Program Literasi Awal Bahasa
Inggeris (Bengkel Pedagogi Berfokus
Terbeza dan Didik Hibur Bahasa
Inggeris Tahun 1)
SK Seksyen 9, Shah Alam
27 August 2024
8.00 a.m.– 4.30 p.m.
SLOT 1
AWAL LITERASI
DAN NUMERASI
SERTA PROGRAM
INTERVENSI TAHUN
1 MULAI SESI
AKADEMIK
2024/2025
The Operation Manual for Literacy and Numeracy Detection and Year 1
Intervention Program contains two (2) main scopes which are:
1. Early Detection of Literacy and Numeracy is one of the curriculum
intervention initiatives to deal with slow learners that was announced by
the Honorable Minister of Education Malaysia on 18 March 2024; and
2. Year 1 Intervention Program is an effort by the Malaysian Ministry of
Education (KPM) to help pupils who have not yet mastered the skills of
reading, writing and counting (3M) at the primary school level.
1. This operation manual is provided as a reference for departmental
officers at the Ministry of Education, the state education department
(JPN), the district education office (PPD) and schools regarding the
operation of the Early Detection of Literacy and Numeracy as well as
the Year 1 Intervention Program which aims to identify pupils who have
not yet mastered 3M skills and help pupils master those skills
according to their abilities, capabilities and learning styles.
2. This operation manual applies to all Year 1 pupils in primary schools
under the Ministry of Education.
1. Identify pupils who have not yet mastered 3M skills and help
the school plan appropriate interventions.
2. Help deal with the issue of slow learners among Year 1 .
TARGET AUDIENCE
Year 1 pupils who have not yet mastered the basic skills of 3M.
IMPLEMENTATION
IMPLEMENTATION
01 - Implemented after three (3) months of Year 1 pupils following
teaching and learning (T&L)
02 -Implemented by subject teachers (GMP) Year 1 through
Classroom Assessment (PBD)
03
Coordinated by the Bahasa Melayu/Mathematics panels and
confirmed by the administrator
SLOT 2
DIFFERENTIATION
STRATEGIES
LEARNING OBJECTIVES
1 2 3
able to use able to apply plan an
make us feel safe
differentiation Didik intervention
while learning
strategies in Edutainment activity for the
lesson planning elements in intervention
lesson plans pupils
What’s your most favourite
differentiation strategy?
DIFFERENTIATE BY TASK
• tasks are set according to pupils’ abilities.
• differ in terms of content (what pupils do) or structure
(how they do it)
• change instructions for different groups to change the
focus slightly.
• tasks can be changed based on skills, students’ language
proficiency, interests and personalities
DIFFERENTIATE BY TASK
For example:
Popsicle stick questions/answers
• differentiate in terms of content (what pupils do)
• differentiate in terms of structure (how they do it)
DIFFERENTIATE BY TASK
DIFFERENTIATE BY THE TYPES OF
QUESTIONS ASKED
• closed questions -allow them to provide short responses (Yes/NO)
• provide chance for them to produce accurate answers.
• gradually move to open ended questions.
OPEN ENDED QUESTIONS
DIFFERENTIATE BY THE FEEDBACK GIVEN
• feedback given to pupils should be varied according to their ability
to act on the feedback.
• pupils should be able to work on the feedback.
• gradually focus on simple mistakes
(spelling error - sentence structure- word choice)
DIFFERENTIATE BY THE FEEDBACK GIVEN
• highlight minimal misspellings (2 or 3 ) which are relevant or important.
• do emphasize on what pupils did right and praise them.
• For example : give them stickers / encouraging words.
DIFFERENTIATE BY THE FEEDBACK GIVEN
DIFFERENTIATE BY THE FEEDBACK GIVEN
YOU MAY SHARE YOUR WAY OF
PROVIDING FEEDBACK TO YOUR
PUPILS
PICTURE
1
PICTURE
2
DIDIK
EDUTAINMENT
DIDIK HIBUR
ACTIVITIES
• Games
• Songs
• Poems/Nursery rhymes
• Drama/Role-play
BE PREPARED
• Teachers will have to do an
early preparation based on
pupils’ interests and
potential.
• Only the teacher knows
what’s best for their pupils.
EXAMPLES:
-use songs to teach alphabets.
-plan a simple role-play for the pupils.
(speaking lesson)
-use UNO stacks to identify and write
alphabets
-use puzzles to teach capital letters
and small letters.
and now...
let’s get to work !
SLOT 2 TASK 1
CREATE AN ACTIVITY
Your activity must include:
• objectives
• materials needed (You may login to Delima 2.0)
• simple steps to conduct the lesson/activity
SLOT 2 TASK 1
CREATE AN ACTIVITY
Your activity MUST include:
• the differentiation strategies
(task/types of questions)
• Didik Hibur elements
SLOT 3
Learning Material Adaptation (LMA)
ADOPT VS ADAPT
LANGUAGE
MATERIALS?
What are the effects of it to Intervention Program?
Learning Material Adaptation (LMA)
adjust the
level of
materials
differentia
add real tion
choices
techniques
Why
LMA
include
more ? more
autonomy enjoyable
for input
modernise
pupils
through
the use
of
technology (MOBIM, 2023)
Things to consider
HOW AND WHEN TO ADAPT
LINK LO DERIVED FROM LS
OR
TO
SUPPLEMENT THE
THE ADAPTED MATERIALS
TEXTBOOK
DIFFERENT TYPES OF WHERE TO SOURCE
ADAPTATION LESSON MATERIALS
Materials Evaluation
Differentiation Adaptation Creating
Modifying
Adding Deleting
/Replacing
Reordering Simplifying
(MOBIM, 2023)
(VOCANEGRA-VALLE,
2010)
Evaluating Materials
After Evaluation:
Select Adapt and Design
effective add additional
materials supplements content
like don’t like Task 2
Adding
Ways to Teach Reading
Phonics
In Whole Word Method
Language Experience Method
(Cicerchia, 2024)
Phonics
1. WHEN
4 WEEKS LESSONS
Phonics is a way of teaching WILL BE CARRIED
children how to read and write. It OUT BEFORE UNIT 0
helps children hear, identify and SUPERMIND IN
use different sounds that CLASS
distinguish one word from another
in the English language.
PHONICS
(CAMBRIDGE, 2024) 2. USING
PHONICS Y1
SCHEME OF WORK
Jolly Phonics – Sounds and Actions
Jolly Phonics
Skills Taught in Jolly Phonics
Jolly Phonics – Worksheets
Phonics
Phonics
Phonics
Task 3
Reading (Phonics) Circle the correct answer.
1. Teacher guides the pupils to read
the sentences.
2. Pupils repeat after the teacher. (M)
3. Pupils sound the phonic ‘s’. (IK)
4. Pupils circle the correct answer.
• Sally swims in the sea. ‘s’, ‘s’, ‘s’.
• Siti sits on the sand. ‘s’, ‘s’, ‘s’.
• Sammy drinks the soup. ‘s’, ‘s’, ‘s’.
The end
