Jurong West Primary School English Department Primary 2 HONESTY - - PowerPoint PPT Presentation

Jurong West Primary School English Department Primary 2 HONESTY

Key changes starting 2019 ▹ To enhance the joy of learning

1) No weighted assessment from 2019 (including year-end exam for P2) 2) Use qualitative descriptors to report students’ learning progress.

Holistic Development Aspects

▹ PERI HOLISTIC ASSESSMENT (PERI HA) 1) Supports student learning and development of the whole child 2) Builds students’ confidence and desire to learn 3) Better prepares students for the future 4) Strikes a balance between AoL and AfL practices 5) Uses appropriate methods and modes of assessment

PERI HA Process

▹ Teachers use multiple sources to continually gather information on a child’s development, to provide feedback to support and guide learning. ▹ Teachers use assessment information formatively, to adjust instruction and provide students with feedback and targeted practice to move learning forward.

PERI HA Formative Assessment

▹ Pupils respond individually to short, pencil–paper or presentation formative assessments of skills and knowledge taught in class. ▹ Assessment results help teachers to monitor individual student progress and to inform future instruction. ▹ Teacher can quickly assess whether the pupil has acquired the intended knowledge and skills. ▹ As a formative assessment, a grade is not the intended purpose.

English syllabus and Curriculum from MOE

▹ Listening & Viewing ▹ Speaking & Representing ▹ Reading & Viewing ▹ Writing & Representing ▹ Language Use

Components: Areas of Language Learning

Receptive Skills ▹ Listening ▹ Reading ▹ Viewing Skills that are required for the making of meaning from ideas or information Productive Skills ▹ Speaking ▹ Writing ▹ Representing Skills that enable the creating of meaning. Knowledge About Language ▹ Grammar ▹ Vocabulary The building blocks that are required for the application of the receptive and productive skills for effective communication.

Components Term 1 Term 2 Term 3 Term 4 Listening & Viewing Picture Matching Sound Discrimination Picture Matching Note-taking Picture Matching Note-taking Picture Matching Note-taking Speaking & Representing Stimulus-based conversation Stimulus-based conversation Stimulus-based conversation Stimulus-based conversation Reading & Viewing Reading Aloud Reading Aloud Reading Aloud Reading Aloud Writing & Representing Picture series in Writing Picture series in Writing Picture series in Writing Picture series in Writing Language Use Class Exercise

• Grammar
• Vocabulary
• Comprehension

MCQ & Variety of questions Class Exercise

• Grammar
• Vocabulary
• Comprehension

MCQ & Variety of questions Class Exercise

• Grammar
• Vocabulary
• Comprehension

MCQ & Variety of questions Class Exercise

• Grammar
• Vocabulary
• Comprehension

MCQ & Variety of questions

PERI HA TASKS

1) Listening & Viewing

• Picture

Matching

Listen carefully to each description and put a tick  in the box of the picture that matches the description.

Example Jane and her sister are making a birthday card for their mother. The girls are pasting the paper flowers on the card with some glue.

Listen carefully to what I say and circle the correct letter A, B or C.

• 1. Which word begins with the /b/ sound? Circle the

correct answer.

• A. crab B. purple C. bully (Repeat)
• 1. Which word ends with the /p/ sound? Circle the

correct answer.

• A. puff B. soup C. bat (Repeat)

1) Listening & Viewing

• Picture

Matching

1) Listening & Viewing

• Sequencing
• f events

Look at the set of pictures. I am going to read a set of

• instructions. Listen carefully. Then choose the picture that

describes what I have read. Write the number 1, 2, 3 or 4 in the correct boxes.

1)Listening & Viewing

• Note Taking and

Multiple Choice Questions Look at the set of pictures. I am going to read a set of

• instructions. Listen carefully. Then choose the picture that

describes what I have read. Write the number 1, 2, 3 or 4 in the correct boxes.

When was Henry’s family moving to a new house? They were moving _______________. 1) Next year 2) Next month 3) Next day

2) Reading & Viewing -

Reading Aloud

• Students will read based on STELLAR

books read in class

3) Speaking & Representing Stimulus- Based Conversation

• Questions will be based on STELLAR

books E.g. Do you like the cover page? Who is the author/illustrator? What other food do you like?

4) Writing & Representing

Write a story based

• n 3 pictures given.

For Term 1, students are required to write a paragraph based on each picture given (beginning, middle & ending). Term 2 onwards, students will write a full story based on the 3 pictures given.

5) Language Use

• Language items will be largely based on

STELLAR Books.

