p3/4 english workshop for parents - poiching.moe.edu.sg · p3 & p4 english workshop for parents...
TRANSCRIPT
Aims Of Workshop
At the end of this workshop, you will:
1. Have an overview of the Primary 3 & 4 EL assessment format
2. Understand what is covered in STELLAR for Primary 3 & 4
3. Have more ideas to support your child’s language learning
Parents’ Concerns
• How does the school support the students in mastering
the four English literacy skills?
• How can I support my child in the learning of English?
• How can I encourage my child to write and learn in
non-threatening situations?
• How can I make use of authentic materials to help my
child develop his/her responses?
Presentation Overview
Aligning teaching and assessment
EL syllabus
Paper 1
• Continuous Writing
Paper 2
• Language Use –Grammar and Vocabulary
• Visual Text Comprehension
• Comprehension Open-Ended
Paper 3
• Listening Comprehension MCQ
Paper 4
• Reading Aloud
• Stimulus-Based Conversation
OVERVIEW OF P3 ASSESSMENT
Term Component Assessment type
Term 1
Modified Paper 2: Language Use (30m)Booklet A: Visual Text Compre MCQ, Grammar MCQ,
Vocab MCQ, Grammar Cloze, Editing, Compre Cloze,
Synthesis & Transformation
Weighted
Assessment
Term 2 Writing (20m)Continuous Writing (at least 120 words)
Weighted
Assessment
Term 3 Modified Paper 2: Compre OE (20m)Compre OE – two passages
Weighted
Assessment
Term 4 Full Paper – Paper 1 to Paper 4 (100m)End of Year
Examination
OVERVIEW OF P4 ASSESSMENT
Term Component Assessment
type
Term 1
Modified Paper 2: Language Use (30m)Booklet A: Visual Text Compre MCQ, Grammar MCQ,
Vocab MCQ, Grammar Cloze, Editing, Compre Cloze,
Synthesis & Transformation
Weighted
Assessment
Term 2 Paper 1, 2 & 3 (84m)Mid-Year
Examination
Term 3 Modified Paper 2: Compre OE (20m)Compre OE – two passages
Weighted
Assessment
Term 4 Full Paper – Paper 1 to Paper 4 (100m)End of Year
Examination
Strategies for English Language
Learning and Reading
Aims to move EL learners towards
independence using authentic texts
and learning activities that motivate
and engage different learners.
IT skills
Collaborative
Skills
Communication
Skills
Creative and
thinking Skills
Teaching of English Language
Speaking Skill
Reading Skill
Listening Skill
Writing Skill
STELLAR lessons develop …
• Language Skills
• Listening & Viewing
• Speaking & Representing
• Reading & Viewing
• Writing & Representing
STELLAR Lessons
STELLAR lessons develop …
• Social Skills
• Oral interaction among peers
in non-threatening situations
• Working in partnership with
other children
• Turn-taking & respect for
others during class discussions
STELLAR Lessons
Building up
Pupils’
Speaking
Skills
Scaffolding
SchoolS.P.I.C.E. ProgrammeSpeaking Publicly Ignites Confidence and Excellence• Presentation of an item on stage
with the use of ICT or props
ClassIndividual Work• Individual Presentation
ClassGroup Work• Group Discussion on given
assignments• Group Presentations
Generic skills come into play:- Communication skills Social Skills Collaborative Skills Creative skills Thinking skills IT skills
Building up
Pupils’
Reading
Skills
Scaffolding
Individual Activity
Class Activity• Reading of books from class library• Extended reading Houghton
Mifflin
Class ActivityShared Book Reading (SBR) • Reading of big books
• Sustained Silent Reading for English• Mondays - Wednesdays
Building up
Pupils’
Listening
Skills
Scaffolding
Individual Activity
• Weekly Spelling
• Listening Comprehension
Exercises
Pair Activity
Oral: Reading Aloud
• Peer Assessment
Class Activity
Shared Book Reading
• Effective questioning of
stories read
Building up
Pupils’
Writing Skills Scaffolding
Individual Activity On a given theme guiding
questions are provided
Group Writing • Different genres of writing on a
given theme
Journal Writing • On a given topic with
guiding questions
Writing Package • Elements of Recounts/Narratives/
Information Text
Composition Writing• On a given topic with
guiding questions
Experiential Activities• Providing authentic experiences
related to theme
In a STELLAR classroom…Questioning during the reading
strategies (SBA, Supported Reading, KWL, Retelling)
Stimulus-Based Conversation
Comprehension
In a STELLAR classroom…
Exposure to a wide range of text types, including visuals
Visual Text Comprehension
Text types done in P3 and P4:
• Personal Recount
• Explanation
• Narrative
• Procedural
• Information
Implication:
Students should read a wide variety of books so that
they are better equipped with the structures of the
various text types.
