Meet the Parents Primary 3 Briefing Session 24 Jan 2015
PERI Holistic Assessment English
ENGLISH BRIEFING OUTLINE P3 EL Curriculum P3 English Holistic Assessment Plan Suggested EL activities for parent and child inspir spiring g a a future ure-ready ready, , an anchor chor-stea teady dy co commu mmunity nity that at flouris urishe hes s and thri rives es
Main EL Curriculum • Use of Big Books (Sem 1) and PowerPoint slides (Sem 2) • Big Book title linked to Project Work and Writing (Information Text – Term 1)
Holistic Assessment @ Westwood Primary Formative and Summative Assessment (Primary 3) Term 1 Term 2 Term 3 Term 4 Termly - 30% - 70% Weighting 5
Listening and Viewing Tasks Picture Matching Question: Colin helps his father lift heavy sacks of mail. What is Colin’s father’s occupation? Pupil will choose the correct option and write their number in the bracket. ( )
Listening and Viewing Tasks Picture Sequencing Teacher’s Script: To make sunflower using seashells, first you have to remove the contents from the packet. Next, pour the contents into a sieve so that the seashells can be separated from the sand. After that, pick the seashells from the sieve and glue them one at a time around a circular box. Pupil will choose the correct sequence and write it down.
Listening and Viewing Tasks Note-Taking Teacher’s Script: Your brother, Nate, is out of the house. Take down the telephone message for him. This is what Weixin says: Hello, this is Weixin . May I speak to Nate, please? Oh, he’s not home? Can you take down this message for him please? Please let him know that my illness is not contagious so I will meet him tomorrow. I need to give Nate directions on how to get to the place to meet me. Please take them down. First, he has to take bus number 100 to the town library. On its right, he will find the shop “Celebrations”. It sells all kinds of gifts at very low prices. Ask Nate to meet me at the shop. Thanks. Pupils will then fill in a short cloze passage with information they have heard from the teacher. Eg: Your friend Weixin called. His Q1)_______________ is not contagious so he will meet you tomorrow. ….
Reading and Viewing Tasks • Reading a familiar text aloud Details: - one-to-one testing - Focus: volume, clarity, pronunciation, intonation, fluency
Speaking and Representing Tasks • Picture Description (P2) • Stimulus-Based Picture Conversation Teacher’s Prompting Question: Look at the following pictures. Which of these would you choose as a pet? Why?
Writing and Representing Tasks Guided Writing • based on 3 pictures given to them • Helping words/phrases given • Structure is esssential (paragraphing and organisation of ideas)
Write a story of at least 100 words based on the pictures below. Give the story your own ending. You may use the words and phrases in the box. You are encouraged to include other relevant points to make your composition interesting. parents not home hide-and-seek cover eyes count to 100 1 2 run excitedly good hiding place ? wait quietly confident Searchcarefully disappointed at being found 3 4 a long time realise
Written Language Tasks Paper and Pencil Tasks: • Grammar MCQ • Vocabulary MCQ • Grammar Cloze • Vocabulary Cloze • Comprehension MCQ • Comprehension Open Ended • Graphic Stimulus (new)
Term 1 HA Plan Time Frame Language Skill Assessment Task Weighting (Term 1) (0%) Week 6 Writing and Guided Writing: - Representing Writing an Information Text Tasks (Project Work) Week 8 Written Language Paper and Pencil Task: - Tasks -Grammar/Vocabulary MCQ -Grammar/Vocabulary Cloze -Sentence Completion and Word Order -Comprehension MCQ and OE
Term 2 HA Plan Time Language Skill Assessment Task Weighting Frame (30%) (Term 2) Reading Aloud: 5% Week 5 Reading and Read a text aloud Viewing Tasks Stimulus-Based Picture Conversation: 5% Speaking and Describe a picture aloud Representing Tasks Listening Comprehension: Week 6 Listening and Picture Matching, Picture Sequencing and Note- 7% Viewing Tasks Taking Guided Writing: Writing and Writing based on given pictures and helping Representing words/phrases 3% Tasks Paper and Pencil Test: Week 7 Written -Grammar/Vocabulary MCQ 10% Language -Grammar/Vocabulary Cloze Tasks -Sentence Completion and Word Order -Comprehension MCQ and OE
