P5 Parent Engagement

Session

English Language Sharing

6 July 2018

Objectives of Session for Parents

▸ To gain an understanding of the primary English Language curriculum

▸ To gain an insight into the English Languagelearning experiences at Anderson Primary

▸ To gain a better understanding of the strategies used in tackling a challengingsection

▸ To work in partnership to help our childrenenjoy learning English

SPEAKING &

REPRESENTINGLISTENING &

VIEWING

WRITINGREADINGGRAMMAR

VOCABULARY

RECEPTIVE

SKILLS

PRODUCTIVE

SKILLS

KNOWLEDGE

ABOUT

LANGUAGE

MOE ENGLISH LANGUAGE

CURRICULUM

English Curriculum – STELLARStrategies for English Language Learning and Reading

Upper Primary Pedagogy

e.g. SSR

P4 – Class

P5 – Group/Individual

P6 – Individual

Assessment

P5 & P6 EL Semester Assessment Format

How is my child assessed ?

Oral & Listening Skills

How you can support your children’s oral & listening skills at home

▸ Seize opportunities to have purposeful conversations with them; ask open-ended questions that make them listen and think.

▸ Offer different perspectives to them, that explain the rationale or purpose for certain acts or events.

Writing

Generation of ideas

▸ Use of newspaper articles e.g. Little Red Dot

▸ Videos

▸ Model compositions

▸ Stories

▸ Picture books

Continuous Writing

Assessment Objectives for Situational Writing

•

▸ Write to suit purpose, audience andcontext in a way that is clear andeffective.

▸ Use appropriate register and tone in avariety of texts.

STRUCTURE OF THE SITUATIONAL WRITING

a) STIMULUS

b) WRITING TASKSPECIFIED CONTEXTPOINTS TO INCLUDE

POSSIBLE TEXT TYPES

▸ Informal / Formal▸ Email, letter, report or postcard

▸ Email (Email to Principal, DM, Manager ofa Company, etc)▸ Report (Eyewitness report, Proposal on

Survey results) ▸ Letter (Letter of Request, Complaint,

Apology, Commendation)

Key Considerations

• Purpose: Is the writer writing tocomplain, express his/her gratitude,inform, or appeal for help?

• Audience: Who is the writer and therecipient?

• Context: Is the writer writing tosomeone of authority or who he/she isnot familiar with? To decide whether touse a formal or informal tone in thewriting.

MARKING SCHEME FOR SITUATIONAL WRITING

MARKING SCHEME FOR SITUATIONAL WRITING

MARKING SCHEME FOR SITUATIONAL WRITING

Informal Email▸ Salutation (Audience)

▸ 1ST Paragraph - State the purpose of email

▸ 2ND Paragraph - Write the details of email (To include the 6 content points)

▸ 3RD Paragraph - Action that you require from the reader.

▸ Note: It is not necessary to write in 3 paragraphs.

▸ Sign off

▸ As this is a piece of functional writing, the message should be succinct with correct Purpose, Audience and Context.

Dear Paul,

How are you? I am writing to tell you about the excitingweekend that we have planned for you [Purpose of letter]. We arelooking forward to your visit in December. Here is what my familyand I have planned for your visit.

My father will go to the airport from his office to receiveyou. He will then take you back to our place where you will bestaying for the entire weekend. We will take you to Sentosa wherewe can enjoy sporting activities like swimming and cycling. Mymother said you have never been on a cable car before. Well, youare in for a treat as we will return to the mainland from Sentosaby cable car, allowing us to enjoy the beautiful view from theelevated height [Details of letter: Points 1 to 6 in the task].

What do you think of our plan? I hope you will like it. Icannot wait to see you. [Spell out the action you want from thereader and thank the reader for reading the letter]

Best regards, [Sign off]Jim

Sample of Situational Writing

Situational Writing

Handout 1

Tackling a Challenging Section

▸ Challenging section for most students

▸ Students need to understand the text at both literal and inferential levels

▸ At times, they may also be required to form an evaluative opinion and support their answers with evidence from the text

▸ Questions can be 1 to 4 marks

▸ Total of 20 marks for this component

Reading Comprehension

Comprehension Skills

Step 1

Questions before passage

CUB (Questions)

▸ C stands for CIRCLE▸ What do you circle? - 5W1H Who - person When - time Where - place How - explain/method

Step 2

CUB (Questions)

U stands for UNDERLINE

What do you underline ?

