a strong foundation for rich language &...
TRANSCRIPT
A Strong Foundation for Rich Language & Life
Ms Norhikmah Sohoi7 February 2015
What Do We Want to Achieve?
All children should enjoy learning English, develop good language skills, be effective communicators
and lifelong learners.
New Skills for A Changing World
Need to prepare our children for life and work in the 21st century
Develop students to be
Effective communicators
Confident, self-directed learners
Core R3ICH values
• Respect
• Responsibility
• Resilience
• Integrity
• Care
• Harmony
21st Century Competencies Framework
Cha
ract
er a
nd C
itize
nshi
p Ed
ucat
ion
STRONG FOUNDATION IN ARABIC AND ISLAMIC TRADITIONS (AL-QUR’AN & AS-SUNNAH)
STELLAR
Strategies for English Language Learning and Reading
Aims to move EL learners towards independence using authentic texts and learning activities that motivate and engage different learners
The STELLAR Vision
Children who love reading and have a strong foundation in the English Language
STELLAR Titles for P1Term 1 Term 2 Term 3 Term 4
Dan, The Flying Man The Hungry Giant Grumpy Elephant Lazy Duck
Walking Through the Jungle To Town Short, Tall, Big or
SmartThe Enormous
Watermelon
Crocodile Tea The Giant’s Ice Cream The King’s Cake Whose Hooves?
The Jigaree
STELLAR Titles for P2Term 1 Term 2 Term 3 Term 4
The Underground
DanceMagnetic Max A World of Tools The Three Billy
Goats Gruff
A Butterfly is Born Life in a Shell The Grasshopper
and The Ant
The Chinese Opera Game
Food Fit for A King Owl Babies
What will the Weather be Like
Today?
EL Programmes@Alsagoff• Storytelling sessions
• Oral Presentations (Choral Reading, Show & Tell)
• Integrated Speech & Drama (tentative)
• Interdisciplinary Learning Journeys
• STELLAR Prog at Science Centre
STORYTELLING SESSION FOR PRIMARY 1
STORYTELLING SESSION FOR PRIMARY 2
NADWAH PERFORMANCES
SHOW & TELL SESSION
STELLAR PROGS AT SCIENCE CENTRE
How Can I Know My Daughter’s Progress?
Holistic Assessment
FORMATIVE
SUMMATIVE
Modes of Assessment
Bite-sized Tests
Group Performance Tasks
Individual Performance Tasks
Purpose of Assessment Modes
Bite-sized Tests
• to build confidence & desire to learn
• to allow a smooth transition into primary school
Group Performance Tasks
• Peer teaching & learning
• Co-operation & Collaboration
Group Performance Tasks
• Application of skills and knowledge learnt
P1 EL Holistic Assessment PlanArea of Language
Learning! Term 1! Term 2! Term 3! Term 4!
Listening and Viewing! Sound Discrimination & Picture Matching (5%)!
Sound Discrimination & Picture Matching!
Sound Discrimination & Picture Matching (5%)!
Reading & Viewing Speaking and Representing!
High Frequency words – No. 1 to 100 Choral Reading in Shared Book Approach (State the Unit)!
High Frequency Words - No. 1 to 200 (5%) Show & Tell (pair work) Choral Reading (Nadwah performance – 25 March)!
Show & Tell (Individual) (10%) Reading Aloud Stimulus-based Conversation!
Sound discrimination + Picture Matching!
Writing and Representing! Penmanship Spelling & Dictation Sentence Writing!
Penmanship (5%) Spelling & Dictation MLEA – Group Writing!
Group Writing (5%) Spelling & Dictation Individual Writing!
Individual Writing (10%) Spelling & Dictation!
Language Use and Comprehension!
Mini-Test • Grammar • Vocabulary • Comprehension !
Mini-Test (10%) • Grammar • Vocabulary • Comprehension !
Mini-Test (15%) • Grammar • Vocabulary • Comprehension!
Mini-Test (20%) • Grammar • Vocabulary • Comprehension!
Total (100%)! 0%! 25%! 30%! 45%!No. of weighted assessments! 0! 3! 3! 4!On-going formative assessment practices and strategies used in class, e.g., making explicit learning targets and success criteria, descriptive feedback, strategic questioning, self and peer assessments, engaging pupils in goal-setting and questioning!
