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Key takeaways:
1. DRTA
I thoroughly enjoyed the role-play, it was so fun! And through the sharing, it demonstrated to us just how important one's energy is when we're teaching students. Even if the topic or content seems uninteresting to the students, we can hype them up and make them feel energised for the lesson with our body language and tone of voice used.

2. Reciprocal teaching
I learnt about the 4 different components to RT, and what each component entails:
- Summarise
- Ask questions
- Clarify
- Predict

The guiding questions used for each components made it easier for me to understand how to implement RT with students.

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DRTA

Sui San make reading more interesting as she asked her students to make predictions as to what will happen next in her story. She is very animated and engaging and this will make her students to actively participate in her reading activity. She also encouraged her students and praised them when they answered it right. If I am in her class, I will want to be a reader like her. Thank you Sara, Joshua and Sui San, for presenting DRTA.

Reciprocal Reading

I never knew that there is a recording function for PowerPoint slides. It is a good resource since we are going back to HBL lessons for NIE. I’ve learnt that it is good to chunk into 4 different parts when there are too many information given. The 4 roles which are the predicting role, questioning role, clarifying role and the summarizer role will not make the students feel overwhelmed with the reading comprehension. This strategy allows collaboration among the 4 students in the group. Great effort Vaani, Edward and Chee Bing.

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Before I talk about last week's group presentation by both teams, I would like to say, YOU GUYS ARE SO AWESOME! With the sudden changes in the mode of lesson, you guys had to adapt so quickly. Good job for adapting to the changes and thank you for inspiring us :)

DRTA (Directed, Reading and Thinking Activity)

Sara, Joshua and Sui San, I was thoroughly entertained! hahaha :D The role play really got us all engaged and it was easier to understand the DRTA strategy through it. Sui San's enthusiasm as the teacher really got me inspired to have fun in the midst of teaching my students! It also gave me some insight into the possibilities of conducting online lessons. HBL does not have to be boring!

Reciprocal Teaching

Edward, Vaani and Chee Bing, Thank you for coming up with a lesson that was concise and succinct! Such a simple tool, but wonderfully demonstrated via zoom! Thank you for sharing with us the idea of dividing roles amongst students. I also appreciate that you guys displayed some of the strategies we have learnt into the lesson, such as active learning and social skills and interactions. Well done Team!

In the breakout room, Sui San and I took some time to check in with each other if our learning of the phonemes is going well.

Personally, I know that there are still some phonemes that I am still struggling to remember. I will do my part to use the break and plan some time aside to study them. While I still need time to study them properly, I will check in with you if I have still have some doubts Dr. Liz! Thank you for assuring us that we can still reach out during the break :)

See you on Friday :) Until then, keep safe everyone!

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Sharing by Sara, Sui San and Joshua:
How the group presented on DRTA (Directed Reading Thinking Activity) was definitely a paradigm shift on how online learning can be conducted. I have always thought that online learning is very cut and dry, but the energy and creativity from the group have enlightened me otherwise. I was in awe of Sui San's animated nature, the efforts put in for props and even background music. Though, I've to admit I got carried away by the presentation than the essence of the lesson (my apology!). Thank you, Trio; for helping me change my perspective on online learning!

Sharing by Edward, Chee Bing and Vaani:
RT (Reciprocal Teaching) is a strategy to improve reading comprehension by Predicting, Clarifying, Questioning, and Summarizing - which were well-illustrated by the group.

This strategy, where overwhelming information is broken down into smaller chunks, creates a platform for students to achieve small successes thus building their confidence. It also allows an opportunity for students to be responsible for their own learning.

Having said that, the pre-recorded was seamless despite the short notice! I envy how efficient you guys are!

Sharing on Phonograms:
Saiful and I agreed that the challenging part is how do we teach the different conditions to students. We can a tip or two from our peers whilst here.

