P3 & P4 English Workshop For Parents

24 January 2019

Poi Ching School

English Department

Aims Of Workshop

At the end of this workshop, you will:

1. Have an overview of the Primary 3 & 4 EL assessment format

2. Understand what is covered in STELLAR for Primary 3 & 4

3. Have more ideas to support your child’s language learning

Parents’ Concerns

• How does the school support the students in mastering

the four English literacy skills?

• How can I support my child in the learning of English?

• How can I encourage my child to write and learn in

non-threatening situations?

• How can I make use of authentic materials to help my

child develop his/her responses?

Presentation Overview

Aligning teaching and assessment

EL syllabus

Paper 1

• Continuous Writing

Paper 2

• Language Use –Grammar and Vocabulary

• Visual Text Comprehension

• Comprehension Open-Ended

Paper 3

• Listening Comprehension MCQ

Paper 4

• Reading Aloud

• Stimulus-Based Conversation

Assessment for

Primary 3 and 4

OVERVIEW OF P3 ASSESSMENT

Term Component Assessment type

Term 1

Modified Paper 2: Language Use (30m)Booklet A: Visual Text Compre MCQ, Grammar MCQ,

Vocab MCQ, Grammar Cloze, Editing, Compre Cloze,

Synthesis & Transformation

Weighted

Assessment

Term 2 Writing (20m)Continuous Writing (at least 120 words)

Weighted

Assessment

Term 3 Modified Paper 2: Compre OE (20m)Compre OE – two passages

Weighted

Assessment

Term 4 Full Paper – Paper 1 to Paper 4 (100m)End of Year

Examination

OVERVIEW OF P4 ASSESSMENT

Term Component Assessment

type

Term 1

Modified Paper 2: Language Use (30m)Booklet A: Visual Text Compre MCQ, Grammar MCQ,

Vocab MCQ, Grammar Cloze, Editing, Compre Cloze,

Synthesis & Transformation

Weighted

Assessment

Term 2 Paper 1, 2 & 3 (84m)Mid-Year

Examination

Term 3 Modified Paper 2: Compre OE (20m)Compre OE – two passages

Weighted

Assessment

Term 4 Full Paper – Paper 1 to Paper 4 (100m)End of Year

Examination

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.

IT skills

Collaborative

Skills

Communication

Skills

Creative and

thinking Skills

Teaching of English Language

Speaking Skill

Reading Skill

Listening Skill

Writing Skill

STELLAR lessons develop …

• Language Skills

• Listening & Viewing

• Speaking & Representing

• Reading & Viewing

• Writing & Representing

STELLAR Lessons

STELLAR lessons develop …

• Social Skills

• Oral interaction among peers

in non-threatening situations

• Working in partnership with

other children

• Turn-taking & respect for

others during class discussions

STELLAR Lessons

Building up

Pupils’

Speaking

Skills

Scaffolding

SchoolS.P.I.C.E. ProgrammeSpeaking Publicly Ignites Confidence and Excellence• Presentation of an item on stage

with the use of ICT or props

ClassIndividual Work• Individual Presentation

ClassGroup Work• Group Discussion on given

assignments• Group Presentations

Generic skills come into play:- Communication skills Social Skills Collaborative Skills Creative skills Thinking skills IT skills

Building up

Pupils’

Reading

Skills

Scaffolding

Individual Activity

Class Activity• Reading of books from class library• Extended reading Houghton

Mifflin

Class ActivityShared Book Reading (SBR) • Reading of big books

• Sustained Silent Reading for English• Mondays - Wednesdays

Building up

Pupils’

Listening

Skills

Scaffolding

Individual Activity

• Weekly Spelling

• Listening Comprehension

Exercises

Pair Activity

Oral: Reading Aloud

• Peer Assessment

Class Activity

Shared Book Reading

• Effective questioning of

stories read

Building up

Pupils’

