Writing upper case letters (S, A, T, P, I, N) - yellow card

 Introduction

Lesson Development

Animal names starting with - S, A, T, P, I, N

Writing activity - Letter formation (S, A, T, P, I, N)

Closure - Reading a sentence using the sounds. Asked students to practice reading the sentence.

Evidences of teaching through Wechat.

Students work

Assessment on sounding out (s,a,t,p,i,n) - yellow card

Reflection

The topic for the lesson taught was on writing upper case (S,A,T,P,I,N) the yellow card, for class PP. Among the topics that I have covered so far, I have chosen this topic because the Education in Emergency (EIE) plan under adapted curriculum directs us to complete the phonemic awareness and the letter formation (alphabet sounds and writing of lower case and the upper case).  I also found this teaching of alphabet sounds interesting because we have to teach the students the letter sounds instead of letter names.

During the CFA workshop held this year we were familiarized how to teach the alphabet sounds to the students. The alphabets are divided into different groups (coded with different colours). First group is the yellow card (s,a,t,p,i,n) which is frequently used at this stage. Second group is the blue card (m,r,h,e,d,c). Third group is the green card (f,l,g,o,u,b) and the fourth group is the red card (w,j,v,k,z,y,q,x) which is least frequently used at this level. During the CFA workshop we were told to teach the alphabet sounds and letter formation according to the sequence that I have shown above. Which is also included in our class PP manual.

As I have completed teaching the lower case alphabets (letter sound and the letter formation), now I have started teaching how to write the upper case alphabets. In my blogger I have uploaded how I taught the students to write the upper case letters - yellow card (S,A,T,P,I,N). And I did the same while teaching the lower case alphabets. After teaching each group of sounds, I taught them to blend and segment the words. In my introduction I have revised the alphabet sounds and even showed them the lower case and the upper case letters. Then during the lesson development I used the video clip to teach them the animal names starting with those sounds. In their activity part I asked students to complete their handwriting book page number (35, 37, 42, 48, 54, and 57) by watching the video clip on letter formation. In closure I asked the students to practice reading a sentence using the sounds. Students have learnt how to blend and segment the words in their previous lesson but this is their first time experience reading a sentence using the letter sounds.  In this lesson the most of the videos are recorded from the lesson aired on BBS. Later I had to trim the video needed for my particular lesson to fulfill my objectives. Finally to assess their learning on sounds, I asked students to send a short video clip on yellow card (s,a,t,p,i,n). In this assessment about 95% of the students were able to say the sounds correctly with action. And also the work submitted by the students were well written and showed a lot of progress in their writing. The beginner learners were as well new to the wechat app. Now almost all of them under the guidance of their parents are familiar with its operation. They can now send the work assigned to them on time which eases my problem.

With all this progress in students work, the on line teaching through wechat is helping the students to learn and fulfill my lesson objectives.