Take-away from Tutorial 5:
Dr Liz emphasized how important it is for an AED (LBS) to be flexible and to be able to think on our toes; the two groups have definitely exemplified these qualities well - from what was planned to be a physical presentation, given the current situation, they have adapted well to the last minute changes. Not only that, the objective of the lesson was met in addition to the astounding presentation skills. Undoubtedly, it is a skill that I have yet to learn.

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Vaani, Edward & Chee Bing's presentation on Reciprocal Teaching was detailed and gave a clear explanation of the teaching strategy. I had a mini "aha!" moment when I suddenly recalled that an English teacher in secondary school used this exact method during her lessons. I think assigning one of the 4 roles to students keeps them focused and engaged during group discussions, and students also benefit from collaborative learning when they share their thoughts with each other.

Sui San, Sara & Joshua's presentation was definitely a highlight and it got me thinking about what we can do as educators to make reading come alive for our students, especially those who have literacy difficulties. Sui San's lively acting actually got me more interested in the text and it worked well with the DRTA process of making and evaluating predictions.

During the quick discussion on phonics, shared with Haley that I do find the different sounds for 'ou' and 'ough' confusing. Tough, though, through - just one letter gradually added, but all different pronunciations of 'ough'.

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The sharing by both teams last week were superb! They managed to switch their micro-teaching to an online one with such short notice which I feel is really commendable. Not only did they teach but taught with such enthusiasm and clarity. I particularly enjoyed Sui San, Joshua and Sara's as it was very interactive, comical and animated and it was a really well planned lesson. Reading might be daunting task for most of our students and for myself even however with the strategies taught by both the teams it adds joy to reading and encourages independent reading.

During the discussion on phonics, I think that Dee and I both agreed that the phonic were not too challenging however, the more challenging part might come in the form of students probing; we might not be able to answer them.

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DRTA
Thanks to the DRTA group wonderful role play!  To create a safe environment for student is important. It encourages student to make wild prediction of the story.  Teacher not only praised the students but also showed them it is alright to make mistakes.  Teacher also associated similar meaning new words with what the students already known. This help students to acquire new word and remember better. Prediction also encourage students to read more as students are curious about the ending of the stores.

Reciprocal Teaching
Thanks to Edwards and Vaani.  We managed to produce the video in such a short notice.  It is also a very good experience to adapt changes fast.

Reciprocal reading help students to break down big chunk of reading into smaller bite sizse thus easy for student to digest. Predicting role helps students become more imaginative and creative. Summarizer make students learn to write only the gist of the story. Clarifying and questioning roles make students think more in depth of the passage. Peer also learn better by sharing the knowledge they know with their peer group friends.

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DRTA
Sara, Joshua and Sui San did a good job at presenting and role modelling how Directed Reading Thinking Activity is conducted.

It is important to stir in terest in the students that we interact with.

Reciprocal Teaching
Chee Bing, Esward and Vaani  did a great job at creating the video. I'm sure they had thought about how to conduct their presentation online instead at a short notice. They demonstrated reciprocal teaching and I can see the similarity in how to conduct RT and DRTA.

Phonograms
Chee Bing and I agreed on "ai" and "ay" being something that we would remember after the group sharing done previously.

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Dear Dr Liz

Good morning to you. Hope you have had your breakfast and that your day started well. My group presented on DRTA this week. It was a sudden change and we had to change our slides here and there to fit the online session but I am so glad that it turned out well and that everybody enjoyed the session. Thank you to Joshua and Sui San for being amazing people to work with.
Reciprocal teaching is another concept that I realised teachers have probably done before but probably with a few modifications. I think having the four roles of reciprocal teaching allows students to think more critically when they are reading the worksheet. I find the questioner and clarifier role the best actually. This is because it makes asking questions and clarifying their understanding a norm. Sometimes, in a classroom setting, there will be some students who are shy to ask questions however reciprocal teaching allows them to ask questions with more ease. It was interesting to see how we are able to do it online. The team modelled the I Do, We Do and You Do really well.
Lastly, I liked what you said about the word F.A.I.L (First Attempt In Learning). This is especially important when we work with our students with special needs. This is definitely something that I will remember for a very long time. Thank you for the sharing and tutorial on Friday.