Tense

How did Peter hand in his homework and

how it was marked?

CUB (Questions)

B stands for BRACKETWhat do you bracket ?

Key information

▸ How did (Peter hand in his homework) and how it was (marked)?

Analysing the Questions

[Use the Rocking Chair method]

What does (‘They’ in line 4 ) refer to?

Read lines 3,4 & 5

Which ( word from lines 1-6 ) tells us that

(Christine saw the book as a strange object)?

Where to go to get the answer

Analysing the Questions

▸ Step 4 – Predict the story

▸ Step 5 – Read the Passage (1st time)

▸ Step 6 – Read the Passage (2nd time)

▸ Step 7 - Number the paragraphs

ANNOTATION – Rationale

▸ Step 8

▸ Breaks up lengthy passages

▸ Understand the passage by askingquestions about content and language

ANNOTATION (Passage)

1. - Who (people)

2. - Where (place)

3. - When (time)

Symbols to be used:

When annotating, you:

Summarise

Make predictions /connections

Formulate opinions

Ask questions

Write personal opinions (inferential)

Comprehension Open-Ended

Handouts 2 & 3

How you can help your child at home:

▸By reinforcing the skills taught in school:

– Provide a rich language environment at

home

- Monitor your child’s reading habits to

ensure that your child is reading

widely

– Engage your child in meaningful talk

P5 PARENT ENGAGEMENT

SESSION

Mathematics

Examination Format

Focus of Mathematics Learning - Problem Solving Approach

Questions on Looking for Pattern and Spatial Visualisation

Examination Format ( Standard Mathematics)

▸Both papers will be scheduled on the same day with a break between the two papers.

▸Paper 1 comprises two booklets. The use of calculators is not allowed.

▸Paper 2 comprises one booklet. The use of calculators is allowed.

Examination Format ( Foundation Mathematics)

▸Both papers will be scheduled on the same day with a break between the two papers.

▸Paper 1 comprises two booklets. The use of calculators is not allowed.

▸Paper 2 comprises one booklet. The use of calculators is allowed.

P5 - 6 Mathematics

▸Focus on problem solving skills and

competencies.

▸Continues the development of the P1-4

concepts and skills.

POLYA 4-step model

1. Understanding the Problem

2. Devising a Plan

3. Carrying out the Plan

4. Reflecting

1. Understanding the Problem

Point out the principal parts of the problem, the unknown, the data and the conditions

• What is the unknown?

• What are the data?

• What is the condition?

• Is the condition sufficient to determine the unknown?

• Or is it insufficient? Or redundant? Or contradictory?

• Draw a figure and write down the conditions.

2. Devising a Plan

Establish a connection between the data provided to the

choice of approach, heuristics and plan to solve the

problem

Use a model/diagram

Make a systematic list

Look for patterns

Work backwards

Use before-after concept

Guess and Check

and more…

Pupils can use one or a

combination of the

strategies/heuristics

3. Carrying out the Plan

Use computational skills

Use geometrical skills

Use logical reasoning

Carry out the plan of the solution and check each step

4. Reflecting

▸Have you checked your solution?

▸Can you use the method for some other problems?

▸Can you derive the answer differently?

Examine the solution obtained

A box contains red, blue and yellow beads.1

4of the beads are red.

2

9of the remaining beads are blue. What fraction of the beads in the box

are yellow?

Act it out

Use a model/diagram

Make a systematic list

Look for patterns

Work backwards

Use before-after concept

Guess and Check

Make supposition

Restate the problem in another way

Simplify the problem

Solve part of the problem

Concepts of fractions equal parts

_________of the beads are yellow.

Statement True False Not possible to tell

All the boys are heavier than all

the girls.

The average mass of the girls is

lighter than 45 kg.

