Volunteer Briefing Session (25th January 2014)

Year 2 Cycle 1 2014

by Azee Nasir

(Project Lead of Do Something Good)

by Yo’el Gabriel Wong

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.

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The RE:ED Project was founded

on 9 March 2013.

Many of our volunteers are from

HELP University.

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Lakeside Campus

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by Thanusha Ravindran

Family in Poverty

Child grows up in Poverty

A significant disadvantage in education

and skills

Struggles to get a job

Fails to escape the

poverty cycle

Education

Awareness & Morality

Dreams & Potentials

Job Opportunities

Esteem & Confidence

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.

by Rasyiqah

Before Going to SMK Tengku Idris

things to do… By Mei Si

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 pre-order (RM20).

Go out and socialize!

by Yih Ling

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 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.

• know how to read and write the 42 letter sounds

Learning the Letter Sound

• be able to blend regular words made from the 42 letter sounds Blending (Reading)

• be able to write regular words, by listening for the sounds, using the 42 letter sounds

Identifying sounds in words (Segmenting)

• read the tricky words 1 – 15 Tricky words

Phonics Flashcards

Tricky Words

Flashcards

Word Blending Boxes

Usborne Phonics Readers

Usborne Very First Reading

In Jolly Phonics the 42 main sounds of English are taught, not just the alphabet.

Click this link to watch the video: https://www.youtube.com/watch?v=-ksblMiliA8

• Spelling Techniques

• read tricky words 1 – 50

• know how to spell tricky words 1 - 20

Tricky Words

• be familiar with the main alternative spellings of the vowels – for reading and writing

Alternative Spellings

Introduced as: Alternatives taught later:

(rain) (play) (flame)

(feet)

(boat)

(leaf) (these)

(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

• 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

By Brian Geh

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 an educational and

entertainment center especially for

kids! There, kids get to experience

what adult working life is like by role-

playing real life jobs and get an idea of

what is available for them as a career

in the future.

Click this link to watch the video: https://www.youtube.com/watch?v=rdXZmcVKJm4

Last day of class (Cycle 3, 2013) The Future Belongs to Us

(November 9th 2013)

Q&A Session