Best Regards
Sara

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The sharing by Sui San and group was a demonstration of how positivity shown by educators could engage their students. The suspense and investigative mood eliminate the distractions for learners and involves them actively in the discussion.

Edward’s group sharing about Reciprocal teaching illustrates how lessons can be done during HBL and allows students to take ownership of their learning. It allows students to reflect on their thinking process and develop interpersonal skills.

In the phonics discussion, we agree that even adult learners can get confused with certain phonograms. I reflected that early exposure to sounds for young children will help them grasp phonics better.

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DRTA
The role play was very engaging and entertaining. I like how the group uses props and background music to make reading fun by making it come alive for the students. The role playing also helps with the visual learners and student with literacy difficulties to understand the story better.

Reciprocal Teaching
The role play delivered by this group was good and it demonstrated how the strategies work. I like the fact that this strategy gives the student to take on an active role in their learning. This strategies can be used to develop students' comprehension skills. It encourages student to ask predictive questions and this makes learning more engaging.

Phonograms with Hongyou
The discussion I had with him was a fruitful one. He helped me to clear some doubts I had in phonics understanding. We both agreed the the er/ur/ir/or phonograms can be confusing as they produced almost a similar sound. It would be good if we could learn simple tips on how to teach these confusing sounds to our students.

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Todays lesson was an interesting one. Both groups presented an interesting way in teaching HBL, - live interaction teaching and pre-recorded lesson.
I truly enjoyed Sui San, Joshua and Sara's presentation, it was engaging and lively, my son who sitting nearby me (was having his zoom lesson) decided to join me listening to sui san story telling!
I find Edward, Vaani and Chee Bing presentation very useful for HBL.
Well done guys :)

Reciprocal Teaching:
The role play was done amazingly. what i love about reciprocal teaching is that, students are given the opportunity to take an active roles in their learning. I will definitely use this for my future teaching, i find this teaching useful for students with difficulty needs.

DRTA:
I enjoyed the storytelling very much. If i were Mdm Ng student, i definitely look forward for the weekly lesson :)
Engaging the students with props, music and tone of voice, is very well thought off. Its definitely an idea for me towards my students

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Wow!! Today's tutorial really demonstrated how we can carry out sessions online with our students!!

Thank you so much to both groups!!

1) Reciprocal Teaching
The role plays were really well done. The group clearly demonstrated how it works, I really like how the 4 different roles were portrayed. In their presentation they also used examples to illustrate how the role of a questioner would differ from the other 3 using examples for the various possible questions. Another thing about reciprocal teaching that I really appreciate is the fact that students get to take an active role in their learning. It gives them more ownership and responsibility!

2) DRTA
I'm sure we can all agree how engaging Sui San was! I liked how the presentation was done with Sara and Joshua being students!! Because of the way the group had presented it, it made me realise that if we teach our students in a way that is fun, engaging, and non-threatening it's almost like half the battle is won! With all the different strategies being shared with the TG week after week, I am reminded that we need to match our strategies to our student's profile.

While we appreciated our engaging Sui San was, it might not be suitable for a student with severe language difficulties. As the sound effects, use of props and even her delivery might end up being a distraction. However, for other students this might be a strategy that works better for them.

Thank you Vaani, Chee Bing, Edward!
Thank you Joshua, Sara, Sui San!

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1. DRTA

Even though I was in the same group with Sui San, Sara and I did not see that amount of energy during our rehearsal. However during the actual presentation I could really see just how big a difference an enthusiastic teacher can make. I think it's important to keep that in mind in future because there will be days where we really don't have the energy, but a small effort to engage the student can benefit their learning in a huge way.

2. Reciprocal Teaching

The presentation was very easy to digest and I appreciated how the role play was conducted picture-in-picture. It highlight how to conduct RT in person and online as well and I will do well to remember that in the future should HBL occur. The idea of letting student take responsibility of their learning resonated with me and I will take that into consideration when planning group sessions in future. Great Job Chee Bing, Vaani and Edward!

