parent engagement session - mee toh schoolmeetoh.swiiit.com/wbn/slot/u1383/for...
TRANSCRIPT
SSR – Sustained Silent Reading 10 min of silent reading Sharing of book read by teacher or some pupils To promote reading for enjoyment and sharing of good books read.
SR – Supported Reading (Narrative texts) Reading for understanding and enjoyment Predicting and questioning Reading strategies Text types Text features
KWL – Know-Want to Know-Learnt (Non-fiction texts) Helps readers relate a new topic or information to what they already know Anticipate what they will be reading about Become involved in the text by having them look for information they want
to find.
Follow-up activities Vocabulary words Grammar items Sentence manipulation Whole-text study Writing Process
Daily Practices: Enhancing Language for Understanding
• Focus on using contextual clues to answer questions
1. Identify key words/phrases as well as clues to help answer each question
2. Box, Circle and Underline for Comprehension
3. Identify word class (noun, adjective, adverb, verb, preposition, etc) – Especially useful for Vocabulary Cloze
4. Record new words into a Reading Log or a notebook. Know the different forms of a word
5. Word identification skills – Break up a word into syllables in order to spell/read it correctly
6. Know the different forms of verbs
Writing Practices
• Getting it right from the start
o Structured framework to re-cap and reinforce language features used in previous writing tasks.
o Focusing on “Showing NOT telling” writing strategies. Emphasis
on Climax and smooth transition to Resolution.
o Introducing new themes to pupils and making links and references to previous themes/topics
• The Situational Writing for P5 and P6 book will be used in the classroom by the English Language teacher.
• All pupils are to purchase this book from the school bookshop at $3.45.
• As this is a collaboration between Mee Toh School and EPH, the book cannot be purchased at any external book companies.
Examination Format Booklet Item Type Number of
questions
Number of
marks per
question
A Visual Text
Comprehension MCQ 8 1
Grammar MCQ 10 1
Vocabulary MCQ 5 1
Vocabulary Cloze MCQ 5 1
Paper 2
Examination Format Booklet Item Type Number of
questions
Number of
marks per
question
B Grammar Cloze OE 10 1
Editing for Spelling
and Grammar OE 12 1
Comprehension Cloze OE 15 1
Synthesis/
Transformation OE 5 2
Comprehension OE Up to 10 1-4
Duration of paper: 1h 50 min
Paper 2
Examination Format
Item Type Number
of Items
Marks Weighting
Writing
Situational
Writing OE 1 15
27.5% Continuous
Writing OE 1 40
Listening Comprehension MCQ 20 20 10%
Oral
Communication
Reading Aloud OE 1 passage 10
15% Stimulus-Based
Conversation OE 1 picture 20
Other Components
All components will be tested for SA1 and SA2
Topic(s) tested
Assessment Topics
CA1 P1-5 Grammar and Vocabulary Items
P5: Unit1 – Unit3
SA1 P1-5 Grammar and Vocabulary Items
P5: Unit1 – Unit 6 (*Unit 4 – 6)
P5: Continuous Writing (Composition themes done in class in
Term 1 – Term 2)
P5: Situational Writing (Refer to Situational Writing Booklet)
CA2 P1-5 Grammar and Vocabulary Items
P5: Unit 1 – 9 (*Unit 7 – 9)
SA2 All P1-P5 Grammar and Vocabulary Items
Continuous and Situational Writing includes themes and
language features from Term 1 – Term 4
(In preparation for the PSLE, vocabulary sections will test on
words beyond the ones covered in the STELLAR units)
Primary School Mathematics
Laying a Strong Foundation
Aims to enable all pupils to :
•Acquire Mathematical concepts and skills for everyday use and continuous learning in Math
•Develop thinking, reasoning, communication, application and metacognitive skills through a mathematical approach to problem-solving
•Build confidence and foster interest in Math
Vision
Explore Creative Problem Solving
We envision our pupils to be adept in
•Translating Math knowledge and skills into creative problem solving
•Exploring varied ways to solve problems
We seek to develop our pupils holistically to be confident and significant contributors to the society
Mission
Enhance pupils’ Mathematical concepts and skills for application in problem solving We develop in our pupils an understanding of the underlying mathematical thinking general strategies of problem solving positive attitudes to Mathematics appreciation of Mathematics as an important and powerful tool in everyday life
Our Programme seeks to:
• Stimulate and cultivate creative and critical problem-solving skills
• Cultivate and enhance interest in learning Mathematics
• Promote confidence, self-directed, resilience and life-long learning in pupils
P5 KEY FOCUS • Creating Learning Experiences to help pupils make sense of
Math
• Help your child develop strong foundation in Mathematics
– Understanding basic concepts of all topics
– Develop good number sense & strong arithmetic skills
• Deep understanding of the underlying Relationship between and among topics e.g. fraction, decimal, ratio and percentage
• Increase pupils repertoire of skills to expand pupils problem solving capabilities Ensure mastery of : – Key Constructs : Essential Problem Solving Skills (Differentiated) &
Model Drawing – Heuristics Package : P1 to P6 Progressive Learning
KEY FOCUS
• Heuristics – Heuristics Package – Progressive
Learning
P1 P2 P3 P4 P5 P6
Draw a diagram
Working Backwards
Looking for a Pattern
Making a supposition
Logical Reasoning
Guess n Check
Systematic Listing
Restate/Simplify a Problem
CHECK for Mastery in….
