1

REMEDIAL INSTRUCTION education planning, an effective

IN ENGLISH monitoring system, and
(REMEDIAL READING)  an effective evaluation system.

CURRICULUM Required Orientation

 The secondary education – The colleges should require
commission says: students testing into
“A curriculum does not only mean the remedial/developmental courses to
academic subjects traditionally taught in complete an orientation that is scheduled
the school but it includes the totality of before the start of classes. This orientation
should include an introduction to
experiences that a public receives through
developmental education, an introduction
the manifold activities that go on in the of remedial/developmental education
school, workshop, playground, library, faculty, counselors and student leaders
laboratory and in the informal contacts (tutors,mentors, peer leaders), and a tour of
between teachers and pupils.” the available learning support resources on
campus.
 A curriculum is the instructional Doubly deficient students should be
program where the pupils achieve their required to enroll in a Human Development
goals. course designed to assist students in
 “ A curriculum is an attempt to identifying their career and educational
goals, personal strengths, college resources
communicate the essential principles and and service. In addition, it should focus on
features of an educational proposal in such helping students to develop effective time
a form that it is open to critical scrutiny management, decision making, and study
and capable of effective translation into skills strategies.
practice.” DDirect Instruction
Stenhouse L (1975) a method that is specifically
INSTRUCTION designed to enhance academic learning
time. Direct instruction does not assume
: a statement that describes how to do
that students will develop insights on their
something
own. Instead, direct instruction takes
: the action or process of teaching : the act learners through the steps of learning
of instructing someone systematically, helping them see both the
purpose and the result of each step. When
ASSESSMENT
teachers explain exactly what students are
:the process of collecting information by expected to learn, and demonstrate the
reviewing the products of student work, steps needed to accomplish a particular
interviewing, observing, or testing. academic task, students are likely to use
Key components of a successful their time more effectively and to learn
remedial / developmental education more.
program include : The basic components of direct instruction
 an effective organizational structure are:
 mandatory assessment and 1. Setting clear goals for students and
diagnostic testing making sure they understand these goals.
 required orientation 2. Presenting a sequence of well-organized
 a variety of instructional approaches assignments.
 integrated learning assistance 3. Giving students clear, concise
 Structured advising and career / explanations and illustrations of the
subject matter.
4. Asking frequent questions to see if the
students understand the work.
5. Giving students frequent opportunities to
practice what they have learned.

Not all topics are amenable to direct

instruction. Even within a single grade level
or subject area it is possible that some
learners will profit from direct instruction,
while others will profit from a less direct
approach to instruction (Cole et al, 1993).
Direct instruction has proven
especially effective in teaching basic skills
(such as reading and math) and skills that
are fundamental to more complex activities
(such as basic study skills or the prerequisite
skills for long division).
Direct instruction is not as likely to
be
useful for teaching less structured topics,
such as English composition or discussion of
social issues.

Reinforcement Components

3 basic components of Reinforcement

Learning:

A. agent: the learner or the decision maker

B. environment: everything the agent
interacts with, i.e. everything outside the
agent
C. actions: what the agent can do.

