Parent-Teacher Meeting Fri rida day, , 11 Ma March rch 2016 16 - - PowerPoint PPT Presentation

Parent-Teacher Meeting

Fri rida day, , 11 Ma March rch 2016 16

Programme for P1

Department Programme/Activity Term 1 Term 2 Term 3 Term 4 English Theatre Experience (A Play, during curriculum time) – 9 March  Speech and Drama Training and Performance (Toastmasters, curriculum time)  Integrated Learning Journey (Zoo, during curriculum time) – 16 September 

Programme for P1

Department Programme/Activity Term 1 Term 2 Term 3 Term 4 Mathematics Play @ Recess    Post Exam Activity     Integrated Learning Journey (Zoo)  Enrichment: Problem Solving Through Stories 

Programme for P1

Department Programme/Activity Term 1 Term 2 Term 3 Term 4 MTL Library Programme    CL Enrichment Program (After school-optional)    Integrated Learning Journey (Zoo)  MTL Fortnight (Language and cultural activities) 

Programme for P1

Department Programme/Activity Term 1 Term 2 Term 3 Term 4 PAM Mini Sports Day  Others Health Check (17/10 to 21/10) 

• Produce a medical certificate or letter from parent when child

returns to school.

• Discourage pupils to be away from school during curriculum /

term time (except medical check ups, emergency cases).

• Produce a medical certificate for days of examinations and

weighted assessments (compulsory).

• pupils’ handbook (daily with initials)
• communication file (daily / clear file)
• email

• Encourage pupils to come at 7.30 a.m. for pre-

assembly programme.

• Bring a thin, paperback storybook daily (MT
• n Fridays)

• Bring healthy snacks for fruit break

• Look at the timetable and pack school bag

• Encourage pupils to

change out to school uniform after PAL / PE lesson.

EL Workshop for Parents:

Engaging in Stimulus-Based Conversation

WATERWAY PRIMARY SCHOOL EL DEPARTMENT

WORKSHOP OBJECTIVES

• To provide an insight into the stimulus-based

conversation component of the Oral Communication Assessment

• To give suggestions on how parents can help improve

their children’s oral communication skills

Overview of Workshop

Contents Duration

1 Welcome & Introduction 5 mins 2 THE ‘BIG PICTURE’

• Assessment Objectives of Oral

Communication

• Learning Outcomes – P1 & P2
• Overview of the PSLE (EL)

5 mins 3

• P1 Speaking Assessments
• Overview of Stimulus-Based Conversation

(SBC) 5 mins 4 Some Information on SBC (expectations, types of questions, sample questions, rubrics) 10 mins 5 Hands-on Activity & Discussion 10 mins 6 How Parents Can Support 5 mins 7

• Q & A Session
• Feedback Form

5 mins

Assessment Objectives of Oral Communication

ASSESSMENT OBJECTIVES

Assessment Objectives (AOs): Oral Communication AO1 Read with good pronunciation, clear articulation and appropriate intonation in order to convey the information, ideas and feelings in a passage. AO2 Produce a well-paced, fluent reading of a passage. AO3 Express their personal opinions, ideas and experiences clearly and effectively in conversing with the examiner. AO4 Speak fluently and with grammatical accuracy, using a range of appropriate vocabulary and structures.

LEARNING OUTCOMES – P1/P2

LO1 Awareness of Spoken Language Features LO2 Pronunciation and Intonation LO3 Presentation: Planning and Organisation, Delivery LO4 Interaction Skills LO5 Speaking and Representing Widely

OVERVIEW OF THE ENGLISH PSLE EXAM

PSLE ENGLISH OVERVIEW

Paper Component Marks Weighting 1 Situational Writing 15 27.5% Continuous Writing 40 2 Booklet A 28 47.5% Booklet B 67 3 Listening Comprehension 20 10% 4 Oral Examination 30 15% 200 100%

PAPER 4: ORAL COMPONENTS (PSLE)

• Reading

(10 marks)

• Stimulus-Based

Conversation (20 marks)

P1: Speaking Assessments

• Reading

(6 marks) – Term 2 & 4

• Stimulus-Based

Conversation (10 marks) – Term 3 & 4

A Common Theme

Example: Theme of “Family”.

