PEJABAT PENDIDIKAN DAERAH PAPAR,

SABAH

ACTIVITY
HANDBOOK
School Support Plan Workshop 2015

Compiled by:
Betty D Primus @ Betty Adantus
SISC+
English Language Secondary School

TABLE OF CONTENTS
I.

Foreword..............................................................................2
Vocabulary Activities
Activities for Word Wall
Grammar Intervention ideas
Reading Intervention Ideas
Creative Writing Ideas

II.

Appendix 1...........................................................................9

III.

Appendix 2.........................................................................10

IV.

Appendix............................................................................11

V.

Appendix 4.........................................................................12

VI.

Appendix 5.........................................................................13

VII. Appendix 6.........................................................................14

VIII. Appendix 7.........................................................................15
IX.

cooperative learning notes KAGAN,2009.........................16

FOREWORD
This handbook contains all the activities carried out during the School Support Plan
English Enhancement Programme
for Secondary Schools: District Level Workshop on the 12 and 13 August 2015. The
activities range from a list of suggested interventions for Vocabulary enrichment, Grammar
practice, Reading Comprehension and Creative Writing ideas to help teachers design
interventions to address the gaps identified from the student writing data.
In addition, I have included a few other activities that teachers could do with their students
to engage them better in the learning process. You may adapt or adopt the activities
depending on your students levels and learning styles, as well as the availability of
resources.
I hope teachers will benefit from this handbook and aspire to make learning English fun
and engaging for the students.

Good Luck.

Betty D Primus @ Betty Adantus

SISC+
English Secondary Schools
Papar District Education Office

VOCABULARY ACTIVITIES

A.

Word Wall

Word Wall is a good way to help students build on their vocabulary list and
to support retention. You can begin with a piece of blank manila card or mahjong
paper and a set of empty cards (cut to your preferred sizes and shapes). There is
no rule on how you have to arrange the words on the Word Wall. You can be as
creative as you can with the students.
Once you have enough words on the Word Wall, you can do various
activities with the students to help them remember the words. You can do it
weekly or monthly. Make full use of the words from the Word Wall to help student
remember better.

Activities for Word Wall

P.S. All these activities could be carried out once your Word Wall has enough words to
support the process.

Bingo
You will need photocopied sheets of 9 or 25 blocks (see appendix 1). Students will need objects
to cover words*.
1. Call on students to pick words from the wall they want to be included in the game.
2. As each word is picked, students will write it on their Bingo sheet in any blank block they
choose and you will write it on an index card.
3. When all students have filled up their sheets you are ready to play.
4. Shuffle your index cards and call the words one at a time.
5. Have students chant the spelling of each word and then cover it with their object or draw
an X on the word.
6. The first student to have a complete row covered or straight X wins Bingo.

7. Students can clear their sheets and play again.

Cunningham, P.M. (1995). Phonics They Use. N.Y.: Harper Collins.

Word Search
1. Pass out a copy of a Word Search worksheet (See Appendix 2) to each student.
2. Teacher chooses 5 words from the word wall.
3. As teacher calls out word, students chant and write on blank at bottom of worksheet.
4. When all 5 words have been written, students place each word in the word search puzzle and
add additional letters to fill in the boxes.
5. Trade Word Search puzzles.
6. When each word is found, trace around it with a colored pencil, pen or marker or use a
highlighter to highlight the word found.
Fountas, I.C. Pinnell, G.S.: (1998)Word Matters. N.H. Heinimann.

Hopscotch
1. Make a hopscotch on the classroom floor with tape, or on the playground with chalk.
2. Choose a word wall word and write one letter in each box of the hopscotch and the whole
word at the top.
3. Students hop and say each letter to spell the word and the say the word
at the end.
4. Do for additional words.

Verb

Each group gets a placemat (see Appendix 3).

The middle part will contain the task. E.g. Activities you do at home

Each group member must write on the part assigned with their corresponding numbers
(1 5)

Noun

Underline the verb and transfer it on a word card provided and paste it on the Word Wall.

a. Each student will receive a word card with a keyword. E.g. family, building
b. Students find other friends with a similar keyword.
c. They form a new group and brainstorm more words on the same category and write it on
the other side of the word card.
d. Paste their words on the Word Wall.

Graffiti Wall
i.

What words can students remember from yesterdays lesson? Each student take turns to
write their words on the graffiti wall (Teacher calls out the number 1 4 / decide how
many students to do it in a lesson).

ii.

Pick a word from the Word Wall make a sentence using the word chosen. Students write
their sentences on the Graffiti Wall.

Word Translation
1.

Each group will be given a task sheet with 5 words (preferably vocabulary found in the
reading text the teacher will use in the lesson).

2.

The group will look for the meaning / translation in Malay and complete their vocabulary
table.

3.

Mix-Pair-Share (refer to Cooperative Learning notes) mix around to learn new words.
Complete your list.

6.

Transfer the words on word cards and add them to the Word Wall.