Writing Skills Scaffolding

Individual Activity On a given theme guiding

questions are provided

Group Writing • Different genres of writing on a

given theme

Journal Writing • On a given topic with

guiding questions

Writing Package • Elements of Recounts/Narratives/

Information Text

Composition Writing• On a given topic with

guiding questions

Experiential Activities• Providing authentic experiences

related to theme

In a STELLAR classroom…Questioning during the reading

strategies (SBA, Supported Reading, KWL, Retelling)

Stimulus-Based Conversation

Comprehension

In a STELLAR classroom…

Exposure to a wide range of text types, including visuals

Visual Text Comprehension

Text types done in P3 and P4:

• Personal Recount

• Explanation

• Narrative

• Procedural

• Information

Implication:

Students should read a wide variety of books so that

they are better equipped with the structures of the

various text types.

The English Department created an integrated booklet for every unit that is

• Thematic

• Structured

• Holistic

English Integrated Resource Booklet

• Houghton Mifflin stories are included in booklet

• Language skills, vocabulary and content are conducted in a standardised step-by-step manner

• Parents will be aware of the grammar and language items covered

• Parents will be able to use the notes in the booklet to guide their children

English Integrated Resource Booklet

Composition - Pre-Writing Activities

• Writing package included in the STELLAR Worksheets

• Worksheets that focus on:Structure and organisation of a story

Generating ideas

Vocabulary / word choice

Sentence fluency

Paper 1:Continuous Writing

Paper 1–Continuous Writing

• One question – to write in continuous prose(narrative/non-narrative)

• One topic/theme given with different possible approaches to it

• Stimuli (pictures and pointers) to help pupils view the topic from different perspectives

• Helping words are provided to help students in their writing

• Pictures not arranged in sequence• Pupils MUST use at least one picture and write

based on the topic.

Continuous Writing

Write a composition of at least 120 words about a

celebration.

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:

What was done to prepare for the celebration?

How did the celebration end?

Helping Words:

balloons

invited guests

snacks

presents

games

Sample CompositionWhen all the guests had arrived, we played

games such as, ‘musical chairs’ and ‘pass theparcel’. Then we ate the scrumptious snacksprepared by Mother. After that, Mother brought outthe birthday cake. “Surprise!” Mother shouted.

The cake was humongous! Everyone gasped inawe. I was so taken by surprise that I wasspeechless! Then everyone in the room sang me thebirthday song melodiously. I made a wish and cutthe cake joyfully. Everyone enjoyed the deliciouschocolate cake.

Some Observations

• A variety of sentences used – simple, complex & dialogues

• Vocabulary-rich and varied

• Effective paragraphing

• Evokes interest of the reader

What is a good piece of writing?

Content Language and Organisation

• Relevant ideas • Accurate language in terms of

grammar, expression, spelling

and punctuation

• Interesting and

thoroughly-

developed

composition

• Wide and appropriate use of

vocabulary

• Realistic • Sequencing, paragraphing and

linking of ideas and facts

General Weaknesses

• Unrealistic Content

• (e.g. Sentenced to 10 years for shoplifting,

act of bravery – did not cry when the medics

treated the wounds)

• Language

• Ungrammatical sentences

• Wrong spelling

• Wrong use of punctuation (e.g. for dialogue)

• Inappropriate use of words / phrases

• Read model essays

• Pay close attention to setting, character(s), development, description of events

• Read newspaper articles

• Focus on vocabulary and content

• Expose to different themes

How can you help your child?

Paper 2: Visual Text Comprehension

Visual Text Comprehension• Text which includes visuals

• Types of visuals:• Pictures, diagrams, charts, graphs, tables,

together with some written text

• 2 multiple-choice questions

• Interpret and evaluate details

Visual Text Comprehension –Sample Questions

Evaluation of specific details

Based on the brochure, which one shows the benefit of regular exercise for children?

Understanding use of vocabulary In context & sentence structure

What does “benefit” in the brochure mean?

How do I help my child?• Pay attention to details provided in pamphlets and

flyers

• Understanding of

• Purpose

• Audience

• Context

• Pose questions to your child about the pamphlets or flyers when you interact with them

• Why are illustrations and

photographs used in this

poster?