The English Department created an integrated booklet for every unit that is
• Thematic
• Structured
• Holistic
English Integrated Resource Booklet
• Houghton Mifflin stories are included in booklet
• Language skills, vocabulary and content are conducted in a standardised step-by-step manner
• Parents will be aware of the grammar and language items covered
• Parents will be able to use the notes in the booklet to guide their children
English Integrated Resource Booklet
Composition - Pre-Writing Activities
• Writing package included in the STELLAR Worksheets
• Worksheets that focus on:Structure and organisation of a story
Generating ideas
Vocabulary / word choice
Sentence fluency
Paper 1–Continuous Writing
• One question – to write in continuous prose(narrative/non-narrative)
• One topic/theme given with different possible approaches to it
• Stimuli (pictures and pointers) to help pupils view the topic from different perspectives
• Helping words are provided to help students in their writing
• Pictures not arranged in sequence• Pupils MUST use at least one picture and write
based on the topic.
Continuous Writing
Write a composition of at least 120 words about a
celebration.
The pictures, not arranged in sequence, are provided to
help you think about this topic. Your composition should
be based on one, two or all of these pictures.
Consider the following points when you plan your
composition:
What was done to prepare for the celebration?
How did the celebration end?
Helping Words:
balloons
invited guests
snacks
presents
games
Sample CompositionWhen all the guests had arrived, we played
games such as, ‘musical chairs’ and ‘pass theparcel’. Then we ate the scrumptious snacksprepared by Mother. After that, Mother brought outthe birthday cake. “Surprise!” Mother shouted.
The cake was humongous! Everyone gasped inawe. I was so taken by surprise that I wasspeechless! Then everyone in the room sang me thebirthday song melodiously. I made a wish and cutthe cake joyfully. Everyone enjoyed the deliciouschocolate cake.
Some Observations
• A variety of sentences used – simple, complex & dialogues
• Vocabulary-rich and varied
• Effective paragraphing
• Evokes interest of the reader
What is a good piece of writing?
Content Language and Organisation
• Relevant ideas • Accurate language in terms of
grammar, expression, spelling
and punctuation
• Interesting and
thoroughly-
developed
composition
• Wide and appropriate use of
vocabulary
• Realistic • Sequencing, paragraphing and
linking of ideas and facts
General Weaknesses
• Unrealistic Content
• (e.g. Sentenced to 10 years for shoplifting,
act of bravery – did not cry when the medics
treated the wounds)
• Language
• Ungrammatical sentences
• Wrong spelling
• Wrong use of punctuation (e.g. for dialogue)
• Inappropriate use of words / phrases
• Read model essays
• Pay close attention to setting, character(s), development, description of events
• Read newspaper articles
• Focus on vocabulary and content
• Expose to different themes
How can you help your child?
Visual Text Comprehension• Text which includes visuals
• Types of visuals:• Pictures, diagrams, charts, graphs, tables,
together with some written text
• 2 multiple-choice questions
• Interpret and evaluate details
Visual Text Comprehension –Sample Questions
Evaluation of specific details
Based on the brochure, which one shows the benefit of regular exercise for children?
Understanding use of vocabulary In context & sentence structure
What does “benefit” in the brochure mean?