Use the Fast-Kit provided to show your response.

The average mass of some children is 45 kg. There is an equal number of boys

and girls. The average mass of the boys is 53 kg.

Each statement is either true , false or not possible to tell from the information

given.

For each statement, put a tick (√ ) in the correct column.

Use the Fast-Kit provided to show your response.

Are the statements below possible? Write “Yes” or “ No” for each of them.

The height of a teacher’s table in the classroom is 80 cm. ____________

The height of a flagpole in a school is 6 km. ____________

The height of a woman is 16 m.

___________

P5 - 6 Mathematics

LOOKING FOR PATTERN

A string of beads on a table is partly covered by a piece of cloth as shown.

There are 2 white beads between every 2 black beads, Altogether, there are

14 black beads. What is the total number of white beads?

For every ____ black bead, there are _____ white beads.

For every 14 black beads, there are _______ white beads.

______ – _______ = ________

The total number of white beads is _______.

The first 15 numbers of a number pattern are given below.

4 , 0 , 1 , 2 , 4 , 0 , 1 , 2 , 4 , 0 , 1 , 2 , 4 , 0 , 1 , …

1st 15th

(a) What is the 626th number?

(b) What is the sum of the first 627 numbers?

a) 626 ÷ 4 = 156 R 2

The 626th number is ________.

156 × 7 = 1092

1092 + ___________________= _____________

The sum of the first 627 numbers is ____________ .

SPATIAL VISUALISATION

Key Topics that require spatial visualisation skills

- Volume

- Area and Perimeter

- Geometry

- Symmetry

P5 – Volume

Draw different views of solids on square

grid

- Top view

- Front View

- Side View

What is a top view?

Drawing Different Views of Solids on Squares Grid

The top view of the solid is what we see from the top

as shown by the arrow. Top

In this case, we see

3 square faces of the

solid.

What is a front view?

Drawing Different Views of Solids on Squares Grid

The front view of the solid is what we see from the front

as shown by the arrow.

From the front view of the

solid as shown by the arrow,

we see 2 square faces of

the solid.

Front

What is a side view?

Drawing Different Views of Solids on Squares Grid

The side view of the solid is what we see from the side

as shown by the arrow.

From the side view of the

solid as shown by the

arrow, we see 4 square

faces of the solid.

Side

Work in pairs.

Construct the given solid.

Draw the different views of the solid on square

grid paper.

Drawing Different Views of Solids on Squares Grid

Solid

1. Construct the solid using cubes.

2. View the solid from the front, top and

side as shown here.

3. Draw the three views of the solid.

Drawing Different Views of Solids on Squares Grid

Let’s check https://illuminations.nctm.org/Activity.aspx?id=4182

Drawing Different Views of Solids on Squares Grid

Let’s check https://illuminations.nctm.org/Activity.aspx?id=4182

Drawing Different Views of Solids on Squares Grid

Let’s check https://illuminations.nctm.org/Activity.aspx?id=4182

Drawing Different Views of Solids on Squares Grid

Let’s check https://illuminations.nctm.org/Activity.aspx?id=4182

Try the game with the children

▸ Construction Contest

Construct a certain arrangement of

cubes while the other cannot see.

Get the child to describe the

structure in words to the other child.

Reconstruct the arrangement based

on the description.

Other variations of the game

Helping your child in Mathematics

• Relate Mathematics to real-life situations so as to make the learning of concepts relevant and meaningful

• Use questions to probe and deepen their understanding

• Get your child to communicate , reason and reflect

• Give your child timed practices

Any Question?

Email us at:

Mdm Phua (HoD Math)

phua_ei_ling@moe.edu.sg

or

Mrs Yeo (LH Math)

yeo_sharon @moe.edu.sg

THANK YOU

Any Question?

