Primary 3 English Language Content Joy of Learning Unit Coverage - PowerPoint PPT Presentation

Primary 3 English Language

Content • Joy of Learning • Unit Coverage • Level Focuses • Strategies for Learning • Assessment • Home Support

Joy of Learning Newspapers  Reading of newspapers  Objectives: - to encourage children to read current affairs - to promote reading of a variety of text types  Post-reading activities, such as journals, are designed to instill critical reading skills and reflection

Joy of Learning Charlotte’s Web  Literature text as a supplementary reading material to: - promote reading for enjoyment and reading to learn - strengthen vocabulary knowledge and complex sentence structures - deepen reading comprehension skills with in-depth analysis of characters and plots in the story

Unit Coverage Term 1 Term 2 Term 3 Term 4 Fearless Phil Predators and Unusual Plants Prince Zak and Prey the Wise Frog There’s a Boy The Gruffalo The Stars of Spilt Milk Chek Jawa Under the Bed Camille and the Sunflower

Level Focuses Oracy Writing  Speak confidently by having Generate and select ideas for good posture, eye contact and writing and representing for a smiles variety of purposes using Tell-  Speak with common sentence Show strategy starters with ease and confidence  Able to justify, elaborate and make comparison

Strategies for Learning SSR – Sustained Silent Reading  10 minutes of silent reading  Sharing of book read by teacher or students  Promote reading for enjoyment and sharing of good books read Developing Language Skills SR – Supported Reading  Vocabulary words (Narrative texts)  Grammar items  Reading for understanding and enjoyment  Sentence manipulation  Making prediction and questioning  Whole-text study  Reading strategies  Writing Process  Text types  Text features KWL – Know-Want to Know-Learnt (Non-fiction texts)  Relate a new topic or information to what they already know  Anticipate what they will be reading about  Get involved in the text by having students look for information they want to find

Comprehension  Read the text a few times to increase understanding.  Using reading strategies such as retelling , questioning , inferring , visualising , predicting and evaluating to deepen understanding.  Use prior knowledge to make connections with the text and make sense.  Look up definitions of unfamiliar words in the text.  Use TAPS ( T enses, A greement, P unctuation and S pelling) to check accuracy of written answers.

Continuous Writing  Examine the question carefully - e.g. Write a composition of at least 120 words about a rainy day (theme)  Use one or more of the 3 given pictures to develop a plot  Expand main ideas with details  Explore more on the characters – senses, thoughts and feelings, actions and behaviour  Use Tell-Show Strategies: - describe the scenes and events as if they are taking place in real time - use vivid descriptions, actions and dialogues to put the readers in the story - show the characters’ emotions through words and actions, not tell

Oral Reading Aloud  Pronounce every word accurately with clear ending sounds.  Read fluently, pausing at the right part of the sentences.  Vary tone, pitch and pace appropriately to convey the emotions of the characters in the text.  Read clearly and loudly.

Oral Stimulus-based Conversation  Use the pictures to engage in a conversation.  State choices with explanations.  Elaborate on ideas by giving opinions and reasons, describe thoughts and personal experiences, and suggest possible actions.  Use a wide range of vocabulary and accurate language structures.  Speak confidently and coherently.  Speak loudly and clearly to be heard and understood.

Assessment Term Components Marks Duration 1 Listening Comprehension: 14 30 min • Picture matching • Picture sequencing • Note-taking • Comprehension MCQ 2 Language Use and Comprehension: 40 1 h • Vocabulary MCQ • Grammar MCQ • Grammar Cloze • Editing for Spelling and Grammar • Sentence Combining • Comprehension 3 Continuous Writing 20 50 min

Semestral Assessment Paper Components Marks Weighting Duration  Composition 1 20 20% 50 min  Language Use and 2 50 50% 1h 15 min Comprehension  Listening 3 14 14% Approximately Comprehension 30 min  Reading Aloud 4 16 16% Approximately  Stimulus-based 10 min Conversation Total 100 100%

Home Support  Provide a wide variety of age-appropriate books for daily reading.  Expose children to different authors and genres.  Read with, not read for, the child to involve him/her in reading and understanding the text.  Set mini authentic writing tasks (e.g. diary, making a shopping list and taking telephone messages) to increase confidence and interest in writing.  Model spoken Standard English Language.  Set a routine for homework and revision – recalling improves retention.  Learn spelling and dictation timely.

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