•Multiplication Table • Required for simplifying fraction, ratio and finding
percentage discount, conversion of units, etc.
•Finding Lowest Common Multiple • Required for addition & subtraction of fraction up
to denominator of 12, making units part of ratio the same for comparison purpose, etc.
•Remainder Concept • Required to solve problem sums in fraction
•Simplifying fraction : to • Try 2, 3, 5, etc.
12
8
3
2
REAL-LIFE USAGE OF MATH
• Day to Day usage of Math • E.g. are all around us as Math is all round us –Fraction & Ratio
– Cooking –Decimal
–Measurement –Money (working with decimal of 2 decimal places)
–Percentage – Shopping
–Geometry* –Wrapping Presents –Map reading – Room Decoration
Format of Summative Assessment
Paper 1 Paper 2
Type Section A MCQ
Section B SAQ
Section C SAQ
Section D LAQ
Total No. of Qns
Duration
CA1 Booklet A 4 x 1 mark 2 x 2 marks
Booklet B 4 x 1 mark 2 x 2 marks
2 x 2 marks 4 x 3 marks 2 x 4 marks 2 x 5 marks
22 Paper 1 30 min Paper 2
1 h
SA1 Booklet A
10 x 1 mark 5 x 2 marks
Booklet B
10 x 1 mark 5 x 2 marks
5 x 2 marks
13 3 marks 4 marks 5 marks
48
Paper 1 50 min
Paper 2
1 h 40 min
CA2
SA2
Distribution of Qns in Paper 2
Qn 45
3-mark
question
Qn 46
4-mark
question
Qn 47
5-mark
question
Qn 48
4-mark
question
No fix order in the distribution of 3-mark, 4-mark and 5-mark qns
PSLE Standard Mathematics
PAPER 1
30 Questions
50 minutes
1 min per question
20 min to check
1.5 min per question
5 min to check
PAPER 2
18 Questions
100 min
4 min per question
28 min to check
5 min per question
10 min to check
Ensure proper time management as they are solving practice papers especially Paper 1 (1 to 1.5 min per question)
Advise child – skip difficult questions & leave some time at end of paper to attempt questions
Ensure that child present their solutions clearly
CA1 is a half paper
Ken
Pam
7
21 ?
2 units 21 - 7 = 14 or 1 unit 14 ÷ 2 = 7 Ken has 7 pens.
1) Draw a Model 2) Write number sentence 21 - 7 = 14 21 - 7 3) Write a final statement. Serves to help pupil check answers & present their answers in the correct unit.
• Present Solution Clearly as shown
This is called a side working. It should not replace the number sentence as working.
21- 7 = 14 (2 units) 14 ÷ 2 = 7 (1 unit) Ken has 7 pens.
Tools to bring along for CA & SA Approved calculator(s)
Check if digits are still visible on the keys
Set Squares
Protractor
Ruler
Pencil
Eraser
Process skills A. Basic Process Skills
• • Observing
• • Comparing
• • Classifying
• • Measuring and using apparatus
• • Communicating
• • Analysing
• • Generating
• • Evaluating
B. Integrated Processes
• • Creative problem solving
• • Decision-making
• • Investigation
MTS Science key focus
Self-directed learning Active contributor
Sense of curiosity
Collaborative learning/group work
Concerned citizen Confident person
Create an awareness in environmental issues
Ability to articulate ideas clearly
Through Science pedagogy :Inquiry Based Learning
Integration of Science into Experiential learning
(Concerned citizen & self-directed learning) • Ecotrails
• Laboratory work
– Investigative experiments
• Home-based learning
– Additional support through e-learning
– In the form of forums, videos, quizzes and collaborative work
Special Rooms & Supporting learning structure
• 3 Science laboratories
– Level 3 and Level 1
• Ecogarden
• Vertical Garden
• Ecopond
– These will support your child’s learning in Science
Eco - trails
• Aim to make Science learning authentic
• Infused as part of the Science curriculum
• Investigative work as part of the learning
Practical lab work
• Most exam questions are based on investigative work done
• Measurements and usage of apparatus will be tested
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Practical lab work • Testing of aims, variables,
conclusions and understanding of graphs are included
• It is important for pupils to take note and study the learning package
• All daily application questions are linked to these investigative work
Examination Format
Booklet Item Type Number of
questions
Number of marks
per question
Weightage
(%)
A Multiple-choice 30 2 60
B Open-ended 14 2,3,4 40
Duration of paper: 1h 45mins
Booklet Item Type Number of
questions
Number of marks
per question
Weightage
(%)
A Multiple-choice 15 2 30
B Open-ended 7 2,3,4 20
Duration of paper: 60mins
CA1
SA1, CA2 and SA2
Process skills to be tested • Observing
• Classifying
• Using apparatus and equipment
• Comparing
• Communicating
• Inferring
• Formulating Hypothesis
• Predicting
• Analysing
• Generating Possibilities
• Evaluating
Science
• Focus on answering process skills questions
– Identify key words and phrases for the topic
– Identify linkages across topics, for instance,
heat gain and heat loss can be very well
applied to the water cycle, etc
– Using the key words and phrases to answer
the process skill questions
Science
• Science is NOT comprehension: Scientific literacy is important, hence the pupils must use scientific terms or key words to express their answers
• The expression of their answer is important
• Clear explanation is important to show understanding in the application of concepts
• No marks will be awarded for mere choice without explanation or “Yes” or “No” answers