Email us at:

phua_ei_ling@moe.edu.sg or yeo_sharon@moe.edu.sg Mdm Phua ( HoD Math) Mrs Yeo ( LH Math)

Passion for Learning Quest for Excellence Respect for All Service to the Community

Parent Engagement Session

2018

SCIENCE SHARING

PROGRAMME

Time Activity

4pm –

420pm

Introduction – Hands-on Learning

Activity 1: C.E.R answering technique

420pm –

435pm

Activity 2a: P5 Electricity HA Task – Use of Practicals in the

learning of Science

Activity 2b: Demonstration – Use of Discrepant Event and

POE strategy to address misconceptions

435pm –

445pm

Evaluation

Activity 3: Visit to Science Outdoor Learning Spaces

• Learning by doing helps students perform better

– Science lab experiments

– Hands-on group activities

– Outdoor learning

Hands-on Learning

• P5 Garden Project

– To learn about the reproductive parts of a flowering plant

Outdoor Learning

ACTIVITY 1: C.E.R ANSWERING TECHNIQUE

Helps pupils to frame their answers for open-ended questions

CER Model

An explanation consists of :

A CLAIM that answers the question

EVIDENCE from data

REASONING that involves a scientific concept that describes why the evidence supports the claim

CLAIM

A statement you know / think to be true.

It answers your original question.

Usually one sentence in length.

It must be accurate and specific.

EVIDENCE

All the scientific data that supports the claim.

Must be relevant – not all data is considered evidence.

REASONING

Explanation that connects your claim to the evidence that supports it.

It shows why the data you chose counts as evidence.

Includes scientific principles.

Why should we use the CER Model?

Method of organising scientific evidence and explanations.

Makes an explanation more complete and clearer to understand.

VideoIdentify the claim, evidence & reasoning of the girl who thinks her father is an alien.

In an experiment, Andy placed two identical metal containers, A and

B, on two blocks of ice with similar thickness but different surface

areas. The containers contained the same amount of hot water at

100 oC. After ten minutes, Andy measured the temperature of the

water in each of containers.

Which container will have a lower temperature? Explain.

ice block ice block with gap

hot waterContainer A Container B

EXAMPLE 1

Container A. [Claim] Container A has a bigger surface area in contact

with the ice block. [Evidence]

Hence, Container A will lose heat to the ice block more quickly,

causing the temperature of the water to decrease more quickly.

[Reasoning]

EXAMPLE 2Some leaves were removed from the top as well as from the bottom

of a young plant. This resulted in a ring of leaves in the middle

portion of the plant. A few days later, two sapsuckers landed on the

plant as shown in the diagram below. Sapsuckers are birds that use

their beaks to peck holes into the barks of young trees to feed on the

sap, which is food made by the tree.

Which bird(s) would be able to feed on the sap? Explain your

answer clearly.

Which bird(s) would be able to feed on the sap?

Explain your answer clearly.

Both birds could feed on the sap. [Claim]

The leaves in the middle section had air, water,

chlorophyll and sunlight. They could still make

food for the plant. [Evidence]

Food made in the leaves could be transported to

all parts of the

plant through the food-carrying tubes.[Reasoning]

John wanted to find out how the amount of light affected the rate of

photosynthesis of the hydrilla used in his experiment. He put in the hydrilla in a

beaker of water, as shown in the set-up below.

John placed the hydrilla in a dimly lit room. After 1 hour, he observed that there

were a few bubbles on the leaves of the hydrilla. Next, he put the same hydrilla

into an identical set-up, in a brightly lit room. After 1 hour, he observed that

there were many bubbles on the leaves of the hydrilla.

Explain why more bubbles were found on the hydrilla when it was placed in the

brightly lit room.

EXAMPLE 3

In the brightly lit room, the hydrilla room received more light, [Evidence]

so its rate of photosynthesis was higher. [Reasoning] Therefore, more

oxygen bubbles is produced. [Claim]

ACTIVITY 2A: P5 HA PERFORMANCE TASK

Opportunity for pupils to demonstrate their:

• ability to apply science concepts

• practical skills to carry out a science-related task

ACTIVITY 2B: DISCREPANT EVENT & POE STRATEGY

ACTIVITY 2B: POE STRATEGY1) Touch both blocks, which block (A or B) feels cold?

2) Are both blocks at the same temperature? Explain your answer.

