Material and Ideas for Teaching KSSR Teacher Name: G.

Reenuga Taught: 1 Kamil School: SK Tasek Classes

The Idea ( hat is it!

hat is it meant to teach"#ractice! grou#"%ear le&el' Connections to curriculum!' :

ho is it for! (age$

Elkonin Box is an instructional method used in the early elementary grades to build phonological awareness among students by segmenting words into individual sounds and marking where they hear them in the boxes. Each box in an elkonin box card represents one phoneme, or sound. It can also be used to practise spelling from a synthetic phonics point of view.

Outline the task/activity (Instructions"(irections':

1. . !. &. Pupils are divided into groups of four. Each group is provided with an elkonin box and a set of letters. "he teacher says the word that names the picture #ex$ sun%. "eacher will say sound of each letter in the word. Pupils will listen to the word said by teacher and place letter cards in the box according to sound they hear. #ex. the teacher says 's' ,'u', 'n', pupils put letter s in the first box, letter u in the middle box, and finally puts letter n in the third block while saying 'n'%. "he teacher would say the word again, sliding her finger below the boxes from left to right$ sun and pupils will repeat after teacher.

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Time Needed: 1)*1( minutes depending on the number of words taught in the lesson. Materials (Ingredients if self-made): Elkonin box +etter cards Picture cards

Possi le Pro lems ( hat issues ma% )e faced )% students"teachers etc *hen doing this acti&it%!': Pupils normally face problem differentiating sounds when it comes to segmenting digraphs sound in certain word said by the teacher. ,or example, 'ck' as in sock and sack. "herefore, picture card is an important tool to aid pupils at early learning stage.

!da"tations (#ossi)le additions or changes to allo* further use or #ractice' :. -n elkonin box for the word stick, which consists of four phonemes or sounds, can be modified to a little more room for fitting diagraphs such as .ck/ . ,or example $

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#eflections on "revious use: ( hen+ *h% and ho* did %ou use the idea! hat *ere %our o),ecti&es! here did %our design ideas come from! -o* long did it take %ou to make materials! -o* man% times did %ou use it *ith %our students! -o* did the% res#ond to it! (id %ou ada#t or change it for re$use in a different conte.t+ *ith a different class or %ear! hat suggestions *ould %ou ha&e for another teacher attem#ting to use %our idea!'

The o),ecti&e of the lesson is to )uild #honemic a*areness and ensures that #u#ils are a)le to decode and )lend to )ecome an inde#endent reader. I originall% used this idea in m% /ear 0 class to teach segmenting and it *orked out remarka)l% *ell. The students res#onded *ell and *ere actuall% a)le to sound the letters and )lend it )etter *ith the hel# of elkonin )o.. It had also )uild their self$confidence. I ha&e used this strateg% in /ear 1 as *ell and it has al*a%s )een a great *a% to engage all the #u#ils in a meaningful conte.t. 1lkonin )o. )ecame an essential tool for #u#ils to associate sounds *ith letter and assist #u#ils to recall the sound of indi&idual letters *hen the% had difficult% reading the *ord. 2llo*ing #u#ils to take lead in the grou# )% ada#tation+ or )% asking #u#ils to arrange letters ,ust )% looking at #icture sho*n + made it a much more challenging e.#erience for them. I *ould recommend allo*ing #u#ils to take control of their grou# )% #ro&iding the list of *ords. 1ach da% a #u#il takes teacher3s role and the rest of the grou# mem)ers arrange the letters on the elkonin )o..

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