Ai Tong School EL Workshop for Parents Date: 28 February 2015 (Sat) - - PowerPoint PPT Presentation
Ai Tong School EL Workshop for Parents Date: 28 February 2015 (Sat) Time: 8.30 a.m. to 11.30 a.m. Programme Programme Presenter Registration Mdm Sulasni 2015 PSLE New Format (EL) Oral Communication Strategies (Stimulus- Ms Magdalene
Programme Presenter
Registration Mdm Sulasni 2015 PSLE New Format (EL) Oral Communication Strategies (Stimulus- based Conversation) Ms Magdalene Voo Situational Writing Ms Julia Ho Continuous Writing Mrs Ellene Lee Comprehension Open-ended Ms Nur Asrini
Strengthen school-home collaboration
Teaching and Learning during EL lessons
EL strategies T&L processes
2015 PSLE New Format (EL)
Paper 1: Writing
Situational Writing Composition Writing (NEW FORMAT)
Paper 2: Language Use
Booklet A (NEW COMPONENT) Booklet B (NEW COMPONENT)
Paper 3: Listening Comprehension Paper 4: Oral (NEW FORMAT) Reading aloud Stimulus-based Conversation
Paper 1: Writing
Composition Writing (change in format)
Paper 2: Language Use
Booklet A
Visual Text Comprehension (8 x 1 mark)
Booklet B
Editing for Spelling and Grammar (12 x 1 mark) Comprehension (20 marks)
Paper 4: Oral Stimulus-based Conversation (20 marks)
Level Task / Feature P1 Guided writing with picture cue
Guided writing – Picture Series
P2 Guided writing – Picture Series
Guided Writing – Picture Sequence
Level Task / Feature P3 Guided Writing – Picture Series
P4 Guided Writing
Level Task / Feature P5 Situational Writing (1 compulsory question) Continuous Writing (1 compulsory question)
P6
Level Component P2 Visual Text Comprehension:
Comprehension Open-ended:
P3 P4
Level Component P5 Visual Text Comprehension
Many exclamation marks are use in this flyer to ____________. The use of bold words in the section shows________________.
Comprehension Open-ended
passage. P6
Level Component P2 Stimulus-based Conversation:
P3 Stimulus-based Conversation:
P4
Level Component P5 Stimulus-based Conversation:
P6
COMPONENT MARKS
READING ALOUD 10 STIMULUS-BASED CONVERSATION 20
“What happened in school today, Jim?” asked Grandpa, who was always eager to hear about Jim’s day at school. “We were told that tomorrow is ‘Eat with Your Family Day’!” quipped Jim enthusiastically. Jim went on to tell his grandfather that on this day, family members are encouraged to have dinner together. Some employers would allow their employees to leave their workplace a little earlier, so that they can make it back home in time for dinner. “I think it is a fabulous idea as children like me would get to have dinner with their parents,” added Jim. Grandpa smiled at Jim knowingly, as he silently hoped that Jim’s parents would one day take his advice and spend more time with their son. “Yes, Jim. Tomorrow’s dinner is going to be a special one, especially for you,” Grandpa chuckled, as he started to think of the menu for dinner the next day.
Internet websites:
Did the reader:
Did the reader:
Did the reader:
NEW FORMAT
Personal Response
Clarity of Expression
appropriate vocabulary and accurate grammatical structures
Engagement in Conversation
School bully’s punch leaves him with stitches
Stimulus
What is the headline of the article?