Antonym and Synonym

Give 5 adjectives to each group. Find the antonym and synonym. Write on a blank word card and
paste it on the Word Wall.

Word Web
Each student will get a word. E.g. Laugh, chuckle, giggle. Find other words that belong to the
same category. Sit together as a group. Make a word web on an A3 sheet.

Choice Board
Student decide what they want to do based on the list on the choice board. Form a new group
with similar activity chosen and come up with a:
1. Crossword puzzle

2. Boggle
3. Word Search
4. Antonym Search
5. Same or Different

GRAMMAR INTERVENTION IDEAS

Part of Speech Sorter
In group, students will get a pack of cards and a placemat. Each student takes turn to pick a card
and read the word loudly. The group then decide if the word is a noun / adjective / verb and place
it on the correct label (see Appendix 4).

Verb
1. Read a text. Underline / highlight the verbs. Find out the past / present / future of the
verbs. Complete a table given. (See Appendix 5).
2. Each group will receive a set of verb cards. Decide whether the word is an action or a
linking verb and put them under proper headings. (see Appendix 6).

Reading Intervention Ideas

Jigsaw Reading
Each group will be given a segment of a longer text. Scan for relevant information to complete a
task sheet given.
Different share: Group according to your number and exchange information to complete the task
sheet.
Go back to your own group. Compare notes.

Running Dictation:
Choose your partner. Decide who is A and B.
A will run to the text and memorise as much as he/she can then report to the partner. After 2
minutes, switch roles until you get the full text written down.

Colour Me Right
Read a text and answer the question by colouring the correct information.

CREATIVE WRITING IDEAS

Dig Deeper
Draw a diagram (see Appendix 7).
Write a simple sentence in the first hole.
Underline the verb / noun using different colours.
*Modify the verb / noun or add in adjectives in the next hole.
*Replace with synonyms / add in details in the next hole (may add in idioms, relative clause,
preposition, examples etc).

Creative Writing: Pair Work

Step 1:

Draw the face of a person in the top right-hand corner of an A3 paper

Give the person a name.

Then on the top left of the page write 5 adjectives to describe the person's appearance.

Next write 5 more adjectives to describe the person's character.

write three things that the person likes doing.

write who the person lives with.

Step 2:

Start your essay with:

It was a dark and stormy night and

write in the name of the person they have drawn and followed by the word was

Complete the sentence using their imagination and add one more sentence.

Pass the paper to the pair on your right*.

Read and add one more sentence. Pass to the right.

Continue to gradually build the story until you are told to end it.

Follow up:

Put the story up for everybody to read and vote for the best one.

Use it for error identification or correction.

Type the story and add in more details.

APPENDIX 1
B

APPENDIX 2

WORD SEARCH

1. _________________________
2. _________________________
3. _________________________

4. ___________________________
5. ___________________________

APPENDIX

Activities you do at
school

2
3

APPENDIX 4

Lets Sort This Out!

Place Cards Here

NOUNS

Place Cards Here

VERBS

Place Cards Here

ADJECTIVES

APPENDIX 5

Verb Tenses
Past

Present

Future

APPENDIX 6

Action Verbs

Linking Verbs

APPENDIX 7

COOPERATIVE LEARNING NOTES KAGAN,2009

Mix Pair Share
1. Students mix around the room.
2. The facilitator calls pair.
3. Students pair up with the person closest to them. Students who havent found a partner raise
their hands to find each other.
4. Pairs discuss a topic or answer a question given by the facilitator, with think time.
5. Repeat steps 1-4 until all questions are answered.
6. Students thank one another or give a positive affirmation.

1.
2.
3.
4.
5.
6.
7.

Numbered Heads Together

Students sit in groups of four, each with a different number.
The facilitator gives a topic to talk about or a question to answer and gives think time.
Students privately write their own answers.
Students stand up, put heads together, show answers, discuss and coach if necessary.
Students sit down when everyone knows the answer or has something to share.
The facilitator calls a number; the numbered students from each group stand. The teacher
chooses from these students to answer.
Teammates praise students who responded.

Pairs Compare
Students work in pairs, then as a group to answer a question or find a solution.
1. The facilitator provides a question or topic that has multiple possible responses and provides
think time.
2. Students work in pairs and create a list of responses.
3. Pairs team up with another pair to form a team.
4. Pairs compare their lists and add ideas.
5. This team must now create a list with new ideas that were not mentioned on the paired lists.
6. Students thank one another or give a positive affirmation.
All Write Round Robin
Students write answers to questions on pieces of paper, individually at first, then as a group.
1. Students work in small groups.
2. The facilitator poses a problem or question which has multiple possible responses, and
provides think time.
3. Each student gets a piece of paper.
4. Students write ONE idea on the paper and pass it to the right.
5. They read the list on the paper and add an idea. No idea may be repeated.
6. Continue until the facilitator calls time.

