Jurong West Primary School English Department Primary 1 TEAMWORK
Key changes ▹ To enhance the joy of learning starting 2019 1) No weighted assessment from 2019 (including year-end exam for P2) 2) Use qualitative descriptors to report students’ learning progress.
Holistic Development ▹ PERI HOLISTIC ASSESSMENT (PERI HA) Aspects 1) Supports student learning and development of the whole child 2) Builds students’ confidence and desire to learn 3) Better prepares students for the future 4) Strikes a balance between Assessment of Learning (AoL) and Assessment for Learning (AfL) practices 5) Uses appropriate methods and modes of assessment
PERI HA Process ▹ Teachers use multiple sources to continually gather information on a child’s development, to provide feedback to support and guide learning. ▹ Teachers use assessment information formatively, to adjust instruction and provide students with feedback and targeted practice to move learning forward.
PERI HA Formative ▹ Pupils respond individually to short, pencil – paper or Assessment presentation formative assessments of skills and knowledge taught in class. ▹ Assessment results help teachers to monitor individual student progress and to inform future instruction. ▹ Teacher can quickly assess whether the pupil has acquired the intended knowledge and skills. ▹ As a formative assessment, a grade is not the intended purpose.
English syllabus and ▹ Listening & Viewing Curriculum from MOE ▹ Speaking & Representing ▹ Reading & Viewing ▹ Writing & Representing ▹ Language Use
Components: Areas of Language Learning Receptive Skills Productive Skills Knowledge About ■ ■ Listening Speaking Language ■ ■ ■ Reading Writing Grammar ■ ■ ■ Viewing Representing Vocabulary Skills that are required Skills that enable the The building blocks for the making of creating of meaning. that are required for meaning from ideas or the application of the information receptive and productive skills for effective communication.
PERI HA TASKS Component Term 1 Term 2 Term 3 Term 4 Listening & Viewing Sound Discrimination Sound Discrimination Sound Discrimination Sound Discrimination Picture Matching Picture Matching Picture Matching Picture Matching Categorise and Classify Categorise and Classify Categorise and Classify Categorise and Classify Speaking & Nursery Rhyme Recitation Nursery Rhyme Recitation Stimulus Based Stimulus Based Representing (Group Presentation) Conversation Conversation (Individual Presentation) Reading & Viewing Word List Reading Aloud Reading Aloud Reading Aloud Writing & Representing Rearrangement of words Rearrangement of words into 3 Picture Series Writing 3 Picture Series Writing into sentences sentences and rewriting arranged sentences into a paragraph Language Use Class Exercise 1 Class Exercise 2 Class Exercise 3 Class Exercise 4 Grammar Grammar Grammar Grammar Vocabulary Vocabulary Vocabulary Vocabulary Punctuation Punctuation Comprehension Comprehension
1) Listening & Listen carefully. Circle the letter that begins with the Viewing word that you hear. - Sound Discrimination 1. p q b m 2. a h x c 3. k j s z 1. Circle the letter that has the /b/ sound as in ball. 2. Circle the letter that has the /a/ sound as in air. 3. Circle the letter that has the /z/ sound as in zoo.
2) Reading & Viewing Learning Outcomes: To be able to • pronounce the words correctly and accurately • read fluently and expressively by varying tone, pace and volume • use appropriate stress and intonation
2) Reading & Instructions to Teachers Viewing - Word List Get pupils to read the words aloud. run fun cat sad let bus pet sun bun lap nap fat mat rug jug tap eat map get bad
2) Reading - Students will read based on STELLAR & Viewing - books read in class Reading Aloud
3) Speaking & Representation Presentation in groups and individually. - Nursery Rhyme Recitation & We aim to develop every pupil into becoming a Show & Tell confident speaker. We aim to help pupils present their stories, nursery rhymes with confidence and clarity.
3) Speaking & Representing - Questions will be based on STELLAR Stimulus- books Based Conversation E.g. Do you like the cover page? Who is the author/illustrator?
