Planning remedial and Enrichment Activities (designing remedial and

enrichment activities )* Phonological awareness

* Drama, Storytelling, ElocutionGROUP 2: (PISMP/ TESL 2 /SEM3)

Anwar Radhi bin AbdullahHong yin yin

Farid Syazwan bin NordinLee Li wen

Noor Intan Shafiqah bt KamaruzzamanSyed Ali bin Ayed Abdullah Thani

Concept of remedial

• The correction of something bad or defective; the action of remedying something, especially the reversal or stopping of damage.

• To provide students with activities / opportunities /information that assists them in improving upon a particular skill.

Concept of enrichment

• Enrichment activities expand on students' learning in ways that differ from the methods used during the school day.

• They enhance a student's education by bringing new concepts to light or by using old concepts in new ways.

• They allow the participants to apply knowledge and skills stressed in school to real-life experiences.

Purpose for Remedial & Enrichment Activities

• To help learners overcome gaps & errors in their English

• To make learners notice their mistakes or errors and discover for themselves what is wrong and right.

• To monitor leaner's errors, or mistakes.

Phonological Awareness• Phonological awareness is sensitivity to the sound

structure of language.

• It demands the ability to turn one’s attention to sounds in spoken language while temporarily shifting away from its meaning.

• Phonological awareness is one component of a larger phonological processing system used for speaking and listening

• Phonological awareness is highly related to later success in reading and spelling

Hierarchy of Phonological Awareness Tasksrange from easiest at the top to hardest at the

bottom

Preparatory Activities• Develop listening habits

Rhyme Awareness Activities• Identify words that rhyme• Produce words that rhyme

Phoneme Awareness Activities• Identify the beginning sound of a word• Identify the ending sound of a word• Identify the middle sound of a word

Segmenting Activities• Segment sentences into words• Segment words into syllables• Segment words into sounds

Blending Activities• Blend syllables into words• Blend sounds into words

Manipulation Activities• Delete syllables from words• Substitute syllables in words• Delete sounds from words• Substitute sounds in words

Preparatory Activities

• Develop listening habits

1. Naming Environmental

Sounds

2. Sequencing Sounds

3. Simon Says4. Sing Sound-

Play Songs - Old MacDonald

Rhyme Awareness Activities:

Identify words that rhyme• Which One Does Not

Belong? – Show three (CVC) words

(e.g., “cat, log, dog”).

• Matching Pictures

• Rhyming Word Sit Down

Produce words that rhyme• Nursery Rhyme Time – Have the children listen

to and recite nursery rhymes. Talk about the rhyming words and how they sound the same.

• Active Reading Read stories with rhymes.

Phoneme Awareness Activities

1. Identify the beginning sound of a word

2. Identify the ending sound of a word

3. Identify the middle sound of a word

Identify the beginning sound of a word

Hungry for K’s• Ask the student to state

objects that begin with /k/ – (e.g., carrots, corn,

cucumbers, ketchup, card, key, come, kitten)

Alphabet Search • Find items/pictures in a

magazine that begin with different sounds of the alphabet.

• Glue or draw the items on a paper that has that letter of the alphabet/sound at the top.

• This could be the child’s very own alphabet book.

Identify the ending sound of a word

B-I-N-G-O • Make a Bingo board with a mixture

of pictures of objects that end with the same sound and some that don’t.

• Give the children the boards and plastic markers and call out the picture names one at a time.

• The children can only place markers on those pictures that have the targeted final sound.

• As the children place markers on the pictures, they can call out “Bingo” when they have a horizontal, vertical, or diagonal line of words that end with the same sound.

Hot Potato /Poison Box • When the music stops,

names a picture from a basket and the person in each line holding the beanbag tells the class what the last sound in that word is.

• The music starts again and the game continues until all have had a chance to respond.

Identify the middle sound of a wordName that Sound • Tell students that you are

going to play a game with sounds and you need them to listen carefully.

• Say three words that have the same middle sound (e.g. game/lake/paint; soap/nose/goat; hat/rap/Sam).

• If they can identify the middle sound correctly, they can call on the next child after the next three words are said

On the Farm• Sing the song, “Old

McDonald Had a Farm.” • In the song, call attention to

the animals or objects on the farm.

• For example, when singing “Old McDonald had a “cat,” ask the child to identify the sound they hear in the middle of the word “cat.”

• Use simple words such as cat, pig, dog, etc.

• Segment sentences into words

• Segment words into syllables

• Segment words into sounds

Segmenting Activities

Segment sentences into wordsCounting Words

1. Teacher read a phrases.

2. Using blocks or other objects with many pieces, have the children to build a tower according to how many words are in the phrase.

