TRAINER NOTES

Session No.

: Session 9

Session Title

: Making It Work

Description
This session is designed to provide opportunities for CPs to use the strategies and
activities highlighted in the modules. It is also to enable CPs to familiarize themselves with
the sounds learnt through various hands-on activities which are fun and practical for
remedial teaching.
Training outcomes

The course participants will be able to:

1. revise the previous eight phonemes learnt;
2. articulate the sound /g/;
3. identify the letter g in words;
4. blend phonemes to form words; and
5. segment words to spell.

Time
Preparation

Resources

2 hours
Photocopies of course material
Teachers Module

Power Point slides

Picture Cards

Word Cards
Teachers Module
Coloured marker pens
Blu-Tack
LCD projector
Laptop

Session outline
Activity 1: My Way Modeling of Activities (L&S, R, W & LA)
Activity 2: Your Way (L&S, R, W & LA - // & /k/)
Activity 3: Moving On Blending it Segmenting it (/g/, // & /k/)

Trainer Notes Session 9

Activity 1

My Way

Procedure
Greet course participants as if you would greet pupils in the class.
Ask them how they are doing.
Listening & Speaking

Get pupils to guess the sounds while you do the action for the
sounds learnt:
(i)

Form a cobra head with your hand and trace s in the

air

(ii)

Imagine a spider crawling up your arm and push it off.

(iii)

Tap two fingers on the desk

(iv)

Place four fingers over your mouth and mimic /p/

(v)

Show your teeth and mimic //

(vi)

Touch the tip of your nose

(vii)

Lick an ice cream and mimic m..

(viii)

Action of beating the drum

Next, introduce the action for the /g/ sound.

Write the letter g and say /g/

Tell the story of the girl (Appendix 1); use the power point
presentation or the big book. (Found in teachers module: Unit 11)

Get CPs to say these words: goat, goose, girl, big, bag

Note: If pupils cannot handle 5 words, then remind

CPs to choose only 3 words.

Point to the letter g and say /g/. If needed do the action for
/g/.

Tell the story again but skip the target words.

Get CPs to say the words as you point to the pictures.

Get CPs to do the action for /g/ and say words with the /g/
sound.

Reading

Give out jigsaw puzzles to groups. (Appendix 2 - 6)

Groups assemble the puzzle of girl, goat, goose, dog and bag

Reminder: Very slow learners may require teachers

assistance to assemble the puzzle.
Trainer Notes Session 9

Get groups to name the picture that they have assembled.

Tell the story.

Next, put up a rebus chart. (Appendix 7)

As the story is read, get CPs to replace the pictures with words.

Next, distribute a rebus chart and word cards to groups.

(Appendix 8 & 9)

Read the story slowly.

CPs paste the words on the pictures.

Get CPs to say aloud the focus words.

CPs do the action for /g/ and say /g/.

Do the action for the other sounds learnt and CPs say the sound.

Writing

Revise the letter and sounds learnt by getting CPs to tie strings
correctly. (as in power point presentation, pg. 3)

Recite the poem aloud. (Appendix 10)

CPs listen and repeat.

Get CPs to say words with the /g/ sound.

Recap the action for the phoneme /g/.

Write the letter G/g on the board.

Get CPs to practice by writing in the air, on their tables, in the

sandbox or on paper.

Show pictures, get CPs to say the word, then say /g/ is for g.

Distribute plasticine to CPs and get them to form the uppercase

and lowercase letters.

CPs recite the poem aloud.

Language Arts

Play musical sounds and letters:

Prepare paper plates or cards (Appendix 11) containing the
following letters:
o

s, a, t, p, i, n, m, d, g

Place them on the floor.

Play music. Get CPs to walk around the letters.
When the music stops, CPs should stand in front of a plate
or card.
Trainer Notes Session 9

 Trainer shouts out a sound. Example : /s/ for six

The CPs who are standing in front of the letter, will have
to step inside the circle.
They name another word that has the /s/ sound.