• Reading passage – A Family Outing
• Conversation – How do you spend time

with the family?

STIMULUS-BASED CONVERSATION (SBC)

Stimulus-Based Conversation (SBC)

Pupils should be able to:

• Give their personal responses to a given topic.
• Express themselves clearly using appropriate,

accurate vocabulary with proper grammatical structure.

• Interact with the examiner.

Stimulus-Based Conversation (SBC)

Questions

Open Questions Closed Questions Example: Tell me about your favourite game. Example: Do you enjoy

• utdoor

activities? Why

• r why not?

COMMON TYPES OF QUESTIONS

Stimulus Examples of Questions

Choices of items, pick one Which of these items would you buy for your mother? Why? (reasoning) Poster/ Advertisement Would you attend this book fair? Why or why not? (reasoning) Why do you think it is important to recycle? (reflection, opinion) Have you attended a book fair? (personal experience) An item (eg a box of cereal) Would you buy this item? Why or why not? (reasoning) Where do you think you will see this sign? (Function, purpose)

Example: Stimulus-Based Conversation (Choices of Items) Suggested Prompts (a) Look at these toys. Which one do you like? Why?

• Would you like to have one of these toys? Why?

(b) Do you have a favourite game you like to play? Why do you like it?

• Who do you play your games with?

Hands-on Activity

• Listen to the audio recording of a pupil

engaged in Stimulus-Based Conversation

• Refer to the rubrics (Annex A) to grade the
• pupil. Use the template (Annex B) to write

your comments

• Assess the pupil for each criteria

independently (Personal Response, Clarity of Expression & Engagement)

Rubrics for Assessment

  

• Personal Response: some development in personal

responses

• Fluency: Expresses oneself unclearly at times fairly

confidently

• Language Use and Pronunciation: Attempts to use

appropriate vocabulary and structures, with fairly correct pronunciation

• Ability to Engage Audience: Able to engage audience

fairly well

Sample: Pupil A

Sample: Pupil A

Band: 7 - 8 Marks: 7

How can parents support?

• Strike up a conversation anywhere during

daily routines like shopping at the supermarket etc.

How can parents support?

• Strike up a

conversation anywhere during daily/weekly routines like shopping at the supermarket etc.

• Discuss current affairs with them (eg while

watching television)

• Pre-Assembly Sharing: Discuss what was

shared in the morning (reflections, opinions)

How can parents support?

• Give them opportunities to make decisions.

Encourage them to justify their choice when they have to make decisions. (eg weekend

activities, buying a gift)

How can parents support?

What shall we buy for Mummy for her birthday this year, Daryl? Anything but bags! She has way too many bags, Dad. I think we should buy her a GOOD

• book. Hopefully, she

will not go shopping as

• ften.

• Exposure

Engage in a wide range of activities so that the children have sufficient personal experiences to share

How can parents support?

Outdoor activities social events Educa cational ional trips ps Trips ps to the library ary

• Use of smart phones, laptops, iPads:

Recording of responses – listening, reviewing & improving

How can parents support?

• Rubrics:
• Before the assessment: Read the rubrics

thoroughly to get a better understanding of the expectations

• After the assessment: Discuss and work
• n areas for improvement

How can parents support?

KNOWLEDGE

• Reading widely is recommended
• Newspapers, educational magazines,

different genres of books, etc.

• A variety of topics can be tested
• Success will depend largely on the

pupil’s knowledge, experiences, readings

We look forward to a continued partnership with you.

Making Mathematics Relevant To Daily Life

Welcome To Mathematics Sharing Session 11 March 2016

Have your children ever asked you why must they learn Mathematics?

Math Is Everywhere

The he Impor Importance tance Of Ma Math th In In Ever eryday day Lif ife

• Mathematics makes our life orderly and

prevents chaos.