3. Try to use phrases relevant to the children and their environment.

Scrambled Sentences

1. Read the sentence aloud to the child, told the child to rearrange the words to make the sentence.

2. Once the child has placed the words in the correct order, have them read the sentence.

Segment words into syllables Name Game1. Write all of the children’s names

on index cards and place in a basket.

2. Sit in a circle and pass the basket from one child to the next when the music begins.

3. When the music stops, whoever is holding the basket pulls out a card and reads the child’s name on the card.

4. The class repeats the name and claps out the number of syllables or parts as they say the name (e.g. Si-ti has 2 claps, Em-i-ly has 3).

Drumming to the Beat 1. Give each child a plate and

a marker. 2. Have a list of several

objects within a category (e.g., animals, food, clothing, etc).

3. As you read each name, have the children beat out the syllables on the plate with the marker.

Segment words into soundsHead-Hip-Feet1. With the children standing, instruct them to listen as you

call out words and their sounds.

2. When the first sound is introduced, have the children place their hands on their head.

3. When the second sound is made, the children will place their hands on their hips.

4. As the last sound in the word is made, the children will touch their feet. Use several words containing three sounds until the children consistently identify them

Blending Activities :

• Blend syllables into words

• Blend sounds into words

Blend syllables into words

Mystery Card/Object 1. Place a set of picture cards

or small objects in a bag. 2. Have the children take turns

drawing an item from the bag; you may choose to have them keep the card or object hidden from the others.

3. Have the child say the word in its syllables while the others guess what the word is. When the word is guessed correctly, the item is shown.

Shopping List• Create a grocery shopping

list, telling the children each item in syllables (e.g., ice-cream, ba-na-nas ).

• Have the children identify the word, then write it on the board.

• Ask the child who identifies the word write it on the board.

Blend sounds into wordsCome Together 1. Have three children stand at a distance to each other in

front of the group. 2. Explain to them that they will each represent a sound in a

word. 3. Say a three-sound word such as “r-e-d,” placing a definite

break between the sounds.

4. Before guessing the word, instruct the children to move closer together as you say the word again.

5. When the correct word is given, have the children move so that they are touching sides.

Manipulation Activities:

• Delete syllables from words

• Substitute syllables in words

• Delete sounds from words

• Substitute sounds in words

Delete syllables from words People in Action 1. Show the children pictures of people doing things.

2. Have the children take turns guessing what the person is.

3. When the children have identified the person, ask them what the word would be if you took the “- er ” off.

4. E.g picture of teacher, singer, driver

Substitute syllables in words

Name Game • Provide the group with some small blocks (one red block and

several blue blocks). • Designate the one red block as representing the word “bat”

and the rest to represent the syllables in the children’s names. • Line the blocks to represent the first child’s name (e.g.,

Suhaimi=3 blocks). • Show the children that each block represents a syllable in her

name. • Then, have the red block replace a blue block and change her

name to “ BAThaimi ” or “ suhaiBAT .”

Delete sounds from words First Drop Off 1. Cut out some pictures and place them in a basket.

2. Have a child draw out a picture and name it.

3. That child can then call on another child to tell the group what that word sounds like when you remove the first sound of the word (e.g., “cat” becomes “at”).

4. That child can then draw the next picture, name it, and then call on another child

Substitute sounds in words

New MacDonald1. Inform the students that

they will be singing “Old MacDonald Had a Farm” but in a new way.

2. When singing the “E-I-E-I-O,” substitute some of the parts with other sounds (e.g., O-E-O-E-Ah).

What is drama?

Drama is a unique tool to explore and express human feeling. It is an essential form of behaviour in all cultures and a fundamental human activity.

Why teach drama?Drama has an important role to enhance listening and speaking skills.

It can give children self-confidence, the ability to speak in front of others without feeling shy or lacking in confidence and also listen attentively to the speaker.

It helps children learn to adapt their talk to the listeners, use a range of ways to express themselves and use talk to clarify their ideas.

Designing Remedial and Enrichment Activities-Drama

• The range of drama activities should include:– improvising and working in role;–devising, scripting and performing in plays;–discussing and reviewing their own and

others’ performances

Remedial Activity-Drama

Activity: "Repeat what you hear and act out“Time: 15-20 minsGrade: 2-4Skill Development: Listening, Speaking,

Movement, Discussion, Cooperation, Performance, Interpretation,

self-confident.

Presentation Teacher played video clip on a situation at a grocery shop.

Practice stage. 1. Students are divided into groups of four. Teacher distributed script on

the previous recording. Students are required to read the dialogue in chorus according to the character assigned to their group.

2. After several repetitions in chorus, the teacher plays the recording or read one item and leaves some time, by using the pause button, for the students to repeat what they have heard.

3. The student has to listen carefully and must try to reproduce correctly what she/he has heard. Any intelligible version should be accepted.

4. Students are required to act out the situation in groups.

Production Students are given opportunities to share their opinions on the activity.

