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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