Lang Merah swooping for a snoop tanjung tuan port dickson
reblogged from http://realnicebirds.blogspot.com/
1. The facilitator to decide when the Grammar practice component is to be introduced after each reading session.
2. Each reading session merely means aiming for the completion of the numbered story picked by group consensus, and completion means all able to read fluently, able to achieve 90% above in post-reading spelling tests.
3. Fluency is reflected in the reduced time span to finish the story, so the last 30 minutes should now be used for the Grammar practice set.
4. Writing is a chore for students, but as our studies show group dynamism spiralled in a competitive environment, and in a system revolving around tests and marks, written work must be treated as tests to be graded and to determine coaching qualification.
5. Just like spelling tests conducted after each reading session, the written exercises should be taken as in written exam, to be peer marked and corrected on the spot.
6. An assistant coach is in charge of recording each outcome (marks) to be tallied at the end of the book trail, and the top achievers to be announced at year end for best coach, best reader, best storyteller, best grammarian, best mimic, best phone-a-coach coach, best achiever (the Kelas Harapan guy in 6F given up for good but obtained A in preUPSR English exam).
7. It is also important to note that the competitiveness creates a learning tension and eagerness to outdo the other person. Since the grading outcome is tallied at year end the slow but diligent learner has an opportunity to catch up and avoid being stuck in group D. Some bound to buy home set for home practice to get full marks, thus reinforcing the grammar.
8. This outcome based approach - reading fluency and correct written grammar acquired and acknowledged on the spot by friends - as objectives set out and ingrained in group psyche - carried out in camaraderie- [semangat setiakawan] spurs them to finish the set and step into the joy of the further reading set.
9. The back to basics approach - balik ke pangkal jalan - starting from scratch in Grammar practice is to ensure a clean sweep of errors and mistakes. More importantly the better students, the diligent will have the benefit of reinforcement of their grammar whilst coaching, and can thus jump to the Further Reading stage.
10. Outcome of the programme is such that Group A will be doing the Science/Math Wizardry set whilst also coaching B,C,D . Group D most likely 7 sessions behind. The speed needed to achieving pre-intermediate level and bridging the great divide between KBSR and KBSM is then assured.
reblogged from http://realnicebirds.blogspot.com/
1. The facilitator to decide when the Grammar practice component is to be introduced after each reading session.
2. Each reading session merely means aiming for the completion of the numbered story picked by group consensus, and completion means all able to read fluently, able to achieve 90% above in post-reading spelling tests.
3. Fluency is reflected in the reduced time span to finish the story, so the last 30 minutes should now be used for the Grammar practice set.
4. Writing is a chore for students, but as our studies show group dynamism spiralled in a competitive environment, and in a system revolving around tests and marks, written work must be treated as tests to be graded and to determine coaching qualification.
5. Just like spelling tests conducted after each reading session, the written exercises should be taken as in written exam, to be peer marked and corrected on the spot.
6. An assistant coach is in charge of recording each outcome (marks) to be tallied at the end of the book trail, and the top achievers to be announced at year end for best coach, best reader, best storyteller, best grammarian, best mimic, best phone-a-coach coach, best achiever (the Kelas Harapan guy in 6F given up for good but obtained A in preUPSR English exam).
7. It is also important to note that the competitiveness creates a learning tension and eagerness to outdo the other person. Since the grading outcome is tallied at year end the slow but diligent learner has an opportunity to catch up and avoid being stuck in group D. Some bound to buy home set for home practice to get full marks, thus reinforcing the grammar.
8. This outcome based approach - reading fluency and correct written grammar acquired and acknowledged on the spot by friends - as objectives set out and ingrained in group psyche - carried out in camaraderie- [semangat setiakawan] spurs them to finish the set and step into the joy of the further reading set.
9. The back to basics approach - balik ke pangkal jalan - starting from scratch in Grammar practice is to ensure a clean sweep of errors and mistakes. More importantly the better students, the diligent will have the benefit of reinforcement of their grammar whilst coaching, and can thus jump to the Further Reading stage.
10. Outcome of the programme is such that Group A will be doing the Science/Math Wizardry set whilst also coaching B,C,D . Group D most likely 7 sessions behind. The speed needed to achieving pre-intermediate level and bridging the great divide between KBSR and KBSM is then assured.
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