What is remedial teaching?

Why do we need to carry it

out in our classrooms?

 Education

which is designed to
bring pupils who are lagging behind
(non-achievers) up to the level of
achievement.

It is meant especially for pupils who

do not master the basic literacy

skills.

It is not re-teaching.

PLANNING

CLEAR
INSTRUCTION
AND
MODELLING

*Teaching Approaches
*Provide Clear
Instructions
*Summarize the Main
Points

*Teaching Preparation
*Devise Various
Learning
Activities
* Relevant and Simple
*Design Meaningful
Learning Situation

MOTIVATION

*Enhance Learning
Interest and
Motivation
*Encourage pupils in Class
activities
*Focus on Learning
Process
*Show Concern

Assessment
What information do I
have?
What information do I
need?
Evaluation
How well did the
teaching and learning
program work both
during the program and
at the end??

Planning
What will I teach and
how will I teach it?

Implementation
What will the teaching
and learning program
look like?

Design
individualiz
ed
educational
programme
Provide
systematic
pupils
trainings

Differences
in pupils

Why do we
need to
carry out
remedial
teaching?
Bring up to
the level of
achieveme
nt

Provide
learning
and
practical
experience
s
Develop
positive
attitude

 When explaining new concept and teaching, it is easy

to assume there is no unobstructed pipelines between

you and the student.

But when your student does not understand, you start

to worry. Why?

Three possible outcomes:

No learning (nothing sticks to the child)
Fragmented learning (when your child
remembered some information)
Meaningful learning(when your child
remembers the information that you
taught.

Over the last 50 years, educators

have acknowledged the limitations
of short term memory, yet they do
not integrate this understanding
into their lesson plans.

 Struggles to recognize letters, match letters to

sounds and blend sounds into speech

Has difficulty pronouncing words, for example,

sayingmawn lowerinstead oflawn mower

May have a smaller vocabulary than kids the

same age and take longer to master the

alphabet

Has trouble making rhymes

Successful reading
requires
Decoding
The process of translating a written
word
(cracking the code)

Fluency
No longer a deliberate conscious effort

Automaticity
Consists of word recognition rather
than sounding out

Components of Emergent
Literacy

Receptive Language
the understanding of spoken communication,
including vocabulary and syntax.
associated with the ability of preschoolers
and kindergarteners (young learners) to
decode texts and read with comprehension.
can be facilitated through conversations with
children
and
through
their
active
engagement during storybook reading.

Expressive Language
Oral language is spoken communication.
Childrens mastery of oral language is
most often measured by

listening comprehension or
size of vocabulary.
Oral language can also be measured by
degree of mastery of grammar and
syntax.
Strickland & Shanahan, 2004

Vocabulary
Words used and understood by a language
user.
The development related to the conversation
of parents and to storybook reading

opportunities that promote oral language.

Can be facilitated through direct experiences
that develop concepts.
Related

to

reading

success

comprehension in school.

and

reading

Print Knowledge
Print knowledge is the ability to name
the letters of the alphabet based on
their shapes.
Childrens alphabetic knowledge may
be influenced by

exposure to the alphabet in their natural

environments
direct teaching by adults.

Phonological Awareness
Phonological awareness includes childrens
ability to identify rhymes, delete or add
syllables or phonemes from words, and count
the phonemes in a word.
Phonological awareness is related to the later
ability to decode words and to read fluently.
Phonological awareness
phonological sensitivity.

is

also

called

Early literacy
environment matters
Children learn language and other
early literacy skills by listening to
adults talk.
As children listen to spoken
language, they learn new words
and what they mean.
This knowledge will help children
understand the meaning of what
they read.

Early literacy
environment matters
Songs are a wonderful way for
children to learn about language.

Singing
also
slows
down
language so children can hear the
different sounds that make up
words.

This helps children when they

begin to read printed language.
Sing songs and play music for
your child.

Early literacy
environment matters
Reading together is the single
most important way you can help
prepare a child to read.
Shared
reading
increases
vocabulary
and
general
knowledge while helping children
develop an interest in reading.
Children who enjoy being read to
are much more likely to want to
learn to read themselves.

Early literacy
environment matters

Reading and writing go hand in

hand.
Both
represent
spoken
language
and
communicate
information.
Children can learn pre-reading skills
by participating in writing activities
like
scribbling,
drawing,
and
forming letters.
Keep paper and crayons or markers
on a table that children can access
easily.

Early literacy
environment matters

Children learn a lot

language through play.

about

Children think symbolically when

they play, which helps them to
understand that spoken and
written words can stand for real
objects and experiences.
Play also helps children to
express themselves and put
thoughts into words.

Components of Reading
and Instructions
Alphabetic
The process that
readers use to
identify words

Fluency
The ability to read
with efficiency and
ease

Vocabulary
The body of words
whose meanings a
person knows and
understand

Comprehension
The process and
product of
understanding
connected text

5 PILLARS OF
READING
PHONOLOGICAL
AWARENESS
PHONICS
VOCABULARY
FLUENCY
COMPREHENSION

5 Components in
Reading
Phonological Awareness
-The knowledge and manipulation
sounds in spoken words.

Phonics
-The relationship between
spoken letters and sounds.

written

of

and

 Reading Fluency
- The ability to read with accuracy, and with
appropriate rate, expression, and phrasing.

Vocabulary Development
- The knowledge of words, their definitions,
and context.

Reading Comprehension
- The understanding of meaning in text.

How to Introduce Phonological

Awareness and Vocabulary in
Early Reading

What kind of support should

we give these groups of
children?

Word
recognition
or language
comprehensi
on problem

Models of
Reading

Most
Support

Least

(that can be incorporated into

reading
lessons)
Echo reading
The
teacher reads

a
sentence and then the group
rereads it aloud.

Choral
reading

The teacher leads their entire

group reading aloud in
unison.

Partner
reading

Pairs of readers alternate

reading aloud by following a
specific turn-taking
procedure.

Whisper
reading

Each child reads aloud (but

not in unison) in a quiet
voice.

What are the

challenges you
face in your
classroom?
Discuss in groups

Writing Standards

Learn to write
at
word, phase,
and
sentence
levels

Master the
mechanics
of
writing

Writing
Handwritin
g

 Grammar is incorporated in lessons for

lower primary school

Major line patterns in

alphabet writing

These lines are the foundation

lines for all 26 alphabets and
number 0-9

 What do you know of ways to practice letter recognition

and handwriting?

Practise in groups

Teaching handwriting concerns

with:

Writing
Gross-Motor

Finger/Hand
Arms
Body
Multiple bodies

vs.

Fine-Motor

Finger-painting
Pencil
Pen
Paintbrush
Play dough
Shaving Cream
MiniWhiteboard
/chalkboard

 Lets say your students writes a sentence

and pronounce it like this:

Tommy will probly go to a difrent library on

Wensday.

Why does this happen? Discuss

 Resolve confusion

Explain that the letterbis made up of a bat

and a ball. When you write the letter, you

first draw the bat part of the letter.
Demonstrate this.
As you are tracing, say bat-ball-/b/, like
this:

Tell your student, First you grab the bat,

then you hit the ball.

 Resolve confusion

. Cut a large lowercasedout of the chosen

tactile surface. Use the new surface to

trace the letterd, saying doorknobdoor-/d/.
The doorknob represents the circle part of
the letter, and the door represents the
straight line, like this:

Tell your student, First you grab the round

doorknob, then you open the door.