What is the purpose of using this article in the
headline?
to draw attention to the problem of bullying in school What do you think this article is about? boy injured as a result of bully’s actions bullying in school
Who is the target audience of this newspaper article? parents, general public Where do you think the bullying incident took place? in class/in school When do you think the bullying incident took place ? a few days before 3 February 2014 most probably on Thursday or Friday
Where do you think the bullying incident took place? in class/in school When do you think the bullying incident took place ? a few days before 3 February 2014 most probably on Thursday or Friday
Why do you think the sentence, “Teacher was in the
time, say parents” was added bottom of the picture?
the bully was not afraid of the teacher parents are implying that the teacher did not do
anything to protect the victim
School is not doing enough to protect the victim
eyes only?
it is to draw attention to the injury suffered by the
victim
It is to protect the identity of the victim
this incident?
victim – scared and afraid to go to school/ vulnerable/
humiliated
teacher – upset/angry with the bully’s use of violence in
class
parents of victim – angry/upset that their child was hurt
by a bully
this incident?
bully’s parents – ashamed/ embarrassed/ disappointed/
angry with their child’s use of violence
bully – regretful/ remorseful (if action was in a fit of anger
and it was unintentional) – proud of himself (infamous/notorious) / unrepentant
a) Look at the picture. Would you be interested in reading this newspaper article? Tell me why / or why not. Why do you think the sentence, “Teacher was in class at the time, say parents” was added at the bottom of the picture? b) Do you know of anyone who has been bullied? Besides bullying, what are some other problems
c) Do you think it is important for school to teach values? Why? What do you think are the values that you need to have in order to overcome the difficulties you encounter?
First Tier: STIMULUS Second Tier: PERSONAL EXPERIENCE Third Tier: VALUES
Engage in quality conversations Exposure to concrete experiences Exposure to different reading materials
(newspapers, magazines, storybooks)
Practices available on McOnline Oral samples in Companion Booklets
Situational Writing (15m) Task Fulfilment (6m) Language and Organisation (9m)
NEW
Top Band: 6 content points Middle Band: 4 to 5 content points Bottom Band: 1 to 3 content points
Purpose Audience Context (tone of writing)
How should our pupils approach SW?
in the question:
number them on the question paper
content points in the stimulus.
# $
%& '
(&)"*$ + " ,&- .#.
Text Types
context):
context)
Formal Informal Report Dear Sir, Dear Principal, Dear Residents, Hi Mary, Hi Uncle Bob, Hi Dad, To: The Principal To: Mr Lim
Formal Informal Report Yours sincerely, Mary Chia Regards, Mary Cheers, Mario Reported by: Mario Chia 6F
SW Sample A Dear Sir, I am writing to inform you of a librarian’s good deed. I was at the Bedok Public Library on 5 October 2009. The librarian on duty was Miss Lily. When I was at the bus stop outside the library, I discovered that my wallet was lost. Thankfully, Miss Lily found my wallet and she helped me by returning it to me at the bus stop. As the bus driver was hurrying me to board the bus, I could not thank Miss Lily. I am thankful to Miss Lily as I would not have been able to get home if she did not return my wallet to me. Please thank Miss Lily on my behalf for the good deed she has done for me. Thank you. Yours sincerely, Mary Chia Task fulfilment: 6 Language and Organisation: 9
SW Sample B Dear Manager of Bedok Public Library, I am writing to compliment Lily for the good deed she did. On 5 Oct I was at the library. The name of the librarian on duty was
I have dropped my wallet in the library. She was very helpful and returned the wallet to me. I could not tank her because I rush to get on the bus. I feel thankful to the librarian because she help me. Please compliment Lily for the good deed. Cheers, Mary
Task fulfilment: 3 Language and Organisation: 5 wrong purpose
vague informal tone missing surname
missing year
SW Sample C Hi Manager How are you? I hope you are fine. 5 October 2009 I was at the libary to borrow some books. After borrow books I go say goodbye to Lily and I walk out of the libary. Sunddenly, lily see a wallet on the floor. She go and take it and she open. She is surprise that I drop my wallet in the libary. She quickly run out the libary and give me back wallet. The bus driver ask me to hurry so I quickly go in the bus. Thank you to lily because she help me.
