They can be involved by giving support and assisting their children doing simple task such as casual reading and writing at home.

1. Performance-based-assessment

2. Exercise based on the 4 language skills.

Assessed:

1. In group

2. One to one assessment.

Yes,there are. Diagnostic assessment, lesson plan- explicit instructions, learning tools (multisensory, tech-based, remedial workbook, parents involvement materials, hands-on materials)

Teachers or instructors in RI need specialized training due to the roles:

1. To help the slow learners to master the learning skills;

2. To diagnose of the slow learners learning difficulties;

3. To construct remedial materials and tools;

4. To conduct the remedial activities;

5. To plan and carry out the effective strategy of English teaching.

Remedial Instruction used in an intervention to target basic skills such as phonics, reading, writing and number sense with the goal of raising the student's ability to standard expected of their age - to 'remediate' the problem before it becomes worse.

Common subjects - English Language, BM, Science, Math

Using formative assessment

Setting clear goal and objectives

Providing regu lah r feedback and support(from Mr G)

I’m using a small book which they cut and colour themselves with one blank column/space at the bottom for their parents to sign.

Then I ask them to read/point (at school)

1. Students who lack self- confidence

2. Learning abilities: students who cannot speak, read and write in English

3. Students who require additional support to catch up to their peers.

   These challenges are addressed;

   1. Give remedial activities

   2. Give guidance.

1. Low level of comprehension

2. Poor memorization potential

3. Failure to understand instructions and implement them

4. Lack of motivation towards learning

SOLUTIONS to overcome the challenges:

1. At the ppls' pace, step-by-step guidance should be given without skipping any content.

2. To aid ppls in remembering what they have learned and practising what they have learned regularly assess their progress and provide quizzes.

3. Have a system in place for assessing the ppls experiences and determining whether or not he/she is prepared to proceed (eg checklist)

4. To promote greater individual focus, offer guidance in small groups.

1. Attendance

2. Time Consuming regards year 4 Syllabus

3. Student's gap level

Solutions:

1. Approach parents about the attendance's issue.

2. Peer Learning

3. Extra activities

4. Provide reading materials

1. Mixed learning abilities among the students

2. Lack of parents support

3. Lack of student interest in the language

Solutions to overcome the challenges

1. Divided the students according to their learning abilities. Give enrichment activity to the advanced and remedial activity to the weak students. Teacher can give guidance.

2. Through HIP outreach activity. Give talks to the parent. Emphasized the important of their support.

3. Fun learning. Example using songs or games.

1. Short attention span

2. Lack of motivation

3. Language (use BM/Iban)

Solutions

1. Use fun/interesting teaching methods/materials

2. Positive enforcement (praise, give reward)

3. Use clear and simple instructions

1. Put them in group according to their abilities in classroom.

2. Provide guidance according to their needs.

3. Use positive pair work. Collaborated with their friends.

4. Reward system. Given to those who completed the task.

5. Include the parents in their project work (HIP). Example Family Tree.

6. Communicate equally with the whole class. No one left behind.

7. Use level specific material. Differentiate specific material in teaching the level ( pre A1 and Mid A1)

8. Create conducive learning environment in class (no punishment and give praises)

9. Provide a variety of learning materials especially aid visual.

10. Fun learning in the class ( Hangman or running dictation)

10 ways to support pupils in a mixed ability classroom

1. Structure the lessons to have more open-ended possibilities

   • By this activity ppls will able to constribute to the best of their ability at ease (e.g make a small group and ask the ppls to write as many sentences about something/topic in a certain of time)

2. Create ongoing activities

   • given to the high achiever ppls who finish their work faster than others (e.g journal writing, book/picture review

3. Use level-specific material

   • Make adaptations to the exercises to make them suit both levels (eg providing a hard7er and an easier option)

4. Communicate equally with the whole class

   • Rotate the people call on and treat every ppl as an individual. Make sure they all know their contribution to the lesson is valued, by praising each ppl often

5. Use positive pair-work

   • Pairing up weaker and a stronger ppl for activities will allow the two to communicate and help each other in a less public environment. The stronger ppl will feel like they have more responsibility and the weaker student will receive one-to-one help.

6. Group according to the ability level

   • Putting them into groups with students with similar abilities will allow them to use the more advanced language they are capable of and will present them with a greater challenge in class.

7. Encourage a helpful atmosphere

   • Encourage ppls to help each other to do daily task or a long term project

8. Use strategic interaction Method

   • Carry out the roleplay. Everyone participates though not everyone has to speak from up front.

9. Differentiate tasks

   • Give the same materials with a different task. The weaker ppls will receive a set of questions focusing on just what is happening in the task. This strategy will also allow high achiever ppls to be challenged, while low achiever ppls will gain confidence.

10. Whole class approach

    • Anyone of the ppls will work with ppls at different levels - experiencing stronger and weaker levels of communication. This supports the low achievers and provides opportunities for the high achiever ones.

1. Boost their confidence by providing do-able exercise

2. Action songs

3. Positive reinforcement

4. Seekers grabbers

5. Simple and short instruction

6. Keep a learning log

7. Peer coaching/ mentor mentee

8. Scaff-folding

9. Create opportunity for them to experience/ achieve something

10. Graphical representation of learning material through drawing, photos or charts

1. Use simple instructions

2. Set suitable objectives

3. Differentiate activities based on pupils’ level

4. Peer-coaching

5. Give reward

6. Provide multi-sensory activities

7. Involve parents

8. Fun activities

9. Integrate ICT

10. Use different materials & resources