4) Writing We aim to prepare the students to be able to write at least 70 words. Tasks include – - rearrangement of words into sentences (Term 1) - rewriting arranged sentences into a paragraph (Term 2) - writing a story based on 3 Picture Series (Term 3 and 4)
5) Language Use Component Term 1 Term 2 Term 3 Term 4 Language Use Class Exercise 1 Class Exercise 2 Class Exercise 3 Class Exercise 4 Grammar Grammar Grammar Grammar Vocabulary Vocabulary Vocabulary Vocabulary Punctuation Punctuation Comprehension Comprehension Language items will be largely based on STELLAR Books. Difficulty levels of the questions will be progressively increased over the terms.
Learning Feedback
Term 1 Example of the Learning Feedback Encouragement Independent With some Expectation Confidence Exceeds Needs Component: Listening and Viewing Learning Outcomes • Listen attentively and follow simple instructions. • Identify consonants, vowels, consonant clusters and vowel combinations. • Make simple generalisations by identifying the main idea and key details. • Listen to, view and respond to a variety of spoken, audio and visual texts. SOURCES : 1) students’ class work (Listening Comprehension and Oral 1) 2) teacher’s observation in class (students’ responses to questions) 3) Listening Exercises - Sound Discrimination, Picture Matching and Categorise and Classify
Strategies 1. Exposure to Standard Forms of English to help ▹ your child Children pick up language that they are exposed to ▹ Constantly promote the use of standard English ▹ Read quality books and magazines ▹ Visit the library and myON and read up books
Strategies 2. Focus On Areas of Weakness/Concern to help ▹ your child Identify areas of weakness through daily class work ▹ Provide practices in these areas
Strategies 3. Participation In Language Activities to help ▹ your child Improvement is achieved through regular use and practice ▹ Actively engaged in activities organized in school e.g. Creative Writing, recess interlude activities ▹ Participation in class discussions and presentations also provide good opportunities
Strategies 4. Read Widely to help ▹ your child Increase knowledge and expand vocabulary ▹ Include stories and poems as these aid in comprehension
Strategies 5. Seek clarifications and ask questions in to help class your child ▹ Allow one to clear doubts and deepen his or her understanding
student
Recommended TITLE AUTHOR book titles for Jack and Nancy Quentin Blake This orq : (he cave boy) David Elliot reading Exploring Deserts: A Benjamin Blog and his Inquisitive Dog Investigation (Exploring Habitats with Benjamin Blog and his Inquisitive Dog) Anita Ganeri The Invisible Boy Trudy Ludwig The Princess and the Pony Kate Beaton Sidewalk Flowers JonArno Lawson Florentine and Pig and the Spooky Forest Adventure Eva Katzler Believe It or Not, My Brother Has a Monster! Kenn Nesbitt Lindbergh: The Tale of a Flying Mouse Torben Kuhlmann Mr. Ferris and His Wheel Kathryn Gibbs Davis Joseph Had a Little Overcoat Simms Taback Owen Kevin Henkes The Giving Tree Shel Silverstein Alexander and the terrible, horrible, no good, very bad day Judith Voist
Recommended TITLE AUTHOR book titles for The Lorax Dr Seuss Frog and Toad Together Arnold Lobel reading The BFG Roald Dahl Pippi Longstocking Astrid Lindgren The Sheep-pig Dick King-Smith A Bear called Paddington Michael Bond Elephant and Piggie Mo Willems Gorilla Anthony Browne If kids ran the world Leo and Diane Dillon A bad case of stripes David Shannon The book with no pictures BJ Novak Ivan: the remarkable true story of the shopping mall gorilla Katherine Applegate The girl who heard colours Marie Harris Brave Irene William Steig Scaredy squirrel Melanie Watt
Recommended book titles for TITLE AUTHOR reading The word collector Peter H Reynolds Swimmy Leo Lionni A ball for Daisy Chris Raschka Flotsam David Weisner The adventures of Beekle: The unimaginary friend Dan Santat Lon Po Po Ed Young Amelia Bedelia Peggy Parish Stuart Little E.B White The Gruffalo Julia Donaldson If you give a mouse a cookie Laura Joffe Numeroff Stellaluna Janell Cannon
Thank you!
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