Task fulfilment: 1 Language and Organisation: 2 wrong context informal tone
missing purpose statement
no link to question vague
missing signing-off missing conclusion
Content development (20 marks):
Relevance of ideas presented in the composition Well-linked and interesting development of
composition Language and Organisation (20 marks):
Accuracy in the use of grammar, spelling
punctuation and expressions
Consistent use of appropriate vocabulary Logical sequence, linking of ideas, paragraphing
One topic
Unpack the topic based on the prompts provided in the question
Three pictures
Composition must be based on at least one
NEW FORMAT
by unpacking it
story idea relevant to any picture
whose perspective you are writing from
content & language
connectors and links
and expressions from Word Wall
check
check
COURAGE Stand up for something or someone that
stand up for Having the will to do something you think is right Helping someone in danger where
Doing something that you usually would not do Something that you dare to do Simply being brave, Involves both physical and mental action
How can we link each picture stimulus to the topic? From whose perspective (point of view) can you write from?
Courage to stop a fight Courage to lend a helping hand Courage to report someone
by unpacking it
story idea relevant to any picture
whose perspective you are writing from
content & language
connectors and links
and expressions from Word Wall
check
check
First Person Narrative (from the "I" point of view) Strengths:
a retelling of events or experiences in the past includes vivid description of actions includes personal thoughts and feelings
Limitations:
“limited knowledge” in a first person
narrative (what you have seen, heard and done)
the main character in the "I" form cannot be
inside the heads of the other characters
Third Person Narrative (omniscient point of view) Strengths:
the narrator is in the minds of all characters
Limitations:
must deal with all characters, not just the main
character
difficult to create empathy through the sharing of
personal thoughts and feelings
by unpacking it
story idea relevant to any picture
whose perspective you are writing from
content & language
connectors and links
and expressions from Word Wall
check
check
Content
Story-plot -mountain 5W1H questions 5 senses
Language
Word Wall based on themes ‘Showing’ and not ‘Telling’
Introduction
Characters & Setting are introduced The main character is faced with a problem; tension mounts
Climax
The most exciting part of story; tension is at its highest; usually the main character comes face to face with a conflict; he/she will change in some way Tension eases; all loose ends are tied up; all problems are solved
Conclusion
The story comes to a reasonable ending; it does not have to end happily
Problem / Complications Resolution
Story Plot Mountain (SPM)
by unpacking it
story idea relevant to any picture
whose perspective you are writing from
content & language
connectors and links
and expressions from Word Wall
check
check
My heart was lodged in my throat as I remembered how my friend cried uncontrollably after being punched for knocking into Alex. I could only nod my head in fear as I did not want to suffer the same fate as my friend. Under Alex’s watchful eyes, I did not breathe a word to Mrs Tan as she checked my books and left. Although the adrenaline had worn off, my heart was filled with guilt. I was in a dilemma. What should I do? Do I really want Alex to get away with it? My mind went into a frenzy as I thought of all the possible actions I could take.
Presenting elements of the topic and topic statement
I trembled in fear upon seeing what had happened. I was seized by an overwhelming urge to inform our discipline mistress right there and then. Yet, my desire to do the right thing was clouded by the fear of getting into trouble with the two bullies later on. I wrestled with these disquieting thoughts and was faced with a dilemma. However, my conscience was pricked and a voice in my head intoned fiercely, “You have to report the bullies to the discipline mistress. If you don’t, you are condoning their bullying ways!” Immediately, I plucked up my courage and sprinted like there was no tomorrow to the discipline mistress’ office.
by unpacking it
story idea relevant to any picture
whose perspective you are writing from
content & language
connectors and links
and expressions from Word Wall
check
check
Think of familiar ‘story ideas’ for each picture (must be aligned
to the overarching theme of the question)
Consciously make the topic & picture stimulus THE KEY to the
development of your story
Create opportunities to bring in elements and then an explicit
statement of the topic
Do thorough planning of SPM (check for flow & missing links) Stick to one key event and build on with relevant complications Check that ideas are realistic and logical
Taking first person’s perspective Dialogues used must be purposeful
Communicates feelings/emotions of characters Allows understanding of characters Gives a clue as to what might happen next
Read the entire essay to check on flow of ideas and
missing links. Make improvements or refinements to expressions.
