Ai Tong School EL Workshop for Parents Date: 28 February 2015 (Sat) Time: 8.30 a.m. to 11.30 a.m.
Programme Programme Presenter Registration Mdm Sulasni 2015 PSLE New Format (EL) Oral Communication Strategies (Stimulus- Ms Magdalene based Conversation) Voo Situational Writing Ms Julia Ho Continuous Writing Mrs Ellene Lee Comprehension Open-ended Ms Nur Asrini
Purpose � Strengthen school-home collaboration � Teaching and Learning during EL lessons � EL strategies � T&L processes � 2015 PSLE New Format (EL)
EL Assessments for Upper Primary (from 2014) � Paper 1: Writing � Situational Writing � Composition Writing (NEW FORMAT) � Paper 2: Language Use � Booklet A (NEW COMPONENT) � Booklet B (NEW COMPONENT) � Paper 3: Listening Comprehension � Paper 4: Oral (NEW FORMAT) � Reading aloud � Stimulus-based Conversation
What’s New � Paper 1: Writing � Composition Writing (change in format) � Paper 2: Language Use � Booklet A � Visual Text Comprehension (8 x 1 mark) � Booklet B � Editing for Spelling and Grammar (12 x 1 mark) � Comprehension (20 marks) � Paper 4: Oral � Stimulus-based Conversation (20 marks)
Paper 1 (P1 and P2) Level Task / Feature P1 Guided writing with picture cue •Focus: penmanship and accuracy in spelling Guided writing – Picture Series •Focus: organisation of ideas P2 Guided writing – Picture Series •Focus: organisation of ideas Guided Writing – Picture Sequence •Length: at least 70 words •Words and/or phrases provided for each picture
Paper 1 (P3 and P4) Level Task / Feature P3 Guided Writing – Picture Series •Length: at least 100 words •3 pictures in sequence + ‘?’ •Words and/or phrases provided P4 Guided Writing •Length: at least 120 words •Write about a given scenario •3 sequential pictures provided (related to the scenario) •Write story based on 1, 2 or all the pictures •List of questions provided •Helping words provided
Paper 1 (P5 and P6) Level Task / Feature P5 Situational Writing (1 compulsory question) P6 Continuous Writing (1 compulsory question) •Length: at least 150 words •Write about a given topic (i.e. a challenge ) •Write based on 1 or more of the pictures provided •Address the questions provided in the story written
Paper 2 (P2 - P4) Level Component P2 Visual Text Comprehension: •a/an advertisement / leaflet / brochure / flyer that is half- / one-page long P3 • visuals to accompany and support the different information given P4 •able to read and view different types of texts Comprehension Open-ended: •Passage 1: 180 – 220 words (easier passage) •Passage 2: 220 – 260 words (question types are higher level) •Open-ended questions: answer in complete sentence •True/false with reason(s) •Sequencing •Vocabulary in context
Paper 2 (P5 - P6) Level Component P5 Visual Text Comprehension •A/an advertisement / leaflet / brochure / flyer that is two pages long. P6 •Stylistics of the stimulus provided Many exclamation marks are use in this flyer to ____________. The use of bold words in the section shows________________. • visuals to accompany and support the different information given. Comprehension Open-ended •P5: about 300 – 350 words; P6: about 380 – 420 words •narrative texts •6 question types: VIC, AP, AB, RO, PA, SE •True/false questions: the reason should not be something lifted from the passage.