Tell the story of The girl (Appendix 12 13)

Trainer may use power point presentation or show pictures as you

tell the story.

Invite CPs to tell the story.

Reminder: In the actual classroom situation, teachers

should only invite pupils who are ready or
willing to try to tell a story.

Trainer assess CPs.

Reminder: Tell teachers that they can assess their

pupils who have told the story.

Distribute a mini story book with pictures to each CP. (Appendix

6)

Distribute sentences.

Get CPs to paste the sentences under the pictures.

CPs can colour the pictures.

Variation: This activity can be done in groups especially with

remedial pupils.

Suggested

Ask CPs if they want to tell the story now.

Get all CPs to do the action for /g/.

During modelling:

Instructional
Language

Teachers should progress with the lessons as stipulated above.

During plenary:

Was the modelling done as a whole class teaching or only for

remedial pupils?

Have

you

done

any

form

of

similar

teaching

strategy

demonstrated?

Trainer Notes Session 9

Why do you say so?

What have you gained from this modelling session?

4

Activity 2

Your Way

Procedure

Get CPs to work in groups.

Each group is assigned to one sound: //, /k/ represented by the

letter c and /k/ represented by the letter k.

In groups, CPs to discuss how to teach the assigned sound to their

class, referring to the module provided.

CPs write out their strategies on poster sheets.

CPs to present their strategies, based on the poster sheets (with

demonstration of the teaching of the sound)

Suggested

Encourage others to comment.

Conduct a plenary to highlight how who-class teaching and

remedial teaching are carried out in each of the presentation.

Before group work:

Instructional
Language

Now refer to the module, check out how the sound is to be

taught.

Be creative, you can always add on to the activities, especially

the lead-in.

You will need to demonstrate how each activity is done.

During group work:

Interesting..have you tried this in your class?

This can be a whole class activity, cant it?

Great, you have just enhanced your teaching, giving emphasis to

remedial pupils.

Before group presentation:

Trainer Notes Session 9

Lets see how each sound is going to be taught.

You are welcome to make comments after each presentation.

Shall we start the ball rolling?

After group presentation:

Thank you, good work.
Please give your comments.
Yes, I would agree with that. it is..
Well we might have to look at the context too..
So you agree the modules are helpful and user friendly, dont you?
And allow for feasibility too, right?
Important for trainer to inform CPs the following:

Unit 12 deals with the // sound.

Units 13 & 14 deals with the /k/ sound but it is represented by

the letter c in unit 13 and the letter k in unit 14.

In the learning of phonics, the letter sound correspondence is

important.

Teachers should get pupils to understand that a particular sound

can be represented by two or more letters.
Example: the sound /k/ is represented by the letters
c, k and ck.

Activity 3

Moving On

Procedure

Listening & Speaking

Play a game: fun alphabet box.

Give

CPs

laminated

alphabet

cards.

(Uppercase

and

lowercase
letters of the following: s, a, t, p, i, n, m, d, g, o, c, k)
Appendix 15

Ask CPs to throw the cards into a big box.

Shake up the box.

Invite CPs to shake the box as well.

Ask a volunteer to pick a card.

The CP should show the action for the sound and sound out
the sound.

Trainer Notes Session 9

Repeat until all letters have been picked.

 Show pictures as in appendix 16.

Talk about the picture.
Pick three CPs. Get them to hold letter cards, c, a and t.
All CPs turn their back to the audience.
Say /k/ twice and turn the CP holding the letter c.
Repeat the action for the letter a.
Blend the two sounds: say /k/, //
Next, turn the third CP and say /t/ twice.
Blend the three sounds: /k/, // and /t/.
Blend again but with a faster pace.
Variation of the activity above:

As CPs blend the sounds ask them to get closer to each

other to depict that they are joining the sounds to form
words.
Get CPs to practice in groups.
Distribute pictures and get them to do the blending activity for
practice. (Appendix 16)
Attention: words that can be coined from the 11 sounds and 12

letters learnt so far are as follows:

cat, sat, pat, pin, pit, kid, cap, pot, map, pan, tin, man, dip,
mat, tip, cot, top, dog, pig, sit, pig, nap
Trainer should remind CPs that when dealing with remedial pupils,

they have to go slow. They cannot get pupils to blend all the
possible words above. They need to use their discretion on the
number of words to be taught.