How do I help my child?• Pay attention to details provided in pamphlets and
flyers
• Understanding of
• Purpose
• Audience
• Context
• Pose questions to your child about the pamphlets or flyers when you interact with them
• Why are illustrations and
photographs used in this
poster?
• What is the purpose of this
poster?
• How much do I have to
pay for the event?
• If I want to get a meal in
Sentosa, do I have to pay
for it on my own?
• Where can I get the tickets
for this event?
• Who organised this event?
Comprehension
• Two passages testing different comprehension skills
• Marks allocated based on demands of the item
• Answer form varies: e.g. Box, graphic organiser, lines
• Examples of reading comprehension skills:
• Sequence details
• Distinguish between cause and effect
• Compare and contrast
• Categorise and classify given details
• Identify fact and opinion
• Draw conclusions
• Interpret and integrate information
• Identify problem-solution in a text
How do I help my child?• Read with understanding (both text
and questions)
• Take note of key words found in the questions
• Identify evidence from the passage
• Answer to the point with relevant details
• Check for grammatical and spelling accuracy
P3 and 4 Listening Comprehension:
• Show understanding by using listening and viewing skills.
• Greater emphasis on viewing and interpreting skills.
Listening Comprehension
• A total of 16 MCQS which include 4
questions on picture matching
• Responses require interpretation
(listening and viewing)
P3 and 4 Listening Comprehension:
• Picture Matching
Alex spotted the animal he wanted as a pet. It was not another dog or feathery creature. He could even put it in his pocket as it was cute like a rabbit but much smaller.
What are we looking out for?
READING ALOUD
• Pronunciation and articulation: to read a passage with good pronunciation and clear articulation of the words
• Rhythm and fluency: to use appropriate rhythm and stress to achieve a well-paced, fluent reading of a passage
• Expressiveness: to read with appropriate variation of pitch and tone in order to convey the information, ideas and feelings in a passage
LET’S LISTEN…
• You will hear 2 pupils reading the same passage aloud.
• There are some differences.
• Let’s see if you can hear the differences.
PASSAGEThousands of office workers were late for work
yesterday as trains on the north-south line stopped
running for almost four hours. Buses had to be brought
in to ferry stranded commuters to their destination.
Earlier, during the morning school rush hour, an
eleven-year-old boy had fallen onto the track. He was
running around the waiting area and playing with two
friends when he lost his balance. He was injured when
the approaching train could not stop in time.
STUDENT A STUDENT B
Prompts for Stimulus-based Conversation
A. Look at the picture. Which one of the categories would you choose to take part in? Why?
• What do you think about the prizes offered?
B. Have you taken part in a competition? Tell me about it.
• What is one competition your school had organised? Tell me about it.
C. Why is sportsmanship important?
• Why must we compete fairly in a competition?
3 standard prompts
1. First prompt is always based on the picture
2. Second prompt is a personal question related to the theme
3. Third prompt is a big-idea question related to the theme
What are we looking out for?
STIMULUS-BASED CONVERSATION
• Personal response: to give and develop
personal responses
• Clarity of Expression: to express oneself clearly in
a conversation, with accurate pronunciation
and using a wide range of appropriate
vocabulary and accurate sentence structures
• Engagement in Conversation: to interact with
the examiner
How can you help your child with this component?
• Ask for their opinions frequently.
• Ensure your child speaks in complete sentences.
• Provide common experiences, for example, going to the market, beach, places of interest and talk about their experiences.
• Listen/watch the news frequently to acquire content knowledge.
Understanding the world
• Provide common experiences such as going to the park, beach and places of interest.
• Respond to their questions about the world.
• Ask for their opinions frequently.
• Ensure your child speaks in complete sentences with a good use of vocabulary.
• Listen to the news frequently.
Reading for learning
• Read widely
• Read age-appropriate text
• Pay attention to setting, character(s), development of the story, description of events
• Help your child compile newspaper articles
• Focus on vocabulary and content
• Relevant themes : environment, school, healthy lifestyle, celebrations, family time, etc.
• Be a good role model