3) Predict whether it would take an ice cube a longer or shorter time to melt on the ‘cold’ block, as compared to one put on the ‘warm’ block.

4) Place an ice cube (of the same size and dimension) on each block. Observe and describe what happens.

5) Which block is a better conductor of heat? Explain based on the observation you have made earlier.OR6) Explain why block A feels ‘cold’.

ACTIVITY 3: VISIT TO SCIENCE OUTDOOR LEARNING SPACES

EVALUATION FORM

https://goo.gl/azMWRU

Science Sharing

Any Question?

Email us at:

er_siew_shin@moe.edu.sg (HOD Science)

or

ivan_ng_yong_leng@moe.edu.sg (LH Science)

小五家长分享会

Passion for Learning Quest for Excellence Respect for All Service to the Community93

• 新的题型

• 看录像会话取代看图说话

• 朗读照旧

• 默读时间从5分钟增加到10分钟

口试

• 在考试前，学生有10分钟的时间默读篇章

和观看一个录像短片。学生在限定的时间内，可以多次默读篇章和观看录像短片。

• E oral demo Silent Reading.pptx

• 考试时，学生先看着电脑屏幕朗读短文，

接着再看一遍录像，然后开始进行会话

口试流程

语音

字音准确

发音清晰

语调

语速适中

感情丰富

朗读短文(20分/10%)

• 不会读的字从上下文推测或有边读边，真的不会读才跳过。

• 声音不能太小、必须响亮，以确保老师能听得清楚。

• 不要读得太快，要注意标点符号。

• 朗读的时候语气和感情必须符合短文的内容。

朗读短文

描述录像内容

个人经验

提出建议/看法

（朋友/学校/社区）

看录像会话（30分/15%）

• “三看”短片：

看录像会话

“一看”• 看录像所要带出的主要

信息• 注意旁白，找出主题

“二看”

• 注意短片的细节

• 了解短片事件的“起因，经过，结果”

看录像会话

“三看”

• 选择适当的词语

• 把事件整理成句子

看录像会话

叙述个人经验

•我有没有遇过这样的事？

•我会怎么做？

提出建议/看法

•学校/家人应该这

样做吗？为什么？

•学校可以举办哪些活动？为什么？

视角转移

•如果我是录像中的人物，我会有什么感受？为什么？

•如果我是他，我会这样做吗？为什么？

看录像会话

录像主题

• 品格与公民教育的核心价值观

尊重 Respect

责任感 Responsibility

和谐 Harmony

正直 Integrity

坚毅不屈 Resilience

关爱 Care

录像主题

提示一：结合录像进行描述。

• 谈谈你在录像中看到的一件好事。

• 说一说录像中学校举办的一项活动。

• 录像中最引你注意的是什么？为什么？

看录像会话

提示二：针对另一个跟主题相关的情境／事件，做出个人的回应。

• 除了录像中所看到的，谈谈一件别人曾经为你做过的好事。

• 除了录像中所看到的，请说一说你曾经看到的一个不负责任的行为。

• 你认为请别人帮忙是一件难为情的事吗？为什么？

看录像会话

提示三：扩展到学校、社区\邻里等，提出建议或看法，并说明理由。

• 你认为学校是否应该举办“好人好事周”？为什么？

• 你认为家长应该如何培养孩子的责任感？

• 你认为学校可以举办怎样的活动来提高学生的环保意识？

看录像会话

针对学生的回答，主考员会提出转向问题。

• 如果他是你的同学，你会怎么做？

• 如果你是他，你会有什么感受？为什么？

• 你认为他这样做对吗？为什么？

• 你认为不注意礼貌对周围的人会有什么影响。

看录像会话

• 多向孩子提问，以激发与开拓思维

利用新闻视频、网上录像

先问主要信息

再提问思考型问题（感受，看法，道理）/考试题型

家长小贴士

练习（一）

• 脚踏车.xspf

练习（一）

https://goo.gl/4DCrU4

• 做义工.xspf

练习（二）

练习（二）

https://goo.gl/6weWHn

工具介绍

联合早报 PLECO

EVALUATION FORM

https://goo.gl/azMWRU