Year 2 Cycle 1 2014
By Azee Nasir (Project Lead of Do Something Good)
SMK Tengku Idris Shah is located at Kapar, Selangor, about 20km north of Klang and about 45km away from KL Sentral. It takes about 1 hour to get to the school from KL Sentral. It is a large school, with approximately 2,300 students in the school.
The RE:ED Project was founded on 9 March 2013.
Many of our volunteers are from HELP University.
Lakeside Campus
Family in Poverty
Fails to escape the poverty cycle
Struggles to get a job
Child grows up in Poverty
A significant disadvantage in education and skills
Awareness & Morality
Esteem & Confidence
Education
Job Opportunities
Dreams & Potentials
Volunteer Testimonial
Sanjivan He has been with The RE:ED Project since April 2013. One of our committee members.
She has been with The RE:ED Project since May 2013.
She has been with The RE:ED Project since June 2013. One of our committee members.
Before Going to SMK Tengku Idris things to do‌
1) Confirm Attendance! • Confirm your attendance via Facebook • Notify the committee members
Notify us latest on Wednesday, 11:59PM
2) Transportation • Notify us if there are changes to your transportation arrangement. • Don’t be shy to ask for directions! We don’t want you to get lost.
3) Attendance Card • Don’t forget to bring it to every classes. • Don’t lose it! • If you have volunteered for 10 classes, you will receive a certificate from Teach for Malaysia.
Your name
Stickers
4) What if I can’t make it? • Notify us through Facebook or contact our committee members, Mei Si and Karen • If possible, please AVOID last minute cancellation
Available for order. Dream T-shirts for sale at RM20.
Go out and socialize!
Usborne Reading Program • Usborne Phonics Readers
• Usborne Very First Reading • Usborne First Reading Level One • Usborne First Reading Level Two • Usborne First Reading Level Three • Usborne First Reading Level Four • Usborne Young Reading Series One • Usborne Young Reading Series Two • Usborne Young Reading Series Three
A series of amusing stories using very simple synthetic phonic-based text, and with foldout flaps to make the reading experience more fun.
Usborne Very First Reading has been developed to offer the best possible support to the teaching of reading, both in schools and at home. It is based on the principles of synthetic phonics, but also provides effective support for non-phonics-based schemes.
Learning the Letter Sound
• know how to read and write the 42 letter sounds
Blending (Reading)
• be able to blend regular words made from the 42 letter sounds
Identifying sounds in words (Segmenting)
• be able to write regular words, by listening for the sounds, using the 42 letter sounds
Tricky words
• read the tricky words 1 – 15
Phonics Flashcards
Usborne Very First Reading
Usborne Phonics Readers
Tricky Words Flashcards
Word Blending Boxes
In Jolly Phonics the 42 main sounds of English are taught, not just the alphabet.
Tricky Words
• Spelling Techniques • read tricky words 1 – 50 • know how to spell tricky words 1 20
Alternative Spellings
• be familiar with the main alternative spellings of the vowels – for reading and writing
Introduced as:
Alternatives taught later:
(rain)
(play)
(flame)
(feet)
(leaf)
(these)
(boat)
(snow)
(bone)
Worksheet Structure (Usborne Very First Reading and First Reading Level One)
Wordbank (Reading)
Spelling
Listening
Worksheet Structure (Usborne First Reading Level Two)
Wordbank (Reading)
Spelling
Dictation
Listening
Comprehension
Worksheet Structure (Usborne First Reading Level Three and Four)
Wordbank (Reading)
Spelling
Dictation
Comprehension
The read aloud
Guided reading
Word study
Balanced Literacy Program
Independent reading
Shared reading
• Comprehension
• Vocabulary • Phonics/ Pronunciation/ Reading Fluency
The repeated readings of the same story serve various purposes. The first reading is for enjoyment; the second may focus on building and extending comprehension of the selection; a third might focus attention on the interesting language and vocabulary; a fourth might focus on decoding, using the words in the selection as a starting point for teaching word identification skills (Yaden, 1989).
Band J
Band J - Goals • Our goal with Band J is to give students the basic numeracy skills required to perform calculations at Form 1 – skills that are required for them to succeed in Mathematics
Band J - Structure • Band J is divided into 3 parts: • Part 1: Basic Multiplication and Division (times tables and basic division by 1 digit numbers) • Part 2: Higher level Multiplication and Division (multiplication by 2-3 digit numbers, division by 2-3 digit numbers) • Part 3: Fractions and decimals (students perform all 4 operations on fractions and decimals)
Band J - Approach • Band J relies strongly on structured rote memorisation • Students do the same types of questions repeatedly until they’ve mastered a skill • This was a deliberate choice: it wasn’t exciting, but it was likely the most efficient, fastest way to get students to where they should be
Band J – How to teach students? • Explain to students beforehand that they will have to memorise the thing, then there will be a timed test. Take 80% as a passing mark • If student passes, congratulate the student, and move on • If student does not pass, get the student to review it again and test the student manually before moving on (there will be further tests to catch them again) • The structure is very similar throughout the 3 parts, although the appearance of the content will look different. • Always try to give formative timed tests (general rule is 5-6 seconds for every multiplication / division a student has to do)
Band J – What it looks like
For practice (give students time to memorise)
To test (make sure students can’t refer to previous pages). Make sure it’s a timed test, give students about 6 seconds per question
Band J - Assumptions • We based Band J off Kumon books
• Our experience tells us that most of our students are able to add and subtract (maybe except the concept of borrowing), but are unable to multiply and divide quickly enough, so that was what we focused on • You may encounter students who can’t add / subtract properly, in that case we hope that the very first part of Band J will provide sufficient practice • The first part of Band J focuses heavily on these basic skills
Band J – Future extensions • A lot of feedback from volunteers centres around the fact that Band J is insufficient to help students succeed in their classrooms • We’re looking into extensions of this into the Form 1 and Form 2 syllabus
Extra Classes Dates • Cycle 1: February 9 [Sunday], 16 [Sunday], February 22, March 1, 8, 15
• Cycle 2: April 12, 19, 26, May 3, May 11 [Sunday], May 18 • Cycle 3: June 28, July 5, 12, 19, 26, August 2, August 10 [Sunday], August 16, August 24 [Sunday], August 30, September 7 [Sunday]
KidZania
is
entertainment
an
educational
center
especially
and for
kids! There, kids get to experience what adult working life is like by roleplaying real life jobs and get an idea of what is available for them as a career in the future.
Last day of class (Cycle 3, 2013)
The Future Belongs to Us (November 9th 2013)
Q&A Session