P3 ENGLISH CURRICULUM BRIEFING FOR PARENTS 18 Jan 2014
OUTLINE • MISSION • APPROACH TO EL TEACHING • P3 ENGLISH CURRICULUM • HOW PARENTS CAN PROVIDE SUPPORT • ASSESSMENT
APPROACH TO EL TEACHING EL Syllabus 2010 Emphasis on • Strengthening the foundation of language learning • Enriching the EL curriculum in our schools
P3 ENGLISH CURRICULUM • STELLAR • LITERATURE-IN-ACTION PROGRAMME
STELLAR ST rategies for E nglish L anguage L earning A nd R eading
STELLAR PEDAGOGIC FRAMEWORK (3a) Shared Book Modified Language Approach Experience Approach Reading for Explicit teaching of Class Group Individual Understanding language items, Writing Writing Writing & enjoyment structures & skills
STELLAR PEDAGOGIC FRAMEWORK(3b) Sustained Silent Reading (a) Supported Reading Writing Process (b) KWL (c) Retelling Cycle Reading for Explicit Sentence Class Group Individual Understanding teaching manipulation & enjoyment of Language items, structures & skills
To know more about STELLAR, you may wish to visit www.stellarliteracy.sg
LITERATURE-IN-ACTION PROGRAMME Objectives • To learn literary devices • To be exposed to good writing and see the world through the eyes of different characters
HOW PARENTS CAN PROVIDE SUPPORT • Provide varied English language reading materials at home • Set aside time for your child to read • Cultivate in your child the good habit of referring to a dictionary
ASSESSMENT MATTERS FORMATIVE ASSESSMENT • Leveraging on feedback to engage pupils in deep learning – marks/grades in tests – teachers’ qualitative comments – rubric indicators
Proficient Needs Improvement Exemplary Developing Mispronunciation or Clear Clear and Clear and Pronunciation skipping of many pronunciation in consistent consistently good and Articulation words very few pronunciation pronunciation instances with a few errors Very slow and jerky Generally Fluent reading Fluent reading with reading of words, smooth and delivered with appropriate pauses Rhythm and syllable by syllable fluent reading appropriate and without Fluency delivered with pauses but hesitations some noticeable some occasional hesitations hesitations Little attempt at Some attempt in Able to vary Demonstrates a using appropriate varying pace, pace, volume, good awareness of variation in pace, volume, tone tone and stress how meaning and Expressiveness volume and stress and stress expression is conveyed through the use of appropriate pace, volume, tone and stress
SUMMATIVE ASSESSMENTS Term 2 Term4 Term 1 (SA1) Term 3 (SA2) 30% 70% 16m 16m Oral 20m 20m Writing 4m 4m Listening 10m 10m Spelling/Dictation *(best 2 scores per semester) 50m 50m Language Use 100m 100m Total
Component Content Item Marks Type Oral Reading Open- 6 ended Aloud Open- Stimulus- 10 ended based Conversation
Component Content Item Marks Type Listening Picture- MCQ 4 Matching Comprehension Spelling & Open- 10 Dictation ended (average of best 2 aggregate scores)
Component Content Item Marks Type Composition Guided Writing Open- 20 with helping ended words
Needs Improvement Developing Proficient Exceeding Poor arrangement of Sensible arrangement Fairly good Good arrangement of ideas and facts of ideas and facts in arrangement of ideas ideas and facts throughout the story parts of story and facts throughout throughout the story the story Details included are Details included are Details included are Details included are CONTENT largely irrelevant and limited with little relevant with relevant with extensive limited elaboration adequate elaboration elaboration Ideas are poorly Linking of ideas is not Ideas are well-linked Ideas are very well- linked always successful linked Paragraphing is Some attempt at Generally good use of Effective paragraphing absent or haphazard paragraphing paragraphing
Needs Improvement Developing Proficient Exceeding Shows extensive Shows limited use of Shows some variation Shows varied and good use of inappropriate vocabulary and and adequate use of use of vocabulary and vocabulary and sentence structures vocabulary and sentence structures sentence structures sentence structures LANGUAGE Shows little attempt Shows some attempt Uses appropriate Uses appropriate to use appropriate to use appropriate language according to language according to language according language according to context most of the context at all times to context context time Contains extensive Contains several Contains a few errors Hardly any errors in errors in spelling, errors in spelling, in spelling, spelling, punctuation punctuation and punctuation and punctuation and and grammar grammar grammar grammar
Component Content Item Marks Type Language Use Vocabulary MCQ & 14 Cloze and with Comprehension Grammar 16 helping words MCQ Comprehension 20 Open- ended
THANK YOU
Recommend
More recommend
