English Language Primary 4 Revised Syllabus Briefing 16 ...€¦ · Upper Primary: (P3 - P6)...

English Language

Primary 4

Revised Syllabus Briefing

16 January 2016

WELCOME!

Objectives Participants will be able to: familiarise with the new Oral and Writing components in English Language Examination coach your child in the preparation for English Language Oral and Writing Examination

(Halliday, 1969)

Children begin learning

language, learning about

language and learning

through language from the

time they are born.

Language acquisition

Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate.

Philosophy English Language Learning

is a tool for interaction.

involves cognitive and affective

engagement and interaction.

is guided by our awareness of the

purpose, audience, context and culture

in which the communication takes place. (EL Syllabus 2010)

The Desired Outcomes of English Language education in Singapore

• All should attain foundational skills in grammar, spelling & basic pronunciation

• Majority of the pupils will attain a good level of competence in EL, in both speech & writing • At least 20% will attain a high degree of

proficiency in EL (EL Syllabus 2010)

Education Theory: Piaget’s Theory of Cognitive Development Children are constantly exploring their environment. Children are active in constructing their own learning. They build on what they have. Interaction with the environment and maturation gradually alter the way children think.

Considers child as sense maker –

child is an active learner and thinker,

constructing his or her knowledge

from working with objects or ideas

Vygotsky’s Socio-Cultural Theory

Social interactionist theory emphasizes the role of social interaction between the developing child and linguistically knowledgeable adults.

It asserts that much of a child's linguistic growth stems from modelling of and interaction with parents and other adults

Education Theory:

Another key idea within the theory of social interactionism is that of the zone of proximal development (ZPD)

This is a theoretical construct denoting the set of tasks a child is capable of performing with guidance, but not alone

Education Theory: Vygotsky’s Socio-Cultural Theory

Zone of Proximal Development (ZPD)

Education Theory: Vygotsky’s Socio-Cultural Theory

Pedagogies in teaching of English Language in Greenwood Primary School

Differentiated Learning

Independent (Self-directed) Learning

Collaborative Learning

Experiential Learning

DICE

Revised PSLE English

Language Curriculum and

Assessment

Revised PSLE English Language Curriculum and Assessment

The revised PSLE English Language (EL) and Foundation English Language (FEL) examination papers have been introduced since 2015, in line with the changes to the teaching syllabus.

The new syllabus incorporates a sharper focus on 21st century competencies to enable our students to communicate effectively and confidently.

English Language Curriculum

Anchored in STELLAR :

STrategies for

English Language

Learning

And

Reading

STELLAR Vision

Children Who Love Reading and Have a Strong Foundation in the English Language.

STELLAR Programme

http://www.stellarliteracy.sg

English is taught through stories and text that appeal to children, with explict grammar instructions.

Through reading of stories in class, students get to discuss and share their views with teacher and classmates.

The main purpose is to build students’ confidence in speech and writing and enhance their learning of the language.

Lower Primary (P1 - P3) Upper Primary (P4 - P6)

Reading &

Compre

• Shared Reading

• Sustained Silent Reading (SSR) – daily for 10 min (leisure reading)

• Reading Buddies (weak readers)

• Home Support Reading

Programme

• Fun with Phonics ** (2015)

• Monthly Guest Reader

• STAR Reading Programme

• Library Period (every fortnight)

• SPUR (HP classes from P4-P6)

• Supported Reading

• Retelling (RT)

• SSR – daily for 10 min

• Authentic reading materials – ‘LRD’

• Oral support for P6 struggling readers

• Reading aloud sessions/choral reading

• Library Period (every fortnight)

Programmes

Lower Primary:

(P1 – P2) Upper Primary: (P3 - P6)

Writing

• Shared Writing – CDS, group & individual writings

• Writing package for teachers – to teach the techniques of narrative writing

• Sharing by STs on writing/ comprehension termly (2016)

• WPC – Joint construction, group & individual writings including group/pair conferencing

• Writing package for teachers – to teach the technique of narrative & personal recount writing

• Sharing by STs on writing/ comprehension termly.

Listening & Speaking

• Show & Tell sessions

•Listening Centres (DI)

• Class Presentations

• Sharing of ideas

• Group discussions

• ‘News In Class’ programme

T & L Resources: Primary 4

• STELLAR

• Comprehension Plus

• All about Ed Listening and Oral Booklet

• Supplementary Worksheets for every unit

• Spelling List

• Writing Package

• Little Red Dot (HP classes)

• Stimulus-Based Conversation Package

Assessment in Greenwood Primary School

Formative Summative

• Learning Tasks (P1 & P2) • Component Tests(P3 –P6) • Show & Tell (P1 & P2) • Daily Classwork • Composition Writing • Retelling • Group Presentations

• CA1 (P3 – P6) • SA1 (P3 – P6) Oral, Pp. 1 & 2, LC • SA2 (P2 – P6) Oral, Pp. 1 & 2, LC

Revised PSLE English Language Assessment

The revised examination papers give greater

emphasis in the teaching syllabus by:

Giving students greater scope for

providing personal response in

speaking and writing.

