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Would there be other activities that will be introduced in the 2.0 curriculum for children's exposure other than game boards for blending / hfw?

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The literacy support group activities suggested in the GL for target vocabulary words and target sentence structure are a little repetitive. May the teachers not carry out these activities and focus on other activities such as on target phonogram or blending?

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When conducting literacy support activities, sometimes I do face the problem of my other groups doing the activity sheets incorrectly as I need to provide attention to my literacy support group. May I ask how can the teachers be supported in improving our skills? What about teachers who are new? How can they be empowered? Is there any training or support that PEB will provide?

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Can I double check is it ok to focus on phonological awareness support activities should I be doing high frequency word activities with the others?? As I feel my children with support might not be ready for the high frequency word activities?

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My colleagues and I have been conducting the lit support for the past 2 terms and we have been enjoying it thoroughly! There are definitely challenges but we embrace them and find ways to tackle them together!

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If the children in Lit Support are able to do the tasks meant for the others, do we need to conduct the activities meant for Lit Support?

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For children who have low attendance, what is recommended to help them catch up? Do we go back to the earlier units?

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You mentioned that in your Literacy Support Group (LSG) there is a child that is identified as being in a non-LSG but is there to help lead the group. If so, does this child engage in the same activity as the LSG or a separate activity that is at his/her level instead?

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How do you support the middle progress who still needs support during the individual activity? They may end up just copying their friends and their learning is not that impactful.

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The opal links for the video resources are not working as of now when I try to access them. 

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The opal links for the video resources are not working as of now when I try to access them. 

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how do you manage lit support while ensuring the other children are engaged... wouldn't you need to oversee the other kids as well?

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With only one teacher in the classroom, it is challenging and not practical for the teacher to carry out literacy support with one group, and monitor the other groups' learning when they are doing the group activities. As literacy support is recommended to be done for 4 to 5 times for each unit, it has been difficult for teachers to cover all the suggested activities. Is it mandatory for all literacy support activities to be conducted?

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Thank you for the insightful sharing! May I know what are some challenges faced and how did your team overcome them? Or challenges that your team identified even after implementing the various activities / trying out different strategies!

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Noticed that the lit support activity needs to be aligned to the activity that the rest of the class is doing. If my lit support child is still learning letter sounds and recognition of letters, can I focus on these instead together with letter formation and Letter writing?

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Does that mean children who are on Lit Support will not be doing activity sheets?

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Does that mean children who are on Lit Support will not be doing activity sheets?

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Could you advise how do we answer parents' queries if they ask if we teach phonics in MK?

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How many times do we provide literacy support for the identified children over a week?

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Will FLAIR programme continue or will this replace it? As they will usually be identified for FLAIR and assessments are done in K1

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If there are more than 5 children that are identified who require literacy support, but we can only choose 5 of them, how do we ensure that the rest are still supported? They might not be able to carry out independent learning or the small group activities.

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How do we identify children who needs literacy support? Is there a checklist?

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May i check does this mean that the children will be grouped based on their abilities for T3 and T4. Children with lower ability in L&L will be in one group etc

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May i check does this mean that the children will be grouped based on their abilities for T3 and T4. Children with lower ability in L&L will be in one group etc

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Will there be new books? How do we top up if we need more?

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Will there be resources / strategies provided for teachers to use during Literacy Support?

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Our centre did not receive the last book and teaching resource cards. Will we be receiving it soon?

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Our centre did not receive the last book and teaching resource cards. Will we be receiving it soon?

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If most of the children are still not familiar with the letter sounds after Semester 1, can we continue to focus on the individual letter sounds, instead of blending to read?

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I am checking on skywriting. The teacher has to use mirror image right when doing the skywriting in front of the children? 

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I am checking on skywriting. The teacher has to use mirror image right when doing the skywriting in front of the children? 

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What do we do with the Starlight 1.0 materials? Do we dispose them?

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What do we do with the Starlight 1.0 materials? Do we dispose them?

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If I can finish SBA 1 in one day, must I still spend 2 days to conduct SBA 1?