apply the word wall appropriately (do not flood or
misuse vocabulary/phrases)
use a range of linkers/connectors use a variety of sentence beginnings replace mundane words with exciting synonyms use adjectives and adverbs to beef up quality of
sentence
use suitable quotes (esp. at the end of the story) use ‘showing’ instead of ‘telling’ sentences
DO NOT USE:
Ellipsis (… …) Contractions/Short forms (Don’t) Slang/Informal language (kids)
Conduct the PTS check
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First Person Narrative:
My eyes squinted involuntarily as I walked in the scorching sun. My shirt was drenched by perspiration, increasing my discomfort with each passing minute. I quickened my pace. I could not wait to escape from the hot weather and seek solace in the coolness of the air- conditioned Bishan MRT Station.
First Person Narrative:
“How much longer do we need to stay in this dark and stuffy train!” exclaimed a disgruntled man. Thirty minutes had passed since the train stalled in the underground tunnel. The temperature in the train cabin rose steadily with each passing minute, adding to the discomfort of the stranded commuters. That fuelled the frustrations of many helpless commuters. However, I chose to remain calm. Mother had always advised me to be optimistic even in adverse situations. It was a matter
Exposure to different media (e.g. print, internet, etc)
Crime Bullying/ Gangsterism Emergency situations (e.g. black out, break down of
public transportation, lift break down, etc)
Fire Accident Animal attack Lost child
Timed practices (50 minutes)
Time management (planning and writing)
Enrich general knowledge
Logical content (link to the overarching theme) Contextual language
Reinforce the habit of checking
General flow of story P.T.S
particular situation with two or three characters
different levels of information processing skills
information transfer (e.g. compare and contrast, past vs present, listing), personal response
“Right There” Questions
certain outcome, event, reaction, place or character in the passage
passage
“Think and Search” Questions
information in the passage relate to one another
information that the question refers to, and then think about how the information or ideas fit together
“Author and You” Questions
not stated directly to get the answers
evidence in the text. It is obtained by interpreting
Write 1, 2 and 3 on the blanks below to indicate the order
In order to improve her business, Butri did the following: _____ lowered the prices of the coconuts _____ performed tricks to entertain the customers _____ arrived early to sell the coconuts
INFORMATION TRANSFER WITH GRAPHIC ORGANISER (Listing with substantiation)
The table below lists the qualities of the characters in the passage and the actions which support them. Fill in the blanks using information from the story. Character Quality Action Butri competitive constantly thought of ways to improve her business after Alak set up a coconut stall
Alak unassuming graciously handed her the largest coconut for her to try
Based on the story, state whether each statement is true or false, and give a reason for your answer.
Statements True / False Reason Alak was more skilful in cutting coconuts compared to Butri. False Alak was less skilful in cutting the coconuts as he would usually spill some juice while Butri was swift in slicing off the top of the coconuts without spilling any juice.
Provide a reason for ‘True’ / ‘False’ answer Highlight what is true/false in the given statement Not just lifting the relevant sentence and writing it down
as the answer
Not just negating the statement given Suggested strategy: “The statement is true / false
because … [give the reason]” this would frame the pupil’s answer in the form of a reason
Rephrase their answer in own words as far as possible
Do you think that Butri learnt a lesson and eventually understood the best way to run a business? Support your answer with 2 reasons from the passage.
Inferential in nature Provide points of view Link the information within the context to form a sound
reason to support the points of view given.
Do you think that Butri learnt a lesson and eventually understood the best way to run a business? Support your answer with 2 reasons from the passage. Yes, she did. She realised that the customers were willing to pay for coconuts that were sweet / coconuts which were
low prices (1) and moved to a school to set up her business (1).
Do you think that Butri learnt a lesson and eventually understood the best way to run a business? Support your answer with 2 reasons from the passage.
Two parts to the question Answer first part Yes, she did. / No, she did not.
(complete sentence)
Answer second part 2 reasons from the passage (not
through prior / general knowledge)
Punctuation Tenses Spelling
learning
crafting a sentence for an answer