P6 Standard English Language Parents Briefing STELLAR Strategies - - PowerPoint PPT Presentation

P6 Standard English Language Parents’ Briefing

Strategies for English Language Learning and Reading

The EL instructional programme for primary schools that provides the instructional materials, teaching strategies and training to enable teachers to implement the EL syllabus. Aims to move EL learners towards independence using authentic texts and learning activities that motivate and engage different learners

STELLAR

Desired Junyuan Outcomes

Confident Communicator P6 – Public Speaking

Held in Term 2

Rubrics (Confident Communicator)

Key Department Strategies

• Modular Writing

– Theme-based which is closely related to Stellar units. E.g. Integrity, Accomplishment, Embarrassing situation

• Visible Thinking Routines

– A flexible approach to integrating the teaching and development of thinking with content and curriculum. These core routines target different types of thinking from across the units taught. E.g. See, Think, Wonder, What makes you say that?

What I THINK What I WONDER What I SEE

Comprehension

• Annotation/ Visualisation
• Circle Underline Bracket (C.U.B)

– Circle the question word – Underline the verb – Bracket the main idea to the question

Key Department Strategies

• What is being

annotated?

• 5Ws & 1 H
• Who, Why, Where,

When, What & How. Annotation

Steps for Annotation

Circle the characters Box the setting and the time Underline and round bracket the problem (________________) Underline and square bracket the solution [________________] Draw a squiggly line below key vocabulary that we do not understand Use double-headed arrows to link the pronouns with their referents

Dawan approached the house haltingly. She heard the familiar sounds of her mother singing tunelessly to the baby, and (of chickens clucking as they pecked the dirt underneath the stilts of the house). Her grandmother was sitting

• n a tree stump, tired and dignified looking, sprinkling millet for the chicken and

watching Dawan’s father repair the chicken coop. “Has Kwai been home yet, Grandma?” Dawan asked, carefully putting down her school books on a low workbench.

Dawan’s mother Suggests it is a farm/village area Dawan is a female Who is Kwai? Suggests she is a student/teacher Chicken food? Coop must be broken?

• Examples of a comprehension open-ended

question.

• Example 1: Using CUB
• Why was it “unfortunate” (line 6) that lunch

was ready just as the author returned home? (2m)

CUB

• Example 2:
• Which four-word phrase from paragraph 3 shows what

had happened to the baby scorpions when Larry flicked them with his napkin? (1m)

Sample Question – reference made to a specific phrase

Stimulus based Conversation

• A.R.O.PE

Key Department Strategies

A - Answer R - Reason O - Opinion PE – Personal Experience

Question: Look at the picture. Would you be interested in this event? Why / Why not? By using the AROPE strategy, pupils are given a structure to follow which builds their confidence when communicating with the oral examiner. Students are also conscious of using full sentences in their response which is required.

Sample Question

A sample response

A: Yes I would love to participate in this event because I get to try out different activities for free and I also get to pick up tips on how to prepare healthy meals. (R).

(Answer and Reason)

In my opinion, it is a good idea to have such events in the shopping mall. As there will be a large crowd in the mall, more people will be made aware of the event. I think it is also very important that people know their weight and height as not all may have a weighing machine at home. Tying in free tips on how to prepare a healthy meal is an excellent idea as well. At least, families will be more conscious of ingredients used when cooking at home.

(Opinion)

I am guilty of not eating healthy. I love to eat fried food, cakes and pastries. Plus I shun away with loads of excuses when it comes to exercising. Such events would be a constant reminder to watch what I eat and how much I should exercise. (Personal Experience)

ASSESSMENT

Paper Marks Duration

Paper 1 Writing

55 1hr 10 mins

Paper 2 Language Use & Comprehension

95 1hr 50 mins

Paper 3 Listening Comprehension

20 Approx 40 mins

Paper 4 Oral Communication

30 8-10 mins

(Preparation Time 5 mins)

COMPONENT CONTENT ITEM TYPE

• NO. OF ITEMS

MARKS Oral 15% 30mks About 10 mins Reading Aloud Stimulus-based Conversation Open-ended Open-ended 1 passage 1 Visual Stimulus 10 20 Listening Comprehension 10% 20mks About 40 -45 mins Listening Comprehension MCQ discrete 20 items 20 Writing 27.5% 55mks 1 hr 10 mins Situational Writing Continuous Writing Open-ended Open-ended 1 1 15 40

Booklet A Booklet B 47.5% 95mks 1hr 50 mins Grammar Vocabulary Vocabulary Cloze Visual Text Comprehension Grammar Cloze e.g. Information Text/ Factual Recount Editing for Spelling and Grammar e.g. Factual Recount/Information Text Comprehension Cloze: Information Text/Factual Recount Synthesis & Transformation Comprehension MCQ discrete MCQ discrete MCQ discrete MCQ discrete Open-ended Open-ended Open-ended Open-ended Open-ended 10 5 5 8 10 12 15 10 20

Part 1: Situational Writing Formal or Informal Email/Letter

Paper 1 Components

Part 2 - Continuous

Writing

– Based on a theme – To choose at least

• ne picture

– Pictures are not

• linked. Hence,

pupils need not use all three pictures.

Paper 1 Components

Paper 2 Example: Visual Text Stimulus

Reference question Looking for important details from the text.

Examples: Types of Questions

Evaluation of statements

Comprehension (open-ended)

Sample Question

Sample Question

Sample Question

Sample Question

Assessment

Assessment (Written Examination) Period CA (100%) (just Paper 2) Term 1 MYE (100%) all papers Term 2 Prelims - 100% all papers Term 3 PSLE Oral - Term 3 Written Papers – Term 4