• What is the purpose of this

poster?

• How much do I have to

pay for the event?

• If I want to get a meal in

Sentosa, do I have to pay

for it on my own?

• Where can I get the tickets

for this event?

• Who organised this event?

Paper 2: Comprehension

Comprehension

• Two passages testing different comprehension skills

• Marks allocated based on demands of the item

• Answer form varies: e.g. Box, graphic organiser, lines

• Examples of reading comprehension skills:

• Sequence details

• Distinguish between cause and effect

• Compare and contrast

• Categorise and classify given details

• Identify fact and opinion

• Draw conclusions

• Interpret and integrate information

• Identify problem-solution in a text

Comprehension

.

.

.

.

False Finding a paper book

was not exciting.

False The passage said so.

How do I help my child?• Read with understanding (both text

and questions)

• Take note of key words found in the questions

• Identify evidence from the passage

• Answer to the point with relevant details

• Check for grammatical and spelling accuracy

Paper 3: Listening Comprehension

P3 and 4 Listening Comprehension:

• Show understanding by using listening and viewing skills.

• Greater emphasis on viewing and interpreting skills.

Listening Comprehension

• A total of 16 MCQS which include 4

questions on picture matching

• Responses require interpretation

(listening and viewing)

P3 and 4 Listening Comprehension:

P3 and 4 Listening Comprehension:

• Picture Matching

Alex spotted the animal he wanted as a pet. It was not another dog or feathery creature. He could even put it in his pocket as it was cute like a rabbit but much smaller.

How do I help my child?

• Develop their active listening skills

Paper 4: Oral

Paper 4: Oral

Reading aloud

Stimulus Based Conversation

What are we looking out for?

READING ALOUD

• 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

LET’S LISTEN…

• You will hear 2 pupils reading the same passage aloud.

• There are some differences.

• Let’s see if you can hear the differences.

PASSAGEThousands of office workers were late for work

yesterday as trains on the north-south line stopped

running for almost four hours. Buses had to be brought

in to ferry stranded commuters to their destination.

Earlier, during the morning school rush hour, an

eleven-year-old boy had fallen onto the track. He was

running around the waiting area and playing with two

friends when he lost his balance. He was injured when

the approaching train could not stop in time.

STUDENT A STUDENT B

Prompts for Stimulus-based Conversation

A. Look at the picture. Which one of the categories would you choose to take part in? Why?

• What do you think about the prizes offered?

B. Have you taken part in a competition? Tell me about it.

• What is one competition your school had organised? Tell me about it.

C. Why is sportsmanship important?

• Why must we compete fairly in a competition?

3 standard prompts

1. First prompt is always based on the picture

2. Second prompt is a personal question related to the theme

3. Third prompt is a big-idea question related to the theme

What are we looking out for?

STIMULUS-BASED CONVERSATION

• Personal response: to give and develop

personal responses

• Clarity of Expression: to express oneself clearly in

a conversation, with accurate pronunciation

and using a wide range of appropriate

vocabulary and accurate sentence structures

• Engagement in Conversation: to interact with

the examiner

How can you help your child with this component?

• Ask for their opinions frequently.

• Ensure your child speaks in complete sentences.

• Provide common experiences, for example, going to the market, beach, places of interest and talk about their experiences.

• Listen/watch the news frequently to acquire content knowledge.

How do I help my child?

Importance of Home support

Understanding the world

• Provide common experiences such as going to the park, beach and places of interest.

• Respond to their questions about the world.

• Ask for their opinions frequently.

• Ensure your child speaks in complete sentences with a good use of vocabulary.

• Listen to the news frequently.

Reading for learning

• Read widely

• Read age-appropriate text

• Pay attention to setting, character(s), development of the story, description of events

• Help your child compile newspaper articles

• Focus on vocabulary and content

• Relevant themes : environment, school, healthy lifestyle, celebrations, family time, etc.

• Be a good role model

RESOURCE BOOKLETS

Supplementary material

Supplementary material

Q & A

Thank youPoi Ching School

English Department