Parent Engagement Session

English Language Primary 5, 2015

SSR – Sustained Silent Reading 10 min of silent reading Sharing of book read by teacher or some pupils To promote reading for enjoyment and sharing of good books read.

SR – Supported Reading (Narrative texts) Reading for understanding and enjoyment Predicting and questioning Reading strategies Text types Text features

KWL – Know-Want to Know-Learnt (Non-fiction texts) Helps readers relate a new topic or information to what they already know Anticipate what they will be reading about Become involved in the text by having them look for information they want

to find.

Follow-up activities Vocabulary words Grammar items Sentence manipulation Whole-text study Writing Process

Daily Practices: Enhancing Language for Understanding

• Focus on using contextual clues to answer questions

1. Identify key words/phrases as well as clues to help answer each question

2. Box, Circle and Underline for Comprehension

3. Identify word class (noun, adjective, adverb, verb, preposition, etc) – Especially useful for Vocabulary Cloze

4. Record new words into a Reading Log or a notebook. Know the different forms of a word

5. Word identification skills – Break up a word into syllables in order to spell/read it correctly

6. Know the different forms of verbs

Writing Practices

• Getting it right from the start

o Structured framework to re-cap and reinforce language features used in previous writing tasks.

o Focusing on “Showing NOT telling” writing strategies. Emphasis

on Climax and smooth transition to Resolution.

o Introducing new themes to pupils and making links and references to previous themes/topics

EPH-MTS Collaboration

• The Situational Writing for P5 and P6 book will be used in the classroom by the English Language teacher.

• All pupils are to purchase this book from the school bookshop at $3.45.

• As this is a collaboration between Mee Toh School and EPH, the book cannot be purchased at any external book companies.

Examination Format

Examination Format Booklet Item Type Number of

questions

Number of

marks per

question

A Visual Text

Comprehension MCQ 8 1

Grammar MCQ 10 1

Vocabulary MCQ 5 1

Vocabulary Cloze MCQ 5 1

Paper 2

Examination Format Booklet Item Type Number of

questions

Number of

marks per

question

B Grammar Cloze OE 10 1

Editing for Spelling

and Grammar OE 12 1

Comprehension Cloze OE 15 1

Synthesis/

Transformation OE 5 2

Comprehension OE Up to 10 1-4

Duration of paper: 1h 50 min

Paper 2

Examination Format

Item Type Number

of Items

Marks Weighting

Writing

Situational

Writing OE 1 15

27.5% Continuous

Writing OE 1 40

Listening Comprehension MCQ 20 20 10%

Oral

Communication

Reading Aloud OE 1 passage 10

15% Stimulus-Based

Conversation OE 1 picture 20

Other Components

All components will be tested for SA1 and SA2

Topic(s) tested

Assessment Topics

CA1 P1-5 Grammar and Vocabulary Items

P5: Unit1 – Unit3

SA1 P1-5 Grammar and Vocabulary Items

P5: Unit1 – Unit 6 (*Unit 4 – 6)

P5: Continuous Writing (Composition themes done in class in

Term 1 – Term 2)

P5: Situational Writing (Refer to Situational Writing Booklet)

CA2 P1-5 Grammar and Vocabulary Items

P5: Unit 1 – 9 (*Unit 7 – 9)

SA2 All P1-P5 Grammar and Vocabulary Items

Continuous and Situational Writing includes themes and

language features from Term 1 – Term 4

(In preparation for the PSLE, vocabulary sections will test on

words beyond the ones covered in the STELLAR units)

Mathematics Primary 5, 2015

Primary School Mathematics

Laying a Strong Foundation

Aims to enable all pupils to :

•Acquire Mathematical concepts and skills for everyday use and continuous learning in Math

•Develop thinking, reasoning, communication, application and metacognitive skills through a mathematical approach to problem-solving

•Build confidence and foster interest in Math

Vision

Explore Creative Problem Solving

We envision our pupils to be adept in

•Translating Math knowledge and skills into creative problem solving

•Exploring varied ways to solve problems

We seek to develop our pupils holistically to be confident and significant contributors to the society

Mission

Enhance pupils’ Mathematical concepts and skills for application in problem solving We develop in our pupils an understanding of the underlying mathematical thinking general strategies of problem solving positive attitudes to Mathematics appreciation of Mathematics as an important and powerful tool in everyday life

Our Programme seeks to:

• Stimulate and cultivate creative and critical problem-solving skills

• Cultivate and enhance interest in learning Mathematics

• Promote confidence, self-directed, resilience and life-long learning in pupils

P5 KEY FOCUS • Creating Learning Experiences to help pupils make sense of

Math

• Help your child develop strong foundation in Mathematics

– Understanding basic concepts of all topics

– Develop good number sense & strong arithmetic skills

• Deep understanding of the underlying Relationship between and among topics e.g. fraction, decimal, ratio and percentage

• Increase pupils repertoire of skills to expand pupils problem solving capabilities Ensure mastery of : – Key Constructs : Essential Problem Solving Skills (Differentiated) &

Model Drawing – Heuristics Package : P1 to P6 Progressive Learning

KEY FOCUS

• Heuristics – Heuristics Package – Progressive

Learning

P1 P2 P3 P4 P5 P6

Draw a diagram

Working Backwards

Looking for a Pattern

Making a supposition

Logical Reasoning

Guess n Check

Systematic Listing

Restate/Simplify a Problem

CHECK for Mastery in….

•Multiplication Table • Required for simplifying fraction, ratio and finding

percentage discount, conversion of units, etc.

