P2 ENGLISH CURRICULUM BRIEFING FOR PARENTS

8 February 2014

• MISSION

• APPROACH TO EL TEACHING

• P2 ENGLISH CURRICULUM

• HOW PARENTS CAN PROVIDE SUPPORT

• EXAM MATTERS

OUTLINE

To equip our pupils with literacy

skills that enable them to be

linguistically competent and

confident users of the English

Language.

MISSION

“A Strong Foundation and Rich

Language for All”.

APPROACH TO EL TEACHING

• Systematic and explicit instruction

• A contextualised and holistic approach to learning

APPROACH TO EL TEACHING

The foundation of language learning will be strengthened through:

• A greater focus on oral communication (listening and speaking skills)

• Development of word study skills

• Development of writing skills

APPROACH TO EL TEACHING

• Use of print and non-print resources

• Promotion of extensive reading

APPROACH TO EL TEACHING

DRAMA

• Adopts a learner-centred approach

• Develops linguistic skills (reading, writing, speaking and listening)

• Helps shy pupils

• Motivates learners

SYLLABUS AIMS

Listening, Reading and Viewing

(Receptive Skills)

Speaking, Writing and Representing

(Productive Skills)

Understanding and use internationally acceptable

English grammar and vocabulary

P2 ENGLISH CURRICULUM

•STELLAR

•LITERATURE-IN-ACTION PROGRAMME•SPEECH ENRICHMENT

STrategies for

English

Language

Learning

And

Reading

STELLAR

Modified Language

Experience Approach

Shared Book

Approach

Reading forUnderstanding& enjoyment

Explicit teaching oflanguage items, structures & skills

Class Writing

IndividualWriting

GroupWriting

STELLAR PEDAGOGIC FRAMEWORK

To know more about STELLAR,

you may wish to visit

www.stellarliteracy.sg

Objectives

• To learn literary devices

• To be exposed to good writing and see the world through the eyes of different characters

LITERATURE-IN-ACTION

PROGRAMME

Objectives

• To speak clearly and expressively

• To explore language through drama

SPEECH ENRICHMENT

PROGRAMME

HOW PARENTS CAN PROVIDE SUPPORT

• Help your child learn English by providing varied English language reading materials at home.

• Encourage your child to read books and other materials related to their interests or hobbies

• Talk about the books and characters read– Getting your child to retell a story to you in his or her own words

– Suggesting that your child give a different ending to the story read

Assessment Format(Formal)

Mode of

Assessment

T 1

(%)

T 2

(%)

T3

(%)

T4

(%)

Sub-

Total

(%)

Total

(%)

Performance

Tasks

10 5 15 20 50 100

Review

Assessments

5 10 5 - 20

Year-end

Assessment

- - - 30 30

Skills Term 1 Term 2

Speaking Show-and-Tell (5%)

Show-and-Tell

Reading Readers’ Theatre Readers’ Theatre (5%)

Listening Listening Task (5%)

Listening Task

Writing Group Writing Tasks Group Writing

Language

Use

Review Assessment

1- Grammar, Vocabulary,

Comprehension & Spelling

(5%)

Review Assessment 2- Grammar, Vocabulary,

Comprehension & Spelling (10%)

Show and Tell Rubrics

1.Presents ideas in an appropriate order

F O S

2. Gives relevant and complete statements

3. Maintains eye contact4. Speaks audibly5. Speaks expressively

Readers’ Theatre

Sample Script

Me: Mum! Jenny has dropped her broccoli into

my soup again!

Mum: Jenny, you should learn from your

brother. He ears lots of vegetables. That’s

why he’s fit.

Readers’ Theatre Presentation Rubrics

Excellent! ☺☺☺☺☺☺☺☺☺☺☺☺ Good! ☺☺☺☺☺☺☺☺ Can do better! ☺☺☺☺

Volume Reads loudly enough for all audience members to hear

Reads loudly enough for some audience members to hear

Reads too softly

Expression

Consistently reads with expression

Usually reads with expression

Reads with little or no expression

Cooperation

Demonstrates great group effort

Demonstrates little group effort

Demonstrates no group effort

Component Content Item

Type

Review Assessment

Language Use

Comprehension

Spelling

Vocabulary

Grammar

Comprehension

Choose best 2

per term

MCQ

Cloze with

helping words

Open-ended

P2 SA2

Component Content No. of Items

Marks

Oral Reading Aloud 1 item 6

Picture Discussion 1 item 10

Listening Comprehension

Sound Discrimination,Picture Matching

8 items4 items

12

Composition(50 min)

Guided Writing (picture with helping words)(Pupils to write at least 80 words)

1 item 12

P2 SA2

Component Content No. of Items

Marks

Language Use and Comprehension(1 hr)

Vocabulary (MCQ discrete) 5 5

Vocabulary (Fill-in-the blanks with helping words)- 1 passage

5 5

Grammar (MCQ discrete) 5 5

Grammar Cloze (Fill-in-the-Blanks with helping words)- 2 passages

8(4 items in each passage)

8

P2 SA2

Component Content No. of Items

Marks

Language Use and Comprehension

Punctuation (MCQ) 4 4

Editing on Spelling 3 3

Comprehension-1 passage (A variety of items: e.g. Checking(√), Sequencing , Open-ended), True/False

Up to 10 items

10

PICTURE DISCUSSION

Sequencing

Write 1, 2 and 3 in the boxes below to indicate the order in which the events occurred in the story.

Jon’s computer screen flickered and blacked out.

Jon’s father pulled out the computer cord.

Jon went to bed.

True/False

Sentence True/False

i) Jon’s parents wanted him to write an interesting story.

ii) Jon thought Peter could never win the first prize.

State whether each sentence below is True of False.

Checking(√)

Choose the most suitable answer and put a

in the box provided.

Jon was planning to write a story about ______.

the writer

his parents

his grandfather

Open-ended

Write your answer in complete sentences.

Why was Jon happy in the end?

______________________________________

______________________________________

THANK YOU