Activity: DanceTime: 40 minsGrade: 4 to 6Skill Development: Listening, Speaking,

Movement, Props, Discussion, Cooperation, Performance, Interpretation.

Enrichment Activity-Drama

Picture the story:1. Break kids up into groups of six and ask them to sit in

a circle on the floor. 2. Place a few props in the center of the group, example

scarves, hats, feathers, ropes, money etc. It is a good idea to have one prop per child.

2. Ask each group to focus on the props put in front of them without discussing them.

3. Ask the children to close their eyes and try to imagine the story that is being told using these props. Play a piece of music while their eyes are closed.

Music: An instrumental piece is best. Movie

soundtracks can be good for creating mood.

Discuss the story:1. When the music is finished, ask the children to share their

stories and images with one another. 2. Ask each group to choose one person's idea, or combine

several ideas to put a movement piece together to tell a story, using the props to perform for the rest of the class.

Allow 10 minutes to piece it together. Story Dance:1. Allow each group to perform their piece using the props

while the music is playing, incorporating the rhythm into their performance.

2. At the end of each performance, allow the audience to describe what they think and see.

Story-telling

•Storytelling is a fun activity that allows children to practice the many skills of English lanaguage, speaking and listening.

•These skills fall under the general headings of speaking, listening, group discussion and interaction, drama, and language variation.

•Every time children tell a story, or are told a story, all of these skills are brought into the mix and can be learned either by doing (telling a story) or observing (listening and watching others tell a story).

Listening

Listening to stories being told by others allows children to practice their

concentration and identify and remember key points of that story.

It also allows them to react to the stories with their own comments and listen to the reactions of others to the

same story.

When children do not understand what they have heard they practice asking questions, and as they listen

they can hear and identify the sound patterns of the storyteller’s language.

Often children will not know that they are so actively listening, but guided

questions after the fact can help them recall parts of the story and

understand how much they were actually thinking while the story was

being told.

Speaking

When children tell stories they practice skill of Speaking.

The must speak with clear diction and intonations appropriate to what they are saying, they must choose their words carefully and

organize what they say, they must focus on the main points of their story and include appropriate details, and they must take into

account their listeners’ needs while they speak.

When children listen to stories being told by others, they not only practice their listening skills but they watch the speaking skills of

others and learn from these examples.

Storytelling Activities/ Ideas:• Story Circle

1

•One of the students begins a tale and stops after a few sentences.

2

•The next person picks up the story thread and continues it, then stops.

3

•Next student adds to it and so on until the tale comes to a resolution.

4

•The story could begin with a pre-selected title to guide the improvisation.

5

•Teacher can record the story circle on a tape recorder for later listening

Storytelling Activities/ Ideas:• Creating Personal Fables

Ask students to assign animal characters to represent people they know.

This is a private process and no one but the student needs to

know which animal represents the student's mother, teacher, brother,

or, themselves, etc.

Have students create a story staring those animal characters.

Ask the students to tell the stories in front of the class

The art of public speaking in which gesture, vocal production,

and delivery are emphasized.

‘A form of English as a second language teaching that focuses not only on the traditional forms of syntax and vocabulary, but also gives importance to pronunciation,

intonation, communication skills and style.’

What is elocution?

“Elocution is the art of learning how to speak correctly and emphasizes correct accent, grammar, pronunciation, tone, and stress, as well as how to stand and how to gesture when giving a speech.”

Benefits of Elocution lesson

Elocution activities are

used to

improve speaking skills of students

Increase students’ confidence when speaking in public

Get rid of bad language habits

Soften or reduce regional/ national

accent

Good speech consists of:

1. The clear enunciation of separate words and their elements.

2. The just expression of the sense of words in connected discourse.

3. Appropriate gesture, comprehending under this head the attitude, motions, and aspect of countenance most suitable to lend animation and force to speech."

(Alexander Kennedy Isbister, Outlines of Elocution and Correct Reading, 1870)

Elocution Activities:

• Tongue twister Example:– She sells sea shells on the sea shore– Little lucky luke likes lakes, lucky little luke likes

licking lakes – Peter Piper picked a piece of pickled pepper– Red leather yellow leather

Reference

• http://www.readingfirst.virginia.edu/pdfs/Phon_Spel_Handout.pdf

• http://www.plsweb.com/Products-Resources/Newsletter/Newsletter-Archives/December-2004

• http://www.niu.edu/ccc/resources/phonologicalawareness.pdf

• http://www.naeyc.org/files/yc/file/200901/BTJPhonologicalAwareness.pdf

• http://paulkuehn.hubpages.com/hub/Listening-and-Speaking-Activities-for-Sixth-Grade-EFL-Students-Story-Telling-Through-Role-Plays

• http://www.storyarts.org/lessonplans/newstandard/