Revised PSLE English Language Assessment

Continuous Writing:

Greater scope for writing from different

perspectives, and flexibility for candidates to

choose any text type such as narrative or

exposition.

Oral Communication:

New Stimulus-based Conversation (SBC)

component will feature a context familiar to

students that will provide a springboard for

conversation.

Reading and Oral

Communication

Revised English Language Oral Assessment

P3-P4 P5-P6

Reading Aloud : 6 marks SBC: 10marks

Reading Aloud : 10 marks SBC: 20marks

Assessment Criteria for Reading Aloud: 6 marks

Pronunciation and Articulation:

to read a passage with good pronunciation and

clear articulation of the words.

Rhythm and Fluency:

to use appropriate rhythm and stress to achieve

a well-paced, fluent reading of a passage.

Expressiveness:

to read with appropriate variation of pitch and

tone in order to convey the information, ideas

and feelings in a passage.

Assessment Criteria for Stimulus - Based Conversation: 10 marks

Language and Confidence

to express oneself clearly in a conversation, using

appropriate vocabulary and accurate grammatical

structures .

Engagement in Conversation:

to interact with the examiner

Thinking Skills

Skill 1: Giving information from the picture

Skill 2 : Reasoning

Skill 3: Generalising

Stimulus- Based Conversation

1) Thinking Skills

Skill 1: Giving Information from the picture

Pupils to give information and describe

the given stimulus/topic using appropriate

adjectives and adverbs.

Stimulus- Based Conversation

1) Thinking Skills

Skill 2: Reasoning

Pupils to give personal responses.

Form a clear personal point of view

and provides convincing responses to

given views mentioned. ( using

personal experiences or state

consequences)

Stimulus- Based Conversation

1) Thinking Skills

Skill 3: Generalising

Pupils to give ideas and suggestions.

Able to link ideas given in the

stimulus/topic to support statements.

Able to give concluding statement.

(e.g In conclusion…)

Stimulus- Based Conversation

2) Language and Confidence

Tenses:

Use correct tenses

Connectors:

Use connectors appropriately.

Pronunciation:

Correct pronunciation throughout and can

be understood clearly.

Fluency:

Clear expression with confidence.

All responses are in complete sentences.

Stimulus- Based Conversation

3) Engagement in conversation

Pupils to interact well with eye contact.

Show initiative in introducing ideas and

suggestions.

Sample

Oral Language

Examination Paper

Stimulus-Based Conversation 10 marks

ENGLISH LANGUAGE

ORAL EXAMINATION

Prompts for Stimulus-Based Conversation a)

• Look at the picture. Which kind of party would you like to attend? Tell me why.

• Have you attended a party? Tell me more.

b)

• Why do you think people like to celebrate an occasion with a party?

• How would you like to celebrate your party?

c)

• Do you have someone whom you very much want to meet?

• Imagine that one day, you receive an invitation from him/her to attend his/her party, how would you feel? What would you do? Why?

Preparing pupils for

Stimulus-based Conversation

Stimulus- Based Conversation (SBC)

Teacher uses Stimulus-Based Conversation teaching package (different SBC package for different levels)

ASKnLearn Learning Management System

Teacher facilitates discussion with pupils.

Stimulus- Based Conversation

37

Look at the

picture carefully

Skill 1: Get information from the picture

Discussion points:

• Where is this place?

• What do you see?

• Who do you see?

• What are they doing?

Discussion points:

• Who do you think will win? Why?

• What do you think will happen next?

• What are the job responsibilities of boy scouts on a

day like this?

Skill 2: Predict

and Infer

(Reasoning

Skills)

Discussion points:

• How will you prepare yourself for Sports Day?

• Do you enjoy your school’s Sports Day? Why or why not?

Skill 3: Generalisation

Q & A

Writing

A range of Text Types

•Narratives •Information texts •Personal Recounts •Factual Recounts •Instructions •Explanations •Expository

Continuous Writing

Common challenges in pupils’ writing

• Writer’s block

• Lack of ideas

• Unable to develop the plot and sequence ideas

• Irrelevant plot

• Unable to develop the characters

• Limited vocabulary- overused words

• Ending the story abruptly

• Sentence structure

Getting pupils to be

effective writers

Teachers focus on

Writing Process Cycle (WPC)

Giving opportunity for pupils to plan,

draft, edit, and revise their work.

Good writers go through the WPC

conscientiously.