• Difficulty levels of the questions will be

progressively increased over the terms.

Component Term 1 Term 2 Term 3 Term 4

Language Use Class Exercise 1

• Grammar
• Vocabulary
• Comprehension

Class Exercise 2

• Grammar
• Vocabulary
• Comprehension

Class Exercise 3

• Grammar
• Vocabulary
• Comprehension

Class Exercise 4

• Grammar
• Vocabulary
• Comprehension

Comprehension (Variety of Questions)

Sequencing

Write 1,2 or 3 to indicate the order the events happened in the story.

Ken put on his clothes. Ken brushed his teeth. Ken wore his shoes.

Comprehension (Variety of Questions)

Identification of Word

Which two-word phrase in paragraph one has the same meaning as ‘rushed’? (1m)

Tick your chosen answer. Fred was not able to recognise Sally because ________________.

he was singing and walking she disguised herself as a rabbit he was too busy looking for food

Comprehension (Variety of Questions)

Learning Feedback

Example of the Learning Feedback Component: Listening and Viewing

Term 1

Needs Encouragement With some Confidence Independent Exceeds Expectation

Learning Outcomes

• Listen attentively and identify relevant information
• Make simple connections to real life and personal experiences
• Make simple generalisations by identifying the main idea and key

details.

• Listen to, view and respond to a variety of spoken, audio and visual

texts. SOURCES : 1) students’ class work (Listening Comprehension and Oral 2) 2) teacher’s observation in class (students’ response to questions) 3) Listening Exercises - Sound Discrimination, Note-taking

Strategies to help your child

• 1. Exposure to Standard Forms of English

▹ Children pick up language that they are exposed to ▹ Constantly promote the use of standard English ▹ Read quality books and magazines ▹ Visit the library and myON and read up books

• 2. Focus On Areas of Weakness/Concern

▹ Identify areas of weakness through daily class work ▹ Provide practice in these areas

Strategies to help your child

• 3. Participation In Language Activities

▹ Improvement is achieved through regular use and practice ▹ Actively engaged in activities organized in school – Creative Writing, Choral Reading (ALP) are platforms for involvement ▹ Participation in class discussions and presentations also provide good opportunities

Strategies to help your child

• 4. Read Widely

▹ Increase knowledge and expand vocabulary ▹ Include stories and poems as these aid in comprehension

Strategies to help your child

• 5. Seek clarifications and ask questions in

class ▹ Allow one to clear doubts and deepen his or her understanding

Strategies to help your child

Recommended book titles for reading

TITLE AUTHOR Jack and Nancy Quentin Blake This orq : (he cave boy) David Elliot Exploring Deserts: A Benjamin Blog and his Inquisitive Dog Investigation (Exploring Habitats with Benjamin Blog and his Inquisitive Dog) Anita Ganeri The Invisible Boy Trudy Ludwig The Princess and the Pony Kate Beaton Sidewalk Flowers JonArno Lawson Florentine and Pig and the Spooky Forest Adventure Eva Katzler Believe It or Not, My Brother Has a Monster! Kenn Nesbitt Lindbergh: The Tale of a Flying Mouse Torben Kuhlmann

• Mr. Ferris and His Wheel

Kathryn Gibbs Davis Joseph Had a Little Overcoat Simms Taback Owen Kevin Henkes The Giving Tree Shel Silverstein Alexander and the terrible, horrible, no good, very bad day Judith Voist

Recommended book titles for reading

TITLE AUTHOR The Lorax Dr Seuss Frog and Toad Together Arnold Lobel The BFG Roald Dahl Pippi Longstocking Astrid Lindgren The Sheep-pig Dick King-Smith A Bear called Paddington Michael Bond Elephant and Piggie Mo Willems Gorilla Anthony Browne If kids ran the world Leo and Diane Dillon A bad case of stripes David Shannon The book with no pictures BJ Novak Ivan: the remarkable true story of the shopping mall gorilla Katherine Applegate The girl who heard colours Marie Harris Brave Irene William Steig Scaredy squirrel Melanie Watt

Recommended book titles for reading

TITLE AUTHOR The word collector Peter H Reynolds Swimmy Leo Lionni A ball for Daisy Chris Raschka Flotsam David Weisner The adventures of Beekle: The unimaginary friend Dan Santat Lon Po Po Ed Young Amelia Bedelia Peggy Parish Stuart Little E.B White The Gruffalo Julia Donaldson If you give a mouse a cookie Laura Joffe Numeroff Stellaluna Janell Cannon

student

Thank you!