P2 EL Holistic Assessment PlanArea of Language Learning! Term 1! Term 2! Term 3! Term 4!
Listening and Viewing (15%) !
Sound discrimination + Picture Matching (5%)!
Sound Discrimination & Picture Matching (5%)!
Sound Discrimination & Picture Matching!
End- of- Year Assessment (50%) • Paper 1: Guided Writing (10%)
(Picture series with helping words)
• Paper 2: Language Use & Comprehension (25%) o Vocabulary MCQ o Grammar MCQ o Grammar Cloze o Editing for Spelling & Punctuation o Sentence Combining o Comprehension OE
• Paper 3: Listening Comprehension (5%) o Sound Discrimination o Picture Matching
• Paper 4: Oral Communication (10%) o Reading Aloud o Stimulus-based Conversation!
Reading & Viewing Speaking and Representing (20%)!
Reading Aloud (5%)! Show & Tell (pair work) Choral Reading (Nadwah performance – 25 March)!
Show & Tell (Individual) (5%) Reading Aloud Stimulus-based Conversation!
Writing and Representing (20%)!
Penmanship Spelling & Dictation!
MLEA – Class & Group Writing (5%) Spelling & Dictation Individual Writing !
Individual Writing (5%) Individual Writing Spelling & Dictation!
Language Use and Comprehension (45%)!
Mini-Test • Grammar • Vocabulary • Comprehension !
Mini-Test (5%) • Grammar • Vocabulary • Editing for Spelling &
Punctuation • Comprehension!
Mini-Test (15%) • Grammar • Vocabulary • Editing for Spelling &
Punctuation • Sentence Combining • Comprehension!
Total (100%)! 10%! 15%! 25%! 50%!No. of weighted assessments! 2! 3! 3! 1!On-going formative assessment practices and strategies used in class, e.g., making explicit learning targets and success criteria, descriptive feedback, strategic questioning, self and peer assessments, engaging pupils in goal-setting and questioning!
How Can I Help My Child?
Every Parent, A Supportive Partner
• Create a literacy corner at your home, away from the distractions.
• Begin with reading to your daughter and let them listen to you read.
• Picture Books are great to start your daughter talking.
• Ask your daughter questions regarding the books they are reading
• What is the story about?
• Who are the characters in the story?
• Where does the story take place?
• Would you recommend the book to your friends/siblings?
Every Parent, A Supportive Partner
In short, how can we introduce books to our daughter?
• 1. Get to know what interest your child. Find out the topics that she likes.
• 2. Visit the library and look for books with those topics.
• 3. Read together with your daughter daily. If she is an independent reader, encourage her to read at least 30 minutes a day. If the topics are something that she is interested in, it should not be too difficult getting her to read those books.
• 4. Talk to your child about other titles with the aim of arousing her interest. Read a few paragraphs with her, if she finds them interesting, get her the book and let her read it. If she is still uninterested, do not force her to read that book. Instead, go back to Point (1)!
Every Parent, A Supportive Partner
• Design your own learning journeys.
• Create activities to enrich her experience.
• Get her to talk about what she has learnt from the LJ.
• Be creative and make use of technology. Create your very own family production.
Every Parent, A Supportive Partner
• Encourage her to write
• Letters
• Thank you notes
• Journals
Every Parent, A Supportive Partner
• Forge alliance with your daughter’s EL teacher.
• Check her work and ensure that she gets it done.
• Go through the spelling list with her.
• Be supportive and be interested in what she does at school.
• Understand her and provide all the support she needs.
• Be firm.
Every Parent, A Supportive Partner
Primary 1 & 2 EL Teacher: Mdm Samemmah
EL SH: Ms Norhikmah
Useful links
http://www.nlb.gov.sg/kidsread/ https://write4craft.wordpress.com/
http://www.stellarliteracy.sg http://www.goodreads.com/list/show/460.Best_Picture_Books
Picture Books contact: Book Bait ([email protected])
–Elizabeth Hardwick
“The greatest
is a passion for reading.”