• Certain qualities that are nurtured by

mathematics are power of reasoning, creativity, abstract or spatial thinking, critical thinking, problem-solving ability and even effective communication skills.

• Mathematics is the cradle of all creations,

without which the world cannot move an inch.

• Everyone needs mathematics

in their day-to-day life.

The Impor he Importance Of tance Of Ma Math th In Ev In Ever eryday Lif day Life

• Even insects use mathematics in their everyday

life for existence.

The Impor he Importance Of tance Of Ma Math th In Ev In Ever eryday Lif day Life

Spiders design their webs bees build hexagonal combs.

To help parents to guide your children in:

• Making Learning Meaningful
• Making Learning Fun

 Interested, Motivated & Enjoy Learning Math  Capable of Solving Authentic Problems  Become Life-Long Learners

Objectives

Framew amewor

• rk

k of

• f

Ma Mathem thematics tics Cur Curriculu riculum

Mathematical Problem Solving

Concepts Monitoring one’s

• wn thinking

inking Self lf-re regul gulat ation

• n of

f lea earni rning ng Reaso asoni ning, ng, comm mmuni unicati cation

• n

& conne necti ctions ns Thinki nking ng skil ills s and heuri risti stics cs Appl plica cati tion

• n and

mo mode delling ling Numerical Geometrical Algebraic Statistical Estimation and Approximation Mental Calculation Communication Use of Mathematical tools Arithmetic Manipulation Algebraic Manipulation Handling data Beliefs Appreciation Interest Confidence Perseverance

• 1. Number notation

• 2. Cardinal and
• rdinal numbers
• 3. Comparing and
• rdering
• 4. Addition and

• 5. Multiplication of

• 6. Division of

• 1. Measurement of
• length
• mass in non-

• 2. Time (12-hr clock)
• o’clock
• half past
• 3. Money
• dollars($) and

• addition and

• nly or in cents
• nly
• 1. Picture graphs
• constructing,

• 1. Shapes

• 2. Patterns:

P1 Syllabus

Authentic Learning Activities At Home

Materials:

• Any household objects (toys, crayons, beans, buttons,

papers, storybooks etc) Activities:

• Estimate the number of items to pick up and count
• Compare actual count with the estimate

Counting and Estimation

• Specify a number

“Pick up 6 toys. How many are left?” “If both of us pick up 4 toys, how many toys did we pick up altogether?” (4 + 4 or 2 x 4)

• Sorting, Comparing
• sort out laundry and compare who has the most

clothes

Varia ariations tions

Varia ariations tions

• Poker cards/Dice

http://www.youtube.com/watch?v=VeCy9vGrVT4

• Lucky Dip

Grab a handful of beans, estimate and count. Suggest effective ways to count the beans. E.g. counting in twos, fives etc

Number Patterns

Materials:

• Newspapers, magazines

Activity:

• Cut out all the numbers found in the newspaper

and arrange in ascending / descending order Variation

• Cut out pictures from the newspaper and use

them to make a counting book.

Multiplica Multiplication tion & Di & Division vision

Materials:

• Countable food (macaroni, peanuts, biscuits,

sweets etc) Activities:

• Count to find how much food
• Dividing into equal groups

“If we give everyone 3 peanuts, … in all?” “How many are left?” “What if there are 15 sweets..?”

Money Money

Materials:

• Grocery advertisements with coupons
• Sale ads (TOY’R’US, Popular, Giant, NTUC)

Activities:

• Calculate total value of a set of coupons
• Find coupons that add up to specified amount
• Which is more expensive? How much cheaper?
• Calculate savings accumulated for a set
• Sorting coupons into categories and count

Which group has more/less?

• How much does a meal cost?

• Wish list – What are the items you can buy with a specified

amount

• Counting with real money in various denominations

“I have 4 coins in my pocket that adds up to $1. What are they?”