•Finding Lowest Common Multiple • Required for addition & subtraction of fraction up

to denominator of 12, making units part of ratio the same for comparison purpose, etc.

•Remainder Concept • Required to solve problem sums in fraction

•Simplifying fraction : to • Try 2, 3, 5, etc.

12

8

3

2

REAL-LIFE USAGE OF MATH

• Day to Day usage of Math • E.g. are all around us as Math is all round us –Fraction & Ratio

– Cooking –Decimal

–Measurement –Money (working with decimal of 2 decimal places)

–Percentage – Shopping

–Geometry* –Wrapping Presents –Map reading – Room Decoration

Format of Summative Assessment

Paper 1 Paper 2

Type Section A MCQ

Section B SAQ

Section C SAQ

Section D LAQ

Total No. of Qns

Duration

CA1 Booklet A 4 x 1 mark 2 x 2 marks

Booklet B 4 x 1 mark 2 x 2 marks

2 x 2 marks 4 x 3 marks 2 x 4 marks 2 x 5 marks

22 Paper 1 30 min Paper 2

1 h

SA1 Booklet A

10 x 1 mark 5 x 2 marks

Booklet B

10 x 1 mark 5 x 2 marks

5 x 2 marks

13 3 marks 4 marks 5 marks

48

Paper 1 50 min

Paper 2

1 h 40 min

CA2

SA2

Distribution of Qns in Paper 2

Qn 45

3-mark

question

Qn 46

4-mark

question

Qn 47

5-mark

question

Qn 48

4-mark

question

No fix order in the distribution of 3-mark, 4-mark and 5-mark qns

PSLE Standard Mathematics

PAPER 1

30 Questions

50 minutes

1 min per question

20 min to check

1.5 min per question

5 min to check

PAPER 2

18 Questions

100 min

4 min per question

28 min to check

5 min per question

10 min to check

Ensure proper time management as they are solving practice papers especially Paper 1 (1 to 1.5 min per question)

Advise child – skip difficult questions & leave some time at end of paper to attempt questions

Ensure that child present their solutions clearly

CA1 is a half paper

Ken

Pam

7

21 ?

2 units 21 - 7 = 14 or 1 unit 14 ÷ 2 = 7 Ken has 7 pens.

1) Draw a Model 2) Write number sentence 21 - 7 = 14 21 - 7 3) Write a final statement. Serves to help pupil check answers & present their answers in the correct unit.

• Present Solution Clearly as shown

This is called a side working. It should not replace the number sentence as working.

21- 7 = 14 (2 units) 14 ÷ 2 = 7 (1 unit) Ken has 7 pens.

Tools to bring along for CA & SA Approved calculator(s)

Check if digits are still visible on the keys

Set Squares

Protractor

Ruler

Pencil

Eraser

Science Primary 5, 2015

Science framework

Process skills A. Basic Process Skills

• • Observing

• • Comparing

• • Classifying

• • Measuring and using apparatus

• • Communicating

• • Analysing

• • Generating

• • Evaluating

B. Integrated Processes

• • Creative problem solving

• • Decision-making

• • Investigation

MTS Science key focus

Self-directed learning Active contributor

Sense of curiosity

Collaborative learning/group work

Concerned citizen Confident person

Create an awareness in environmental issues

Ability to articulate ideas clearly

Through Science pedagogy :Inquiry Based Learning

Integration of Science into Experiential learning

(Concerned citizen & self-directed learning) • Ecotrails

• Laboratory work

– Investigative experiments

• Home-based learning

– Additional support through e-learning

– In the form of forums, videos, quizzes and collaborative work

Special Rooms & Supporting learning structure

• 3 Science laboratories

– Level 3 and Level 1

• Ecogarden

• Vertical Garden

• Ecopond

– These will support your child’s learning in Science

Ecotrails

ECOTRAILS

ECOTRAILS

Eco - trails

• Aim to make Science learning authentic

• Infused as part of the Science curriculum

• Investigative work as part of the learning

Practical lab work

• Most exam questions are based on investigative work done

• Measurements and usage of apparatus will be tested

15/1/2015 37

Practical lab work • Testing of aims, variables,

conclusions and understanding of graphs are included

• It is important for pupils to take note and study the learning package

• All daily application questions are linked to these investigative work

Examination Format

Booklet Item Type Number of

questions

Number of marks

per question

Weightage

(%)

A Multiple-choice 30 2 60

B Open-ended 14 2,3,4 40

Duration of paper: 1h 45mins

Booklet Item Type Number of

questions

Number of marks

per question

Weightage

(%)

A Multiple-choice 15 2 30

B Open-ended 7 2,3,4 20

Duration of paper: 60mins

CA1

SA1, CA2 and SA2

ARA Strategy

A

R

A

nalyse

ecall

pply

Read and understand

Study diagram

Underline keywords

concepts

Knowledge and Understanding

Process Skills

Process skills to be tested • Observing

• Classifying

• Using apparatus and equipment

• Comparing

• Communicating

• Inferring

• Formulating Hypothesis

• Predicting

• Analysing

• Generating Possibilities

• Evaluating

Science

• Focus on answering process skills questions

– Identify key words and phrases for the topic

– Identify linkages across topics, for instance,

heat gain and heat loss can be very well

applied to the water cycle, etc

– Using the key words and phrases to answer

the process skill questions

Science

• Science is NOT comprehension: Scientific literacy is important, hence the pupils must use scientific terms or key words to express their answers

• The expression of their answer is important

• Clear explanation is important to show understanding in the application of concepts

• No marks will be awarded for mere choice without explanation or “Yes” or “No” answers