Jurong West Primary School English Department Primary 1 TEAMWORK - - PowerPoint PPT Presentation

Jurong West Primary School English Department Primary 1 TEAMWORK

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 Assessment of Learning (AoL) and Assessment for Learning (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.

Component Term 1 Term 2 Term 3 Term 4

Listening & Viewing Sound Discrimination

Sound Discrimination

Sound Discrimination Sound Discrimination Picture Matching Picture Matching Picture Matching Picture Matching Categorise and Classify Categorise and Classify Categorise and Classify Categorise and Classify Speaking & Representing Nursery Rhyme Recitation (Group Presentation)

Nursery Rhyme Recitation (Individual Presentation)

Stimulus Based Conversation Stimulus Based Conversation Reading & Viewing Word List Reading Aloud Reading Aloud Reading Aloud Writing & Representing Rearrangement of words into sentences Rearrangement of words into sentences and rewriting arranged sentences into a paragraph 3 Picture Series Writing 3 Picture Series Writing Language Use Class Exercise 1

• Grammar
• Vocabulary

Class Exercise 2

• Grammar
• Vocabulary

Class Exercise 3

• Grammar
• Vocabulary
• Punctuation
• Comprehension

Class Exercise 4

• Grammar
• Vocabulary
• Punctuation
• Comprehension

PERI HA TASKS

1) Listening & Viewing

• Sound

Discrimination

Listen carefully. Circle the letter that begins with the word that you hear.

1. p q b m 2. a h x c 3. k j s z

• 1. Circle the letter that has the /b/ sound as in ball.
• 2. Circle the letter that has the /a/ sound as in air.
• 3. Circle the letter that has the /z/ sound as in zoo.

2) Reading & Viewing Learning Outcomes: To be able to

• pronounce the words correctly and accurately
• read fluently and expressively by varying tone,

pace and volume

• use appropriate stress and intonation

2) Reading & Viewing

• Word List

Instructions to Teachers Get pupils to read the words aloud.

run fun cat sad let bus pet sun bun lap nap fat mat rug jug tap eat map get bad

2) Reading & Viewing -

Reading Aloud

• Students will read based on STELLAR

books read in class

3) Speaking & Representation

• Nursery Rhyme

Recitation & Show & Tell

• Presentation in groups and individually.
• We aim to develop every pupil into becoming a

confident speaker.

• We aim to help pupils present their stories,

nursery rhymes with confidence and clarity.

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?

4) Writing

• We aim to prepare the students to be able to write at

least 70 words.

• Tasks include –
• rearrangement of words into sentences

(Term 1)

• rewriting arranged sentences into a paragraph

(Term 2)

• writing a story based on 3 Picture Series

(Term 3 and 4)

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

Class Exercise 2

• Grammar
• Vocabulary

Class Exercise 3

• Grammar
• Vocabulary
• Punctuation
• Comprehension

Class Exercise 4

• Grammar
• Vocabulary
• Punctuation
• Comprehension

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 follow simple instructions.
• Identify consonants, vowels, consonant clusters and vowel

combinations.

• 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 1) 2) teacher’s observation in class (students’ responses to questions) 3) Listening Exercises - Sound Discrimination, Picture Matching and Categorise and Classify

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 practices 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 e.g. Creative Writing, recess interlude activities ▹ 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

student

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

Thank you!