• Arrange items/coupons in ascending/descending order

 Infuse Math with

• Financial literacy
• Health and Diet - sort according to food groups

Varia ariations tions

Fractions

Materials:

• toast, fruits, pizza

Activity:

• Cut the toast into halves, thirds, quarters, fifths

and sixths

• Compare the various pieces

Time

Materials:

• Clock (analogue) , TV listings,

Class Timetable Activities:

• Telling time for an event (dinner, cartoon show)
• “How much longer?”
• “Taking turns”
• Calculate duration, start or end time

“When should we leave?”

Varia ariations tions

• Record the time for an event (dinner, bedtime) for a

few days and compare

• Estimate the time needed to complete various

household chores  Infuse Math with

• Time management

Mass

Materials:

• Weighing machine
• Objects (fruits, stationery,

ingredient for baking) Activities

• Predict the mass of the object, then weigh to

find the actual mass of object.

• Follow the recipe to cook or bake

Volume

• lume

Materials:

• Variety of plastic containers

and bottles

• Measuring cups

Activities:

• Predict which can hold more

and test out

• Compare volume

• Start with same containers then move on to use

containers of different shapes

• Use non standard units (cups) to fill up containers

then proceed to use measuring cups with readings  Make connections to other topics:

• Lines and surfaces of containers
• Shapes of containers

Varia ariations tions

Picture Graphs

Materials:

• Mails in the mail box

Activity:

• “Which day in the week

do we receive the greatest amount of mails?”

Day of the week Number of mails Mon Tue Wed Thu Fri Sat Sun

• Tabulate on A4 paper
• Use a picture graph to present data

collected

• Encourage your child to report the

findings

• Ask simple questions to analyse

data “What does the graph tells us about the mail we received this week?” “Will the graph be the same next week? Why?”

Shapes and Patterns

Materials:

• Things around you

Activities:

• Shapes around us

E.g. road signs

• Shape hunt in the house

“This shape has 6 square faces.”

• Look for shapes during trips to the supermarket

E.g. cubical biscuit tins, conical ice-cream cones, cylindrical toilet rolls

• Test your child with questions such as

“Which item has flat faces?” “How many?” “Which item is pointed at the top?”

• Challenge your child to identify shapes that can be stacked on top of one

another easily and explain why  Infuse Math with

• Road safety

Varia ariations tions

Thinking Skills

• Classifying/Grouping
• Sequencing
• Comparing
• Listing

TRY IT OUT

Fun Ahead !!!

http://www.ed.gov/pubs/parents/Math/index.html

“The essence of mathematics is not to make simple things complicated, but to make complicated things simple.” ~ Stan Gudder

Whic hich D h Do W

• We W

e Want Our Chil ant Our Childr dren en To

• Be

Be

Primary 1 - Orientation Stage

• Build interest and love the subject
• The results will show

My Hope

By the end of 6 years in Waterway Primary, our pupils will :

• Excel in Mathematics;
• Love Mathematics;
• Continue learning Mathematics.

家长—— 孩子学习华语文的 最佳伙伴

A s s i s t Y o u r C h i l d i n t h e L e a r n i n g o f C h i n e s e L a n g u a g e

分享内容

• 语言学习的规律
• 家长的角色
• 学习资源
• 总结
• 问与答

语言学习的 规律

语言学习的规律

听 说 读 写

语言学习的规律

听 说

输入 输出

读 写 阅读 写作 识读 写字

家长的角色

一、成为孩子的学习动力

二、成为孩子的好榜样

三、成为孩子学习的支援

学习资源

一、《欢乐伙伴》资源

二、其它资源

总结

学习华语文的价值？

谢谢

文字游戏

• –

–

文字宾果（A）

~ 识读字 ~ 雨 读 河 车 弟 喝 洗 衣 字 起 吃 尺 和 哭 是 书 字 书 洗 和 吃 尺 喝 雨 河 是 读 弟 衣 车 哭 起

文字宾果（B）

~ 识写字 ~

木 大 可 立 只 巴 了 土 不 子 士 去 日 个 女 几

文字井

~ 识写字 ~

子 了 土 士 日 月

“字宝宝”游戏

• –

– –

Bengkel untuk Ibu Bapa

Jum umaat aat, , 11 Ma Mac 2016

Pembelajaran Bahasa Melayu

Butiran Perkongsian 2016

• Matlamat KurikulumBahasa Melayu(BM)
• Bahan Pengajaran dan Pembelajaran
• Sesi Berkongsi – Membaca buku cerita
• Sesi Amali –