Term 3 HA Plan Time Language Skill Assessment Task Weighting Frame (20%) (Term 3) Stimulus-Based Picture Conversation: Week 4 Speaking and - Describe a picture aloud Representing Tasks Paper and Pencil Task: Week 8 Written - -Grammar/Vocabulary MCQ Language -Grammar/Vocabulary Cloze Tasks -Sentence Completion and Word Order -Comprehension MCQ and OE
Term 4 HA Plan Year End Examinations • All language components tested – listening, reading, speaking, writing and language use • Highest weighting out of the 4 terms (70%)
Term 4 HA Plan- Year End Examinations Time Language Skill Assessment Task Weighting Frame (50%) (Term 4) Reading Aloud: 5% Week 4 Reading and Read a text aloud Viewing Tasks Stimulus-Based Picture Conversation: 5% Speaking and Describe a picture aloud Representing Tasks Listening Comprehension: Week 5 Listening and Picture Matching, Picture Sequencing and 10% Viewing Tasks Note-Taking Guided Writing: Writing and Writing based on given pictures and helping 15% Representing words/phrases Tasks Paper and Pencil Test: 35% Week 7 Written -Grammar/Vocabulary MCQ Language Tasks -Grammar/Vocabulary Cloze -Sentence Completion and Word Order -Comprehension MCQ and OE
Recommended Literature • Fiction (stories – fairy tales) • Non-fiction (General Knowledge – National Geographic/ Little Red Dot) • Highlights Magazine
Selecting an appropriate book for your child… 20
Website for parents: http://www.stellarliteracy.sg/ 21
PERI Holistic Assessment Mathematics
MATH BRIEFING OUTLINE P3 Math Curriculum P3 Mathematics Assessment Plan Strategies to help your child inspir spiring g a a future ure-ready ready, , an anchor chor-stea teady dy co commu mmunity nity that at flouris urishe hes s and thri rives es
P3 Math Curriculum Term 1 Chapter 1 - Numbers to 10 000 Chapter 2 - Addition and Subtraction Within 10 000 Chapter 3 - Multiplication tables 6,7,8,9 Chapter 4 - Multiplication and Division Term 2 Chapter 5 - Money Chapter 6 - Length, Mass and Volume (Part 1) Term 3 Chapter 6 - Length, Mass and Volume (Part 2) Chapter 8 - Fractions Chapter 9 - Angles Chapter 10 - Perpendicular and Parallel Lines Chapter 11 - Area and Perimeter (Part 1) Term 4 Chapter 11 - Area and Perimeter (Part 2) Chapter 7 - Time Chapter 12 – Bar Graphs inspi spiring ring a future ure-re read ady, , anchor hor-stead teady y commun mmunity ity that t flouris urishe hes s and thri rives es
P3 Mathematics Assessment Plan Time Frame HA Tasks Weighting Week 5 -Mini Test 1 Term 1 - Apply concepts and skills acquired in Chapters 1 and 2: - Numbers to 10 000 - Addition/Subtraction within 10 000 Week 9 - Mini Test 2 Apply concepts and skills acquired in Chapters 2, 3 and 4: - Addition/Subtraction within 10 000 - Multiplication tables 6,7, 8 and 9 - Multiplication and Division Week 8 - Semestral Assessment 1 Term 2 30% Apply concepts and skills acquired in Chapters 1 to 5: - Numbers to 10 000 - Addition/Subtraction within 10 000 - Multiplication tables 6,7, 8 and 9 - Multiplication and Division - Money inspi spiring ring a future ure-re read ady, , anchor hor-stead teady y commun mmunity ity that t flouris urishe hes s and thri rives es
P3 Mathematics Assessment Plan Time Frame HA Tasks Weighting Week 3 - Mini Test 3 Term 3 - Apply concepts and skills acquired in Chapter 6: - Length, Mass and Volume Week 8 - Mini Test 4 Apply concepts and skills acquired in Chapters 8, 9 and 10: - Fractions - Angles - Perpendicular Lines and Parallel Lines Semestral Assessment 2 Term 4 70% Apply concepts and skills acquired in all the 12 Chapters inspir spiring g a a future ure-ready ready, , an anchor chor-stea teady dy co commu mmunity nity that at flouris urishe hes s and thri rives es
Strategies Please continue to …. Mastery of Basic Math Facts - Multiplication Tables inspi spiring ring a future ure-re read ady, , anchor hor-stead teady y commun mmunity ity that t
Strategies Do not just stop when your child gives the correct answer. Ask questions such as ‘why?’, ‘how?’, ‘what if ?’ to make them verbalise their thoughts. Encourage your child to use models in their word problem solving. Instil the importance of labelling the models accurately. inspi spiring ring a future ure-re read ady, , anchor hor-stead teady y commun mmunity ity that t
PERI Holistic Assessment Science
SCIENCE BRIEFING OUTLINE MOE Science Framework P3 Science Curriculum Westwood Science Programme P3 Science Assessment Plan inspir spiring g a a future ure-ready ready, , an anchor chor-stea teady dy co commu mmunity nity that at flouris urishe hes s and thri rives es
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