Components of the

Writing Process Cycle (WPC)

Pre-writing and Setting the Context for CW

Brainstorming & Categorising Ideas

Writing Process Cycle…

Composing the CW and Revising the CW

Revising & Editing the CW

Termly Writing Package

The Writing package consists of various

Continuous Writing (CW) tasks and

samples composition that related to the

writing task.

The CW topics are aligned to the STELLAR

themes.

Sample

Paper 1

Examination Paper

Write a composition of at least 120 words

about keeping our environment clean.

The pictures, not arranged in sequence, are

provided to help you think about this topic.

Your composition should be based on one,

two or all of these pictures.

Consider the following points when you plan

your composition.

Sample Question

•What was the incident about?

•Who were involved in the incident?

•What happened during the incident?

•What lesson was learnt after the incident?

Helping words:

•could not be bothered

litterbug

injured

fined

reduce, reuse and recycle Annex 1

•Recycle

Find creative uses for waste products that will

otherwise be thrown

Away.

Simple steps to show that we care for our environment!

•Be a responsible citizen.

Throw your rubbish into the appropriate litter bin or you

may get caught and fined for being a litterbug. In

Singapore, you may be fined up to $2000 for littering!

Litterbugs must also do Corrective Work Order (CWO)

which requires one to wear bright – coloured jackets and

spent hours cleaning a public place

Prewriting Activity- Sharing of articles on keeping the environment clean

Brainstorming & Categorising Ideas using graphic organiser

How to write my story?

Structure

Interesting Beginning

Descriptive Setting

Starting of the story

Plot – Main Event

Solution of problem/ End of Adventure

Satisfying Extended

Conclusion Last paragraph

Second last paragraph

Paragraph 1

Paragraph 2

Using 5W and 1H questions to generate ideas

Title:

C) Solution/Resolution

What happened next?

What the characters did next?

How the characters solve the problem?

______________________ ____________ __________________________________ __________________________________ _________________________________

A) Introduction/Setting (Who /When Where?) Where and when did it take place?

Who were the characters ?

B) Problem/ Series of events?

What happened in the story?

What the characters did ?

Why it happened?

What the characters felt?

____________________________________ ____________________________________ ____________________________________ ____________________________________

D) Ending

What the characters learnt?

What the characters felt in the end?

Pupils’ Writing Resource • GWPS has published a writing book:

“How To Write Effectively” for all pupils in 2014.

• A comprehensive guide on Continuous Writing covering the different types of text types with samples composition and useful words and

phrases.

• The Writing Booklet serves as a guidance

and resource book for pupils and parents.

Writing Quota (P4)

Assignment Deliverables Term

Writing 1 1 Class Dictated Story (2 Drafts) Term 1

Writing 2 1 Class Dictated Story 1 Group Writing

Term 1

Writing 3 1 Class Dictated Story 1 Individual Writing with teacher’s constructive comments to help pupils improve their writing. Draft 2 (Corrections)

Term 2

Writing 4 1 Class Dictated Story 1 Individual Writing with teacher’s constructive comments to help pupils improve their writing. Draft 2 (Corrections)

Term 2

Writing Quota (P4) Assignment Deliverables Term

Writing 5 1 Class Dictated Story 1 Individual Writing with teacher’s constructive comments to help pupils improve their writing. Draft 2 (Corrections)

3

Writing 6 1 Class Dictated Story 1 Individual Writing with teacher’s constructive comments to help pupils improve their writing. Draft 2 (Corrections)

3

Writing 7 1 Class Dictated Story 1 Individual Writing with teacher’s constructive comments to help pupils improve their writing. Draft 2 (Corrections)

4

Writing 8 Individual Writing with teacher’s constructive comments to help pupils improve their writing. Draft 2 (Corrections)

4

Connection between Reading and Writing

Research has shown that reading and

writing are closely related.

Developing reading skills through writing

is an effective strategy.

Writing helps to establish the connection between oral and written language.

The link between reading and writing

students who read

students who write

better

Ways to help your child at home to build …

Confidence Encourage your child

to discuss and share

their views and

suggestions.

Encourage your child

write letters, birthday

cards and e-mails to

relatives and friends.

Give them

opportunities to plan

family gathering

or celebration with

you.

Help your child

brainstorm ideas.

Praise your child’s

efforts.

Pride Encourage your child

to take ownership in

his/her

reading/writing/

presentation activity.

Encourage your child

to read a book of

their choice.

Take pride in your

child’s work and

effort.

Happiness

Create a positive learning environment.

Inculcate the joy of reading.

Take pride in your child’s effort.

Show enthusiasm in your child's interests.

Help your child to enjoy sharing without being critical.

Celebrate achievements, no matter how small. (Positive reinforcement)

Our school’s direction in the next 5 years…

To build pupils’ Confidence, Pride and Happiness

through our Reading, Listening,Speaking and

Writing Programmes.

Q & A

Thank You

We look forward to your continuous support and collaboration. English Language Department