3. FAIL

Something for me to echo to my students when they face failure in the future. I think what's important to note that it isn't about truly preventing failure, but how can we grow and improve in spite of that. I hope to inculcate that mindset in both my students and their parents to adopt a growth mindset in the future when they face setbacks.

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Today’s lesson was very interesting! I get to experience 2 types of zoom lessons - Pre-recorded lessons and live interactive zoom lessons. Well done to Vaani, Chee Bing, Edward, Joshua, Sara, and Sui San for being able to change the format of the lesson in a short time frame! I learned that we need to be adaptable and flexible in delivering our lessons to adapt to the current situation. Hence from now on, I will need to consider planning 2 types of lesson plans should there be HBL.

For Reciprocal Teaching microteaching, I learn to be mindful to select videos for illustration purposes. For pupils with dyslexia, I might consider having auditory reading and visuals instead of just visual and background music videos. The length of the video to keep under 2 min. I might consider slowing the speed of the video, getting the pupils to take notes, and summarise the point they learn from the video to check for understanding. The content itself is a very good strategy to teach reading at the text level. Perhaps if I’m looking at 1-to-1 withdrawal, I might get the pupil to experience all 4 perspectives using a few sessions.

For Directed Reading Thinking Activity(DRTA), the microteaching was very well done. Having an expressive reader like Mdm Ng who includes props and background music makes the whole zoom reading lesson engaging. Long passages seem very short. The content is also very guided which helps pupils learn to find evidence from the passage.

During Aha Moments sharing with Dee, Mar, Clare, Nur, I shared about improvising the ‘ai’ and ‘ay’ spelling strategy of exposing words with ‘ai’ and ‘ay’, get pupils to highlight ‘ai’ and ‘ay’ in the words and make they categories the words based on ‘ai’ and ‘ay’. By looking at the pattern, students will probably understand the rule better than just telling them what the rule is about.

During phonics sharing with Siti, we clarify ‘ou’. What might help is to build more words that produce the 4 different sounds.

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Takeaway #1: Having a non-threatening environment to encourage students to read

DRTA

Sui San definitely stole everyone’s thunder today with her engaging, expressive and dramatic portrayal of a teacher (which is not a far cry from whom she really is). It really brought up the energy and she had my full attention on zoom. What the group did well was to create a non-threatening environment where everyone had a chance to participate, regardless of whether they had the right answers or now. The predictions made might not all be correct, but they were after all, just predictions and this activity also stimulates the students to think and use their inference skills. Using the picture at the start makes it less stressful for the students as compared to showing them a long passage. I also liked how they highlighted certain words in the passage as ‘evidence’ to support the predictions made. This is a good reading comprehension skill that students can use. Good job to the group!

Takeaway #2: The strategy itself

Reciprocal Teaching

Wow, I must say, I am truly impressed by the level of professionalism that this group had, it must have not been easy on them when the sudden switch to zoom occurred and their segment required them to role play. But it was a good move to record the video to minimise any confusion. I really like Edward’s calm portrayal of a teacher with Vaani’s inquisitive student roleplay. I really like this strategy as it gives the students the responsibility to take ownership of their learning. By delegating out the rules, each student will have a chance to share about the story from different perspectives and this will in turn help them to comprehend the story better.

In the phonics breakout room, Amalina and I agreed that phonograms that sounded the same like ‘oi’ and ‘oy’ (it is similar to ‘ai’ and ‘ay’) might pose a problem to students if they do not know how to spell. As though they have the same sound, but the position of the phonograms in a word differentiates them. The ‘th’ sound was also pretty hard to pronounce (like the ‘th’ in ‘both’ which we usually pronounce is like an ‘f’ sound which is incorrect and ‘th’ in ‘that’).

On a side-note: It is a bit dampening now that our classes are back on zoom though I know it is for our safety. Looking forward to when we meet again face to face.