Stimulus-based Conversation (P2 - P4) Level Component P2 Stimulus-based Conversation: •a/an advertisement / leaflet / brochure / flyer • visual relates to STELLAR theme covered •asked 2 main prompts pertaining to: • Personal experience linked to the stimulus • Personal opinion based on the theme P3 Stimulus-based Conversation: •a/an advertisement / leaflet / brochure / flyer P4 • visual relates to STELLAR theme covered •asked 3 main prompts pertaining to: • Stimulus • Personal experience linked to the stimulus • Personal opinion based on the theme
Stimulus-based Conversation (P5 - P6) Level Component P5 Stimulus-based Conversation: •a/an advertisement / leaflet / brochure / flyer P6 • visual relates to STELLAR theme covered •asked 3 main prompts pertaining to: • Stimulus • Personal experience linked to the stimulus • Personal opinion based on the theme
Oral Communication Strategies Stimulus-based Conversation
Components Of Examination COMPONENT MARKS READING ALOUD 10 STIMULUS-BASED CONVERSATION 20
PART 1 READING ALOUD (10 MARKS)
Assessment Criteria: • Pronunciation and Articulation • Rhythm and Fluency • Expression
Pronunciation and Articulation � Clarity � Precision
Reading Aloud Example
“What happened in school today, Jim?” asked Grandpa, who was always eager to hear about Jim’s day at school. “We were told that tomorrow is ‘Eat with Your Family Day’!” quipped Jim enthusiastically. Jim went on to tell his grandfather that on this day, family members are encouraged to have dinner together. Some employers would allow their employees to leave their workplace a little earlier, so that they can make it back home in time for dinner. “I think it is a fabulous idea as children like me would get to have dinner with their parents,” added Jim. Grandpa smiled at Jim knowingly, as he silently hoped that Jim’s parents would one day take his advice and spend more time with their son. “Yes, Jim. Tomorrow’s dinner is going to be a special one, especially for you,” Grandpa chuckled, as he started to think of the menu for dinner the next day.
Tips for Reading Aloud Listen to the news on TV, radio and internet � Audio recording of reading practice � Internet websites: ����������������������������� � �������������������������� � ������������������������������������� � �������������������������������� �
Checklist 1. Pronunciation and Articulation Did the reader: - pronounce and articulate the words in the passage clearly? 2. Fluency Did the reader: - use appropriate stress patterns and rhythm? - read each sentence in the passage fluently? - avoid reading word by word but go for groups of words? - pause at appropriate punctuation marks? 3. Expressiveness Did the reader: - engage the listener from the beginning till the end in the reading? - vary the pitch and tone to convey ideas and feelings?
NEW FORMAT PART 2 STIMULUS-BASED CONVERSATION (20 MARKS)
Assessment Criteria Personal Response • to give relevant opinions, ideas and experiences Clarity of Expression • to express oneself clearly in a conversation, using appropriate vocabulary and accurate grammatical structures Engagement in Conversation • to interact with the examiner • and take the initiative to introduce ideas
Sample and Possible Prompts THE STRAITS NEWS ������������������� ������������������������ School bully’s punch leaves him with stitches
Strategy 1 – 5Ws 1H Generating ideas for 3 minutes WHO? WHAT? HOW? Stimulus WHY? WHEN? WHERE?
Strategy 1 – 5Ws 1H � What is the headline of the article? “School bully’s punch leaves him with stitches” � � What is the purpose of using this article in the headline? � to draw attention to the problem of bullying in school � What do you think this article is about? � boy injured as a result of bully’s actions � bullying in school
Strategy 1 – 5Ws 1H � Who is the target audience of this newspaper article? � parents, general public � Where do you think the bullying incident took place? � in class/in school � When do you think the bullying incident took place ? � a few days before 3 February 2014 � most probably on Thursday or Friday
Strategy 1 – 5Ws 1H � Where do you think the bullying incident took place? � in class/in school � When do you think the bullying incident took place ? � a few days before 3 February 2014 � most probably on Thursday or Friday
Strategy 1 – 5Ws 1H � Why do you think the sentence, “Teacher was in the time, say parents” was added bottom of the picture? � the bully was not afraid of the teacher � parents are implying that the teacher did not do anything to protect the victim � School is not doing enough to protect the victim
Strategy 1 – 5Ws 1H Why is the focus of the photograph on the victim’s • eyes only? � it is to draw attention to the injury suffered by the victim � It is to protect the identity of the victim
Strategy 1 – 5Ws 1H How do you think the victim/teacher/parents feel about • this incident? � victim – scared and afraid to go to school/ vulnerable/ humiliated � teacher – upset/angry with the bully’s use of violence in class � parents of victim – angry/upset that their child was hurt by a bully
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