volunteer briefing session (25th january 2014)
DESCRIPTION
THANK YOU FOR ALL THE SUPPORT! We're looking forward to getting to know all the new faces who came by today, and getting to know the familiar faces even better. Hope to see you again in the extra classes, when we can change the world for children who need it most.TRANSCRIPT
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