Lots of Love, Clare

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My takeaways from the two strategies:
First, Directed Reading Thinking Activity (DRTA) was super engaging with high energy. My boy heard the storytelling momentarily was absorbed by it. Sui San was able to engross us into the story. With this kind of activity, students can enjoy learning. With many positive reinforcements, they will always look forward and be brave to participate in the class.
Next is demonstrations and elaboration on Reciprocal Teaching for comprehension. Using students for different roles as a predictor, questioner, summarise and clarifier. Both of these strategies required the student to think and question themselves. Lead them to make predictive questions and breaking down the content to understand them.

Another wisdom shared by Dr Liz, F.A.I.L - First Attempt In Learning.

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DRTA (Directed Reading Thinking Activity)

The group introduction was great and had shown enthusiasm which they are transferring positive vibes to the students. Sui San has modelled the expressive/fluency reading with role play. The students do not feel stress by looking at large chunk text as the story went interestingly. Sui San created a non-threatening climate where allow the student to come up with predictions by affirming the student it was ok to give wrong predictions. The teacher leads the students by questioning and specific positive comments. Given specific praises when the students paying attention and follow the class rules like raising up a hand.

Reciprocal Teaching

Good job for the group has done a nice video production in a shorter time. Edward has shown enthusiasm by giving specific affirmation and good reasoning. Edward added the value by affirming words like “I am impressed with you”. This is a great illustration of the HBL lesson too.

Phonograms

Joshua has shared in ‘O’ letter that his mentor taught him the words “Oh my god”. We also discussed the pronunciation of ‘j’, ‘o’ and ‘s’. I find it was fruitful as we share and practice pronunciation correctly.

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Sui San really got me thinking about what it means to be engaging. I actually have difficulty focusing during online lessons but she really got my attention throughout the whole time! I've learned a lot! Thank you for such a fun time!

The current way of learning Phonics is really difficult for me. But this got me thinking. If I'm going to teach a student who has minimal knowledge about something and who doesn't like something because of his minimal knowledge, I need to scaffold more and make my lessons engaging to make him interested to want to learn.

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I enjoyed today's sharing so much! It was a challenging period but the two groups managed to display flexibility by creating such an engaging online presentation for us! Thank you!!!

I guess everyone will agree with me that Mdm Ng's way of teaching was fantastic. The sharing by Joshua, Sara and Sui San was so engaging and effective in delivering the DRTA. That makes me reflect on my past experiences in reading comprehension. I was so fixated at looking for the meaning of individual words that I neglect understanding the story as a whole. I remember myself searching for definition of words in the dictionary, copying down on top of the words, forcing myself to understand the definition without connecting it to the context. Using DRTA engages students' active thinking, and encourages students to connect the clues found to understand the passage.

I learnt so much from Chee Bing, Edward and Vaani's lesson too! In a class of 40, there will always be students who are not contributing during group discussion, and some students will end up dominating the discussion. By assigning the role of clarifier, questioner, predictor and summarizer, students will definitely be more participative during lessons. It also relates to the Constructivism theory of learning, where students learn and create meaning through interaction. I will definitely try out Reciprocal Teaching if I am given the opportunity to.

The sharing by Dr Liz on having the right attitude makes me reflect a lot too. The shift from being a teacher to AED(LBS) is very drastic. Quite a number of my fellow colleagues questioned my decision and it took me quite long to convince myself to ignore some of the negative comments, and do what I feel is more meaningful. Thank you Dr Liz for always reminding us to be positive!

I was paired up with Mar during the phonics discussion. We talked about the w, wh and hw sounds, and also on the similar sounds such as ir, er and ur. We were wondering how do we explain to our students when to use each of the phonograms? For example, Why can't I spell 'bird' as 'berd'?

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Aha moment today was a slightly new experience as we were in random groups thus we were doing our sharing with a new group of friends which was nice too!