Write a word on the board. Example: tap

Get CPs to say the word.

Distribute letter cards.

Get them to identify the sounds in the word and show the letter
cards.

Example: /t/, // and /p/

Get them to identify the number of sounds: the word tap has
three sounds.

Trainer Notes Session 9

Repeat with other learnt words.

Divide CPs into groups or pairs.

Distribute picture cards, word cards and letter cards.

Blending Activity:

Get a CP to pick a picture card. Say the word.

Example: cap

Another CP will pick the letter cards and blend the sounds.
Example: /k/, //, /p/
Segmenting Activity:

Another CP will pick a word card.

Say the word and segment the word into phonemes.

mat - /m/, //, /t/

Repeat activity with CPs for practise.

Reading

Think of a word. Example: cap

Do the action for the sounds and get CPs to guess the word.

Read the text as in appendix 17.

Get CPs to read the focus words.

Put up a rebus chart as in appendix 18.

Read the text and get CPs to replace the picture with words.

Distribute letter cards.

Point to a picture in the text.

Get CPs to blend the phonemes.

Get another CP to pick the correct word card.

Distribute bingo cards. (Appendix 19)

This can be an individual or pair activity.

The individual or pair who finishes first

will shout Bingo

Get them to say the phoneme to blend

the words.

Stick the Bingo card on the board and

the game continues.

Writing

Trainer Notes Session 9

Play a game: alphabet walk game.

8

 Prepare big letter cards on manila cards to be placed on the

floor.
Letters consists of all letters learnt so far: S, A, T, P,
I, N, M, D, G, O, C, K
Place letter cards on the floor.
Get CPs to walk around the letter cards and say the letters.
Next, they walk another round and say the sounds that
each letter stands for.
Next, get CPs to walk another round. This time play music.
When the music stops, CPs stop walking.
Get CPs to say the letter they are standing on, then say the
sound of the letter and a word.

Show a word card. (Appendix 20)

Get CPs to say the word.

Next, get them to segment the word.

Repeat with other learnt words.

Get CPs to complete the worksheet. (Appendix 21)

Language Arts

Put up picture. (Appendix 2)

Talk about the picture with CPs.

Put up a text. (Appendix 3)

Read the text together.

Reminder to CPs: If pupils are not ready to read, then

teacher reads and pupils repeat after the
teacher.

Suggested

Next, chant the text.

Get CPs to chant together.

Divide CPs into groups.

Get them to practice the chant with actions.

Get CPs to perform in groups.

During plenary:

Instructional
Language
Trainer Notes Session 9

Was the modelling done as a whole class teaching or only for

9

remedial pupils?

Have

you

done

any

form

of

similar

teaching

strategy

demonstrated?

Why do you say so?

What have you gained from this modelling session?

Important for trainer to inform CPs the following:

Lessons on blending and segmenting should only focus on the

letters and sounds that have been taught.

The most important thing is that teaching remedial children

should be suited to their needs.

Teachers will have to go slow in order for pupils to acquire the

sounds taught.

Teachers should repeat lessons if pupils have not acquired a

particular learning standard following the mastery learning
concept which is adhered to in KSSR.

If teachers have a mixture of main stream and remedial pupils in

class, teachers will have to cater to the different needs of
pupils.

Summing Up

Teachers need to give lots of praises in order to motivate

remedial pupils to learn.

Teachers need to devise a number of activities to engage pupils

in the learning process with lots of repetition.

Trainer Notes Session 9

10