case study will encourage teachers to use the methods that had been used in this case study as a starting point to devise an individualized teaching programme, Concentrate on identifying suengths and weaknesses and make notes as you perform the assessment to see strategies the student is using. Itis also important to tackle the basics first and take small steps in order to increase the pupil's confidence rather than using a ‘seatier gun’ approach. 1 think that child case studies are an interesting way to learn about children’s learning. They are also helpful to parents who might be experiencing problems with their children, Case 5Scaff Holding Enhance Pupils’ Penmanship in Writing By CONTEXT Itis a big number of pupils to be taught. The school is located in an urban area, Most of the pupils! parents work as a government servant, Parents are busy working, Overall, the year six pupils are able to write sentences independently EMMA Pupit’s handwriting was bad. Most of the pupils were confused to differentiate upper and lower case alphabets. Maybe, the pupils are too concentrate to UPSR / Exam paper until there were no concern on penmanship. SOLUTION Young children need to be guided by someone older than them, Teacher could give as many exercises to the pupils on penmanship, Perhaps, a scaff holding approach will be suitable to be implement during the teaching learning activity in class. RESPONSE BY SHIRLEY FLORENCIA SUNDANG Usually, year six pupils are concentrating more to the UPSR exam, so that they are drilling to answering question rather than concerning, on the penmanship. I agree with the suggested solution, Plus ,it could be more efficient if teacher uses the “pattern book” as mention in Safrina’s case on. repetition. Case SummaryReeding& — | Writing Reading Rearing, ‘writing, Writing Context Rurdarea | Level2 pupils | Mxabilty | Remedia Ubaaea EnglishzsL2 | with basic | pupils, pupils Advance ‘writingskill, | Kadamdusun pupils wu Dilemma Reading: Pupisfaced | Pupilscen Pupiisare shy | Pupiisless Pupils difficultiesto | readbutdo | toread ‘concernon confused of | write not handwriting phoneme sentencesin a | understand (penmenship) writing correctmanner| the meaning. 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