2 Remedial Instruction
for Secondary School English Language
Classroom Sight Words for reading
Sight words = words you look at and know
right away
= They make up approximately
Which brain is more dominant? 50-70% of any general text.
Left Brain Right Brain
INFO Process info Process info High Frequency Words for communicating
PROCESS in a linear holistically
ING manner  More than 600,000 words in the
PROJECT Identify See end result English language
ENGAGE important with clarity  13 words make 25% of the words we
MENT details read
PERCEPT Analytical Creative  100 words make up 50% of the
ION words we read
WORKFL Move in a Move  Sight words = know & understand
OW sequential randomly right away
manner from task to  Examples: the, to, and, he, a, I, you,
task it, of, in, was, said, his, that, she, for,
PROBLE Use logic to Use intuition on, they, but, had, at, him, with, up
M solve to solve & all.
SOLVING problems problems  Explicit teaching is recommended.
Language Learning Theory  Practice/Drilling even more so.
Prof. J. Cummings Use old vocabulary to teach a new concept.
Use an old concept to teach a new
 Basic Interpersonal Communicative vocabulary.
Skills (BICS)
Social English. The day-to-day language Language Errors:
needed to interact socially with other  Sentence Structure Errors
people.  Pronunciation Errors
 Preposition Errors
Years in English speaking environment: 2-3
Vocabulary: 1500-2000 Prepositions
Sentence Length: 3-10 words  The glue which shows relationships
 Need to be taught with pictures
 Cognitive Academic Language
Proficiency (CALPS) Teaching Pronunciation
English for Formal academic learning.
Essential for students to succeed in school. Use students’ words to teach Phonics.
Required for HOTS. Ask them for words they know from that
Years in English speaking environment: 9-10 sound.
Vocabulary: 5000+
Sentence Length: 20+ words Do these for better pronunciation:
a. Students should close eyes. Shut off sight
Grammar and Vocabulary to focus on listening to input.
3
Reading requires at least 75 sight words b. Close eyes & focus on where the sound is
Communicating requires 500 – 2000 high produced in mouth.
frequency words c. Close ears. Pronounce. Listen to echo in
head.
d. Show pictures of articulation point and  Our students don’t know
tongue position. what is important & what is
not so they listen to
Backward Build-up everything as equally
Pronounce from the last part. important.
Example:  Listening for specific
 If students struggle to read a information. A real world
sentence… skill.
 Example: I went downtown  Students will raise their
to shop last night. hands when they hear their
 I/went/downtown/to assigned words.
shop/last/night  Listen for:
numbers/verbs/adjectives/an
night imals/names/emotions
last night  Read a story.
to shop last Speaking
night  Conversation Cards
downtown to shop  What is your favourite
last night subject? Why?
went downtown to shop  Do you prefer strawberry or
last night chocolate? Why?
 I went downtown to  If you were a millionaire,
shop last night what would you do? Why?
Grammar Notes  go around asking people the
Focus on form questions on the cards
 Present Tense is used the least  Have students make 2 lines
in English. facing each other
Teach Past Tense.  Teacher assigns
 Present Continuous Tense is communicative task.
used the most.  Line A asks first. Then, line B.
Example: I am  Ask questions which involve
going to school. emotions
 Teach tenses with time & a  You will get more language.
calendar People talk/write more.
Wed Thu Fri  favourite memory / funniest
1 2 3 moment / scariest moment
Reading
Past Present Future
 Model of a Reading Programme
was am will be
Stage 5 – Synthesis
was is will be
Stage 4 – Relationships &
were are will be
Viewpoints
Stage 3 – Reading for Meaning
4 Stage 2 – Fluency
Stage 1 – Initial Decoding
 Reading in the Brain & the
Listening
Ear
 Listening & Speaking are natural
 Good readers need to be fluent in all
skills. Reading & Writing are taught
stages.
skills.
  Teachers should get students to 6. Finally, read the narrative &
evaluate (pre-reading) and then write it down.
revaluate (post-reading).
Writing
Learn to write by writing.

Krashen: Students who read for reading do

better at writing than students who read
with teachers.

1. Use the last word as a subject for the

next sentence. You may change subjects
after 3 sentences.
E.g. Mary wants to buy a car. The car she
wants is a Toyota. Toyotas are expensive,
but last a long time. A long time ago,
Toyotas were cheap.

2. Progressive Essay
First a student writes a sentence.
Passes to student. Writes 1 sentence.
Passes to another. Writes 1 sentence.
And so on until finished.
Students can read it aloud once they finish
their essay.

Language Experience Approach (LEA)

The bridge between learner and print
 “What I can say, I can write. What I can
write, I can read. I can read what I write
and what other people can write for me
to read.”
 How to carry out the LEA:
1. Take students out for an
experience. Go somewhere or
do something. Draw their
attention to unique items
during the experience.
2. Back in class, tell them to
draw pictures of their
experience.
3. Ask students what they
experienced. Write it down
exactly as they narrate it.
5
(Grammar mistakes okay but
spelling mistakes not okay.)
4. Take pictures they’ve drawn
& attach to the narrative.
5. Cut the narrative up. Get
students to sequence.