Welcome to HELP University
Volunteer Briefing Session Year 2 Cycle 2 2014
Ice-breaking Session Sanjivan
How It All Started
Sekolah Menengah Kebangsaan Tengku Idris Shah 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 The RE:ED Project was founded on 9 March 2013.
Many of our volunteers are from HELP University.
Volunteer Testimonial
Yi Jern
Since March 2013
Sukanya
Since July 2013
Sharanya Since June 2013
Operation Management & Organization Rasyiqah
Pow Yih Ling President +6012-5139887 yihlingpow@gmail.com
Shakera Juahir Vice President shakerajuahir786@gmail.com +6014-6959078
Secretary Rasyiqah rasyiqahraqi@gmail.com
Assistant Secretary Macy macynms0812@gmail.com
Treasurer Ang Ern Lai thereedproject92@gmail.com
Assistant Treasurer Daniel Tiong sanctusdan@hotmail.com
Operation Management Team Karen (Leader) +6014-6260559
Sanjivan (Assistant) +6016-6924071
Creative Team Yi Jern yijern@gmail.com
Wee Ai (Apple) Public Relations Team
Yo’el yoelwongpf@gmail.com`
Thanusha thanu9793@gmail.com
Before going to SMKTIS Things to do‌ Macy
1) Confirm your 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, Karen and Sanjivan
If possible, please AVOID last minute cancellation
Dream T-shirt
Available for order. Dream T-shirts for sale at RM20.
English Literacy Program Yo’el
Usborne Reading Programmes
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 fold-out 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 Blending (Reading)
• know how to read and write the 42 letter sounds • be able to blend regular words made from the 42 letter sounds
Identifying sounds in words • be able to write regular words, by listening for the sounds, using the 42 letter sounds (Segmenting) 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.
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
Purposes for Re-reading 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).
Observation Sheet
Comprehension
Vocabulary
Phonics/ Pronunciation/ Reading Fluency
Math Programme Shakera
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 have a strong foundation 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 what they will have to memorise, 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 (gives students time to memorize)
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
Sharing Session
Extra Classes Dates
Cycle 2: April 12, 19, 26, May 3, May 11 [Sunday], May 18