ICT

apan tulis is mur urid

ermain inan Bin Bingo

• Panduan untuk Ibu bapa

Kurikulum Bahasa Melayu Sekolah Rendah 2015

Memupuk Pelajar Aktif, Pengguna Cekap

Kaya dan Pelbagai

• Pelbagai bahan pengajaran dan pembelajaran

telah dibina dan disediakan

Bahan Pengajaran dan Pembelajaran

Dekat dengan Kehidupan Murid

• menarik perhatian murid

Kaya dan Pelbagai

• Buku Besar dan Buku Kecil

Kaya dan Pelbagai

• Permainan Berpapan

Kaya dan Pelbagai

• Penggunaan Teknologi Maklumat

(ICT) yang lebih Meluas dan Komunikasi

Bahan Pengajaran dan Pembelajaran

• Ciri-ciri Buku Teks dan Buku Aktiviti
• 1 unit terdapat 5 pelajaran
• bahagian mahir bahasa
• bahagian kenal bahasa
• pernyataan ‘Saya boleh lakukan...’

Ciri-ciri Buku Teks

• bjektif

Ciri-ciri Buku Aktiviti

Melibatkan Murid Secara Aktif

Ses Sesi Ber erdialog

In Interaksi Li Lisan

Melibatkan Murid Secara Aktif

Kemahiran Bertutur

Kerja Berkumpulan

Sesi Berkongsi Membaca Buku Cerita (Shared Book Approach) SBA

Buku ce cerita (S (Shar ared Boo

• ok Approach)
• Ber

erbual men engenai seb sebuah buku ce cerita

• Ber

ermula dar ari kuli lit buku ke ke se setiap ap muka su surat buku ce cerita itu itu.

• Ber

erinteraksi den engan an ib ibu bap apa sem semasa membaca ber ersama-sama

Sesi Amali Pengg ggunaan ICT ICT

Pengg ggunaan ICT ICT

• Cekap dala

lam talia lian

http tp:// //tinta.moe.edu.sg/mekar ar/slot/u112/ecekap/index.html

Pengg ggunaan ICT ICT

• Tinta Tunas

http://tinta.moe.edu.sg/mekar/slot/u112/PRI/ind ex.html

Pengg ggunaan ICT ICT

• Nadi

http://nadi.edumall.sg/

si ta- a Aplika Ceri Cerit Nusantara

• App Cerita-cerita Rakyat Nusantara

(e-book) telah dilancarkan pada Sabtu, 19 September 2015. Ia boleh di muat turun dari Apple Apps

• Store dan Google Playstore.
• Boleh dimuat-turun di alamat:

http://www.malaylanguagecentre. moe.edu.sg/e-book-ccrn

Papan Tulis (murid)

• Menulis jawapan di papan tulis.
• Secara langsung dapat mengetahui kefahaman

seseorang murid itu.

• Merangsang murid belajar sesuatu.

Contoh: belajar ejaan atau kosa kata baharu

Sesi Amali Pengg ggunaan Papan Tulis

Sesi Amali Permainan Bingo

http tp:// //myf yfreebingocar ards.com/bingo-card-generator

Panduan untuk Ibu bapa

• menyediakan situasi kondusif untuk pembelajaran;

menggunakan bahasa Melayu dalam aktiviti kegiatan harian mereka; menggunakan ICT untuk belajar dan bermain

• permainan bahasa bersama-sama anak-anak kita;
• membaca bersama-sama dengan anak kita dan

berbincang mengenai kosa kata dan gambar dalam bahasa Melayu.

