volunteer briefing session 2

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.

• 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.

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