Jurong West Primary School English Department Primary 2 HONESTY
Key changes ▹ To enhance the joy of learning starting 2019 1) No weighted assessment from 2019 (including year-end exam for P2) 2) Use qualitative descriptors to report students’ learning progress.
Holistic Development ▹ PERI HOLISTIC ASSESSMENT (PERI HA) Aspects 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 ▹ Pupils respond individually to short, pencil – paper or Assessment 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 ▹ Listening & Viewing Curriculum from MOE ▹ Speaking & Representing ▹ Reading & Viewing ▹ Writing & Representing ▹ Language Use
Components: Areas of Language Learning Receptive Skills Productive Skills Knowledge About ▹ ▹ Listening Speaking Language ▹ ▹ ▹ Reading Writing Grammar ▹ ▹ ▹ Viewing Representing Vocabulary Skills that are required Skills that enable the The building blocks for the making of creating of meaning. that are required for meaning from ideas or the application of the information receptive and productive skills for effective communication.
PERI HA TASKS Components Term 1 Term 2 Term 3 Term 4 Listening & Picture Matching Picture Matching Picture Matching Picture Matching Viewing Sound Discrimination Note-taking Note-taking Note-taking Speaking & Stimulus-based Stimulus-based Stimulus-based Stimulus-based Representing conversation conversation conversation conversation Reading & Reading Aloud Reading Aloud Reading Aloud Reading Aloud Viewing Writing & Picture series in Picture series in Picture series in Picture series in Representing Writing Writing Writing Writing Language Use Class Exercise Class Exercise Class Exercise Class Exercise - Grammar - Grammar - Grammar - Grammar - Vocabulary - Vocabulary - Vocabulary - Vocabulary - Comprehension - Comprehension - Comprehension - Comprehension MCQ & Variety of MCQ & Variety of MCQ & Variety of MCQ & Variety of questions questions questions questions
1) Listening Listen carefully to each description and put a tick & Viewing in the box of the picture that matches the description. - Picture Matching 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.
1) Listening Listen carefully to what I say and circle the correct & Viewing letter A, B or C. - Picture 1. Which word begins with the / b / sound? Circle the Matching 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 Look at the set of pictures. I am going to read a set of & Viewing 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. Sequencing of events
1)Listening & Viewing Look at the set of pictures. I am going to read a set of instructions. Listen carefully. Then choose the picture that - Note Taking and describes what I have read. Write the number 1, 2, 3 or 4 in Multiple Choice the correct boxes. Questions When was Henry’s family moving to a new house? They were moving _______________. 1) Next year 2) Next month 3) Next day
2) Reading - Students will read based on STELLAR & Viewing - books read in class Reading Aloud
3) Speaking & Representing - Questions will be based on STELLAR Stimulus- books Based Conversation E.g. Do you like the cover page? Who is the author/illustrator? What other food do you like?
4) Writing & Write a story based Representing on 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 Component Term 1 Term 2 Term 3 Term 4 Language Use Class Exercise 1 Class Exercise 2 Class Exercise 3 Class Exercise 4 Grammar Grammar Grammar Grammar Vocabulary Vocabulary Vocabulary Vocabulary Comprehension Comprehension Comprehension Comprehension Language items will be largely based on STELLAR Books. Difficulty levels of the questions will be progressively increased over the terms.
Comprehension (Variety of Write 1,2 or 3 to indicate the order the events Questions) happened in the story. Sequencing Ken put on his clothes. Ken brushed his teeth. Ken wore his shoes.
Comprehension (Variety of Which two-word phrase in paragraph one has Questions) the same meaning as ‘ rushed ’? (1m) Identification of Word
Comprehension (Variety of Tick your chosen answer. Questions) 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
Learning Feedback
Example of the Learning Feedback Term 1 Encouragement Independent With some Expectation Confidence Exceeds Needs Component: Listening and Viewing 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 1. Exposure to Standard Forms of English to help ▹ your child 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
Strategies 2. Focus On Areas of Weakness/Concern to help ▹ your child Identify areas of weakness through daily class work ▹ Provide practice in these areas
Strategies 3. Participation In Language Activities to help ▹ your child 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 4. Read Widely to help ▹ your child Increase knowledge and expand vocabulary ▹ Include stories and poems as these aid in comprehension
Strategies 5. Seek clarifications and ask questions in to help class your child ▹ Allow one to clear doubts and deepen his or her understanding
Recommended TITLE AUTHOR book titles for Jack and Nancy Quentin Blake This orq : (he cave boy) David Elliot reading 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 TITLE AUTHOR book titles for The Lorax Dr Seuss Frog and Toad Together Arnold Lobel reading 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
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