TRAINER NOTES

Session No.: 2

Session Title: EFFECTIVE REMEDIAL TEACHING STRATEGIES FOR READING AND WRITING

Description:

This session provides opportunity for CPs to understand the definition of remedial teaching, to share their knowledge / experiences on remedial teaching strategies and thus to explore the different types of reading and writing strategies.

Training outcomes

By the end of this session, CPs will be able to:1. understand the definition of remedial teaching2. share their knowledge / experiences on remedial teaching strategies fo reading and writing with the guidance from FasiLINUS

Time 60 minutes

Resources Presentation Slides, Post it Pads, Display Sheets, Marker Pens.

Session outline Activity 1: I Think Activity (15 min)Activity 2: Introduction of Remedial Teaching and Literacy, What are the Effective Remedial Teaching Strategies for Reading and Writing (45 min)

Activity 1 I Think Activity (15 min)

Procedure The activity aims to gain information about CP’s background knowledge and understanding of remedial teaching.

1. Think about the following questions;a. What is Remedial Teaching?b. Why do you need to carry out Remedial Teaching? 2. CP’s write their responses on Post it Pads and display them on the I Think display sheets.

3. FasiLINUS picks a few and reads them out and reviews the findings.

Suggested Instructional Language

a. What do you know about remedial teaching? b. Why do you need to carry out remedial teaching?c. What are the objectives of remedial teaching?

Activity 2 Introduction of Remedial Teaching and Literacy, What are the

Effective Remedial Teaching Strategies for Reading and Writing (45 min)

Procedure The activity aims to scaffold the CP’s background knowledge and understanding of remedial teaching and literacy, what are the effective remedial teaching strategies for reading and writing.

1. Project the slide on the definition of remedial teaching, the objectives of remedial teaching, the definition of literacy and emergent literacy and thus discuss with the course participants based on our Malaysian Education System.

2. Expose teachers with reading readiness and pillars of reading (phonemic awareness, phonics, fluency, vocabulary and comprehension). Explanation on the fundamental of reading fluency and its developmental levels as well as automaticity theory.

3. CPs are divided into groups and are assigned tasks, i.e. put into practice reading aloud, shared reading, guided reading, independent reading, Round Robin, Echo Reading, Choral Readingand Partner Reading.

4. Invite comments from everyone in the group.

5. Trainer gives feedback.

6. Explanation on the fundamental of teaching writing and suggested remedial writing activities.

7. Invite comments from everyone in the group.

8. Trainer gives feedback.

Suggested Instructional Language

a. From the definitions what would be our next step to cater to our pupils’ needs? b. Now we look at the strategies that would be applicable for our Teaching and Learning.c. What are your comments of these activitiesd. Is adaptation necessarye. Are you confident of adapting/modifying activities to meet your pupils’ needs?