P3 ENGLISH CURRICULUM BRIEFING FOR PARENTS 18 Jan 2014 OUTLINE - - PowerPoint PPT Presentation

P3 ENGLISH CURRICULUM BRIEFING FOR PARENTS 18 Jan 2014

• MISSION
• APPROACH TO EL TEACHING
• P3 ENGLISH CURRICULUM
• HOW PARENTS CAN PROVIDE SUPPORT
• ASSESSMENT

OUTLINE

Emphasis on

• Strengthening the

foundation of language learning

• Enriching the EL

curriculum in our schools

EL Syllabus 2010

APPROACH TO EL TEACHING

P3 ENGLISH CURRICULUM

• STELLAR
• LITERATURE-IN-ACTION PROGRAMME

STrategies for English Language Learning And Reading STELLAR

Modified Language Experience Approach Shared Book Approach

Reading for Understanding & enjoyment

Explicit teaching of

language items, structures & skills

Class Writing Individual Writing Group Writing

STELLAR PEDAGOGIC FRAMEWORK (3a)

Sustained Silent Reading

Writing Process Cycle (a) Supported Reading (b) KWL (c) Retelling

Reading for Understanding & enjoyment Explicit teaching

• f

Language items, structures & skills

Sentence manipulation

Class Individual

Group

STELLAR PEDAGOGIC FRAMEWORK(3b)

To know more about STELLAR, you may wish to visit www.stellarliteracy.sg

Objectives

• To learn literary devices
• To be exposed to good writing

and see the world through the eyes of different characters

LITERATURE-IN-ACTION PROGRAMME

• Provide varied English language reading

materials at home

• Set aside time for your child to read
• Cultivate in your child the good habit of

referring to a dictionary

HOW PARENTS CAN PROVIDE SUPPORT

ASSESSMENT MATTERS

FORMATIVE ASSESSMENT

• Leveraging on feedback to engage pupils in

deep learning

– marks/grades in tests – teachers’ qualitative comments – rubric indicators

Needs Improvement Developing Proficient Exemplary Pronunciation and Articulation

Mispronunciation or skipping of many words Clear pronunciation in very few instances Clear and consistent pronunciation with a few errors Clear and consistently good pronunciation

Rhythm and Fluency

Very slow and jerky reading of words, syllable by syllable Generally smooth and fluent reading delivered with some noticeable hesitations Fluent reading delivered with appropriate pauses but some occasional hesitations Fluent reading with appropriate pauses and without hesitations

Expressiveness

Little attempt at using appropriate variation in pace, volume and stress Some attempt in varying pace, volume, tone and stress Able to vary pace, volume, tone and stress Demonstrates a good awareness of how meaning and expression is conveyed through the use of appropriate pace, volume, tone and stress

Term 1 Term 2 (SA1) 30% Term 3 Term4 (SA2) 70%

Oral

16m 16m

Writing

20m 20m

Listening

4m 4m

Spelling/Dictation

*(best 2 scores per semester) 10m 10m

Language Use

50m 50m

Total

100m 100m

SUMMATIVE ASSESSMENTS

Component Content Item Type Marks Oral Reading Aloud Stimulus- based Conversation Open- ended Open- ended 6 10

Component Content Item Type Marks Listening Comprehension Picture- Matching Spelling & Dictation (average of best 2 aggregate scores) MCQ Open- ended 4 10

Component Content Item Type Marks Composition Guided Writing with helping words Open- ended 20

Needs Improvement Developing Proficient Exceeding

Poor arrangement of ideas and facts throughout the story Sensible arrangement

• f ideas and facts in

parts of story Fairly good arrangement of ideas and facts throughout the story Good arrangement of ideas and facts throughout the story

CONTENT

Details included are largely irrelevant and limited Details included are limited with little elaboration Details included are relevant with adequate elaboration Details included are relevant with extensive elaboration Ideas are poorly linked Linking of ideas is not always successful Ideas are well-linked Ideas are very well- linked Paragraphing is absent or haphazard Some attempt at paragraphing Generally good use of paragraphing Effective paragraphing

Needs Improvement Developing Proficient Exceeding

Shows extensive use of inappropriate vocabulary and sentence structures Shows limited use of vocabulary and sentence structures Shows some variation and adequate use of vocabulary and sentence structures Shows varied and good use of vocabulary and sentence structures

LANGUAGE

Shows little attempt to use appropriate language according to context Shows some attempt to use appropriate language according to context Uses appropriate language according to context most of the time Uses appropriate language according to context at all times Contains extensive errors in spelling, punctuation and grammar Contains several errors in spelling, punctuation and grammar Contains a few errors in spelling, punctuation and grammar Hardly any errors in spelling, punctuation and grammar

Component Content Item Type Marks Language Use and Comprehension Vocabulary Grammar

Comprehension

MCQ & Cloze with helping words MCQ Open- ended 14 16 20

THANK YOU