Harapan Guru…

• Tunjukkan minat terhadap pengalaman

pembelajaran BM anak anda.

• Ulangkaji kosa kata dan ejaan mingguan.

• Memeriksa buku panduan (handbook)

anakanda bagi memastikan kerja rumah diselesaikan dan nota guru kepada para waris dimaklum.

Use seful li links:

• f MTL

• f-moth

http://tinta.moe.edu.sg/mekar/slot/u112/PRI/index.html

http://www.malaylanguagecentre.moe.edu.sg/e-book-ccrn

http://myfreebingocards.com/bin ingo-card-generator

Ada Pertanyaan?

Terima Kasih

SEK EKIAN IAN

Strategies for Developing Reading Skills in Young Children

Miss Rofidah Bte Samah (AED Learning & Behavioural Support)

AGENDA

Why some children struggle? School Support Practical Tips & Strategies Home Support

I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

I could not believe that I could actually understand what I was reading. The phenomenal power of

the human mind, according to a researcher at

Cambridge University, it doesn't matter in what order the letters in a word are, the only important thing is that the first and last letter be at the right place. The rest can be a total mess and you can still read it without problem. This is because the human mind does not read every letter by itself but the word as a whole.

STRUGGLING READERS

• English is not their dominant language (2nd language)
• Lack of exposure in literacy experiences
• Poor/inadequate reading instructions
• Reading difficulties e.g. Dyslexia

STRUGGLING READERS – EARLY SIGNS

 Speech problems  Hearing Impairment  Avoidance to read aloud  Difficulty in … …

Pronouncing new words and remembering them Blending the letter sounds

FOCUS: BASIC LITERACY SKILLS

• Phonological awareness
• Knowledge of the Alphabet (letter name & letter sounds)
• Decoding skills to read and spell regular words
• Fluency in recognising commonly used words

(high-frequency words)

WAP - SCHOOL SUPPORT: EARLY LITERACY INTERVENTION PROGRAMME

• Morning Reading Programme
• Monday, Tuesday, & Thursday
• Teachers & Parent

Volunteers

• Reading Support Programme – RSP
• Withdrawal lesson during EL for 30 minutes
• Selection of pupils are based on school readiness test (reading age)
• Bridging lessons - Stellar reading and spelling

Consonant Diagraphs

th – thumb ch – chips sh – ship wh – whisk

R- Controlled Syllables

ar – car /ar/ er – fern /er/ ir – bird /er/

• r – corn /or/

ur – surf /ur/

Consonant – le Syllables

• ble – marble
• cle - uncle
• dle - bundle
• fle - rifle
• gle - wiggle
• kle – ankle
• ple – apple

s-tle - whistle

• tle - startle
• zle - puzzle

PARENT SUPPORT @ HOME

• Class Spelling (Elkonin Boxes) – Sample
• Spelling List : Target first 5 words, subsequently more words
• Practise spelling everyday

p

• t

VISUALIZING THE ‘SIGHT WORDS’ – HIGH FREQUENCY WORDS

Parent Support @ Home

HIGH FREQUENCY WORDS

• Appear frequently in printed materials

12 Sigh ght t Wo Words s make ke up up 25% 5% of

• f th

thos

• se

e we r e rea ead d and nd write. te. 100 0 Sigh ght t Wo Words s make ke up up 50 50% of

• f th

thos

• se

e we r e rea ead d and nd write te About

• ut 300

0 Sig ight t Wo Words ds accoun

• unt

t fo for 75% 5% of

• f th

thos

• se

e we e rea ead d and nd write te

RECAP: TIPS FOR PARENTS TO SUPPORT THEIR CHILDREN IN READING

• Read with your child regularly
• Praise your child for his/her effort in reading.
• Do not scold your child for reading and spelling errors.
• Build sense of excitement in the reading activities
• Practice and recap what they have learnt in school

RESOURCES