I like the tuning-in video that Dr Liz shared because my Aha moment was one of the tip that I learnt from the video that was to get students to draw as part of the re-telling of the story process. I feel that students will enjoy drawing as sometimes just speaking might not interest them as much and for introvert students, this drawing method would be good.

The first group shared on the Directed Reading Thinking Activity (DRTA) which was very engaging and interesting. I liked how Sui San presented the story. I feel that if I was a student in her class, I would be enjoying the story session. They even added a music to the story which made it very engaging. I like how the DRTA strategy encourages students to ask a lot of predictive questions and how this strategy can be adapted for children of all age groups.

The second group shared on Reciprocal Teaching and this is another strategy which can be used to develop students' comprehension skills. Similar to the DRTA strategy, this strategy also encourages students to ask predictive questions. Good job to this team for making the necessary changes to their presentation style within a short duration.

I found both these strategies very informative as many students struggle with comprehension skills and these are very good strategies to teaching them. Looking at these two teams presentation today also got me thinking of how my team and I can present our strategy next week via online.

During the phonics sharing during the last segment, Boon Ee and I discussed that the sounds that we find more challenging would be sounds that involve two letters such as /wh/, /th/ and so on and also letters that have more than one sound such as /o/, /e/, /c/.

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The four different roles (The Questioner, The Clarifier, The Predictor, The Summariser) in Reciprocal Teaching were clearly demonstrated and the statistics at the end showed the evidence how useful this strategy was in promoting comprehension in reading. I can see this strategy being used in collaborative learning where the four roles are assigned to the 4 students in a group in a reading lesson. Knowing that the video was done up in just one day is absolutely impressive. Adaptability to different situations is a much needed quality in educators.

Thanks to Sara and Joshua for working so well together on our DRTA assignment. Upon reflection, I should stick to just one cup of coffee (or a martini, shakened not stirred, kidding!) as sometimes being too perked up may distract students who then focus on the teacher and not the lesson. Yes, I  can get carried away. (fyi, the music used was from the James Bond movie.) Knowing the class and student profiles is important to hook their attention and make the lesson interesting.  There is so much possibilities in a DRTA lesson - increasing curiosity to want to read to find out more and thus develop a passion for reading, reading for comprehension where inference skills are honed, teaching expressiveness and punctuation when reading to deliver the mood to tell a story, etc.

One point Dr Liz brought up which resonated with me was that as an AED (LBS), we need to make ourselves visible so that the teachers can see what we are doing and will buy-in to what we would like them to try for our students. Both parties have good intentions but different ways of teaching. So to get them to "see" things our way or to tweak their lessons to suit the student, it is important to have positive working relationship among our colleagues. After all, we have a common goal which is to help the students.

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1. The sharing by Sui San, Joshua and Sara was fantastic! Sui San's style was so energetic and engaging and I can imagine how engaged her students will be when she teaches them. I have learnt that DRTA is a good way to incite curiosity in readers and help them piece together information provided by the story to make sense of it or to make predictions. The questions asked also help to structure the thinking.

2. Kudos to Chee Bing, Edward and Vaani for a job well done too! It was impressive that they managed to record and polish the video at such short notice and still communicated it in a clear and concise manner. I have learnt that reciprocal teaching not only breaks up the teaching into 4 different roles, it also allows for students to be empowered to try out these techniques. It helps with building confidence and helping them to achieve small successes, when they are able to break down texts into smaller chunks and use the four techniques to aid in reading comprehension.

3. The short discussion that Radhiana and I had was fruitful. Both of us agreed that the ir/ur/or/er phonograms can be confusing for many of us and even our students. It would be helpful to learn of catchy and simple tips and tricks that would help our students to understand better and learn these so that it does not confuse them when they learn to spell.

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The first breakout session to talk about Aha moment with 4 others were like a reflection on my own self. Dee mentioned that we should learn from our students and be reflective educators. How are we as educators, how can we prove ourselves to be efficient and useful educators? That got me thinking.

