Pedagogi Pemulihan Bahasa Inggeris

Tahun 4
Book 1,2 & 3 LINUS 2015
Phonics in KSSR
 Activity 1
Reflection and discussion
 Let us reflect

•How do you teach your level 1 pupils how to read?

• What is phonics? How much do you know about
phonics?
•Have you used phonics in your level 1 classroom?
How was your experience?
•Why do we teach phonics to our pupils?
•Which do you prefer; whole word (look and say)
approach or phonics? Why?
•Do we teach our pupils phonetic symbols?
Page 2
 Let us reflect

•Phonics help children to read by associating

English Language sounds with the letters or the
combinations of letters that produce them.
•With the strong foundation of Phonics, it is
hoped our pupils can become independent
readers.
 Activity 2
List of sounds and their
suggested actions in KSSR
 Let us reflect

•What is phoneme?
•What is grapheme?
•Why do we associate actions with letters and
sounds
 Let us reflect

•Phoneme is the smallest contrastive unit in the

sound system of a language.
•Grapheme is a letter of a combination of letters
to represent phonemes.
 Activity 3
Let’s play ‘speed dating’
Segmenting and blending
 Let us reflect

•What is blending?
•What is segmenting?
•Why do we teach our pupils segmenting and
blending?
•What is onset and rime?
•What is digraph?
•What is consonant cluster?
•What is ‘magic e’?
 Let us reflect

•Blending is putting sounds or phonemes

together to form words.
•Segmenting is breaking up a word into
phonemes or sounds
•The "onset" is the initial phonological unit of
any word (e.g. c in cat) and the term "rime"
refers to the string of letters that follow, usually
a vowel and final consonants (e.g. at in cat). Not
all words have onsets.
 Let us reflect

•a combination of two or more letters

representing one sound, as in ph and ey.
•a consonant cluster or consonant sequence is a
group of consonants which have no intervening
vowel.
•The proper name for ‘magic e’ is ‘split digraph’,
and it means that a vowel sound has been split.
The silent ‘e’ in the word changes the sound of
the vowel or consonant before it.
Blending
 Now let’s blend sounds into
words by using ‘word slide’.
We will practice a word family
that has a consonant clusters,
a digraph and a magic ‘e’.
 It’s your turn.
Each group draws a word slide
on a piece of display sheet
and practice word sliding
together.
Segmenting
Now let’s break down words
into individual sounds using
‘sound boxes’.

What do you think of the

activity? How would you
adapt and adopt it?
Thank you