Gallery Walk
Students use texts or images placed around the room to complete a designated task.
1. Select material for display.
2. Attach to walls or tables. Make sure displays are well spread out to avoid student crowding.
3. In groups or individually, students rotate from display to display, completing a given task.
Carousel Feedback
Team rotate from project to project leaving feedback for other teams.
1. Teams stand in front of their projects.
2. On a signal, teams rotate to the next project.
3. For a specified time, teams discuss the other teams project, with no writing.
4. Student 1 writes feedback with positive comments and suggestions for improvement.
5. Teams rotate and repeat steps 2-3 until back at their own project. A new student is selected to
write for each round.
6. Teams review the written feedback they received from the other teams.
Quiz-Quiz-Trade
Using question cards, students quiz a partner, get quizzed by a partner, trade cards then repeat
with a new partner.
1.
2.
3.
4.
5.
6.
7.

Students stand up, mix, and pair up.

Partner A quizzes Partner B.
Partner B answers.
Partner A praises or coaches.
Partners switch roles and repeat steps 2-4.
Partner trade cards.
Students find a different partner and repeat.

Round Robin
In teams, students take turns to respond orally.
1. The facilitator poses a problem to which there are multiple possible responses or solutions,
and provides think time.
2. Students take turns stating responses or solutions.
3. Students thank one another or give a positive affirmation.
Think Pair Share
A learning structure which encourages individuals to express their thoughts.
1. The facilitator guides students to think about a topic and provides think time.
2. In pairs, students discuss their thoughts.
3. Students thank one another or give a positive affirmation.
4. Students share their discussion ideas with the whole class.
Timed Pair Share

Timed Pair Share is designed to equalise participation as equal time is structured into the
interaction.
1. The facilitator gives a topic to talk about or a question to answer.
2. In pairs, Partner A talks about the topic and Partner B listens.
3. The facilitator instructs each student to stop by saying time.
4. Partner B shows appreciation for Partner As answers.
5. Partners switch roles and repeat steps 2-4 until the facilitator stops the activity.
6. Students thank each other or give a positive affirmation.
7. Students share their ideas/answers to the class.
Fan-N-Pick
Teammates play a card game to respond to questions. Roles rotate with each new question.
1. Student #1 holds question cards in a fan and says, Pick a card, any card!
2. Student #2 picks a card, reads the question aloud, and allows five seconds of think time.
3. Student #3 answers the question. Student #4 responds to the answer:
For right/wrong answers, Student #4 checks and then either praises or tutors.
For questions that have no right or wrong answer, Student #4 does not check for
correctness, but praises and then paraphrases the thinking that went into the answer.
Students rotate roles, one person clockwise for each new round.
Find Someone Who
Students circulate through the classroom, forming and reforming pairs, trying to find someone
who knows an answer, then they become someone who knows.
1. Students mix in the class, keeping a hand raised until they find a partner that is not a
teammate.
2. In pairs, Partner A asks a question from the worksheet; Partner B responds. Partner A records
the answer on his or her own worksheet and expresses appreciation. Partner B checks and
initials the answer.
3. Partner B asks a question; Partner A responds. Partner B records the answer on his or her own
worksheet and expresses appreciation. Partner A checks and initials the answer.
4. Partners shake hands, part, and raise a hand as they search for a new partner.
5. Students repeat Steps 16 until their worksheets are complete.
6. When their worksheets are complete, students sit down; seated students may be approached
by others as a resource.
7. In teams, students compare answers; if there is disagreement or uncertainty, they raise four
hands to ask a team question.

One Stray
One teammate strays from her team to a new team to share or gather information. Teammates
each write three statements, two true, one false, attempting to trick their teammates.

1. A number is randomly called and that student from each team stands up. The remaining three
teammates remain seated but raise their hands. Without consulting teammates, each student
writes down his/her own best guess which statement is false.
2. Teacher calls, Stray.
3. Standing students stray to a team that has their hands up.
4. Teams lower their hands when a new member joins them.
5. Students work in their new teams to share or gather information.
Optional: Students return to their original teams to share what they learned when they
strayed.
Team Stand-N-Share
Teams check off or add each idea as it is shared by other teams, sitting down to show every
teams ideas have been shared.
1. All students stand near their teammates.
2. The teacher calls on a standing student holding the team list.
3. Selected student states one idea from the team list.
4. The student in each team, who is holding the team list, either adds the item to the list, or if it
is already listed, checks it off.
5. Students pass their team lists one teammate clockwise.
6. Teams sit when all their items are shared. While seated, they add each new item using
RoundTable. When all teams are seated, all items have been shared and Team Stand-N-Share
is complete.
Talking Chips
Teammates place Talking Chips in the center of the table to make sure everyone contributes to
the team discussion.
1. The teacher provides a discussion topic and provides think time.
2. Any student begins the discussion, placing one of his/her chips in the centre of the table.
3. Any student with a chip continues discussing, using his/her chip.
4. When all chips are used, teammates each collect their chips and continue the discussion using
their talking chips.