DRTA lesson by Joshua, Sui San and Sara was super engaging. The positive energy level, expression in reading, exaggeration of Mdm Ng was enough to extinguish all my morning sleepy spells. I learnt that even though we are teaching comprehension, we can still incorporate phonograms while reading the text eg. ng, sm-ugg-ling. Students love to see their teacher do silly things with props. So it is definitely something that I can learn to do too. The background music definitely made the atmosphere more thrilling as we read the passage. Non-threatening climate, teachers make mistakes too, giving specific affirmations are some takeaways from that group.

Reciprocal Teaching by Edward, Vaani and Chee Bing was impressive. They managed to put up a video in a short amount of time. It teaches me that in our job, we always need to adapt to changing situations and I foresee that happening a lot in our job. Delivery was concise, clear and the video clip explains the specific roles clearly. Predictor, Questioner, Summariser and Clarifier – I learnt that with so much info to learn at one go, it is good to break it down to 4 parts to allow students to learn a bit at a time. Roles can be rotated in another activity.

The last breakout with Hang Chi, we discussed about the ir, er, ur. The sounds are all the same to me. Are the shape of our lips/mouth different for all 3 sounds? Another confusing sound is w. My mouth just couldn’t figure out its shape when making the sound.

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Great Sharing by both groups as usual on DRTA and reciprocal teaching

Thanks Mdm NG for the great and interactive teaching!
I understand that Directed Reading Thinking Activity make lesson interesting and exaggerating and expression can be well used to plant knowledge into the sub-conscious mind of the students.
Under social power of Alderman’s likeability, it makes the teacher well like and will listen to them.
Energy can make the students get extra boost and makes them stay focus and into the story.
Non-Threatening classroom always allow student the chance to continue to give feedback.
Notice that new vocabulary word can be learnt when teacher is able to emphasize it.

Reciprocal Teaching video was well done and kudos for the effort!! Now we learn how to put the fabulous 4 together.
Predictor, Clarifier, Questioner and Summarizer.
It promotes self-independency as students can think about their own ideas during reading. Students also can be involved to check their own comprehension as they read along thus students are more willing to ask questions as they read and makes the text more understandable and easier for the student to comprehend the text or book they are reading.

We understand Phonics is gonna be quite an important skill to learn as students need to acquire basic reading skills in order not to look lost in class and whichever reading strategy will not work fully on them.  During the short time, Sara and I were looking at these 2 phonograms ed and ough.
How do we teach when ed is at the front and any good way to teach ough?

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Takeaways:
The presentation from Joshua, Sui San & Sara was very interactive. I liked the way Sui San made the classroom a  non-threatening environment for the students to be actively involved in learning. The use of props and background music definitely awakens the curiosity of each individual.

My presentation on reciprocal teacher, together with Edward and Chee Bing made me realize that as AED LBS, we should always be ready to adapt to changes in the shortest possible time. Thanks to Edward and Chee Bing for working alongside with me to make changes to our presentation mode.

While discussing with my group during breakout session, we acknowledged that we are having difficulties with digraphs with multiples sounds, e.g. 'ou'. 'OU' has 4 different sounds, 'ow' as in found, 'long o' as in four, 'oo' as in you and 'uh' as in country. So how do we know when to use which sound?

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Direct Thinking Activity

Very well demonstrated even though it was online! Personally for me, I have never seen any lesson delivered online so lively,engaging and interactive. It debunked my notion that HBL is so boring!
My notion of HBL is always instructional(one-way). Your group has now shifted my thinking. Kudos!
It has shown all the elements of what you want to deliver face to face , on the video without any dilution. I can reason better with videos than reading text. Well done Sui San, Joshua and Sara!

I also realise that many of the strategies are overlapping at some areas; predicting, questioning. Very powerful strategies.
I had seen  my LBS working with 3 FEL pupils. They were all of the same profile; quiet, shy.. eliciting monosyllabic response to questions. After a few sessions, they were able to string a sentence when talking.

Today's lesson reinforced my thinking about using this strategy for comprehension.