EL UPSR Clasroom Strategies PPPA BI

7/30/2019 EL UPSR Clasroom Strategies PPPA BI

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CLASSROOM STRATEGIESExcellence in English Language

PPPA UPSR BI

STRATEGY 1EL Teacher’s Act Elaboration

COACHINGOne to oneOne to small groupsFace to face

The identified ‘Near Miss’ students MUST be given :one to one andface-to-facecoaching on grammar accuracy, on technical aspects of (Paper 2) Making a choice, Sentence Writing, Essay Writingand even Grammar, Vocabulary, Spelling and Punctuation

(Paper 1).STRATEGY 2

EL Teacher’s Act Elaboration The MUST TEACH : Year 4, Year 5 and Year6 pupils must be taught and trained inALL the following items :a) grammarb) vocabularyc) punctuationd) spellinge) correctionf) sentence making /structureg) comprehensionh) essay writingi) use the textbook as much as you canPLUS REMEMBER to gather relevant/ relatedmaterial from other books/ sources too

Teacher must teach and then give practicesin all the items, only then the pupils will beable reach the final out of WRITING SKILL asaccurate as can be. The topical/ thematicallychosen comprehension passage – may haveto be ‘doctored’ to lower the level of difficulty for low-proficient pupils (LEP). Fromthis passage all the items can be taught.

Teaching items in isolation is done with theonly aim of ‘consolidation of understandingof vocab, rules, formats’

STRATEGY 3EL Teacher’s Act ElaborationIn Sentence Writing train pupilsto look at many pctures and foreach picture recognise thefollowing : WHO, WHAT WHERE

and HOW

By looking at as many pictures as possible andanswering the WHO, WHAT WHERE and HOW in thepicture the pupils have already a minimum of 4-5sentences.

STRATEGY 4EL Teacher’s Act ElaborationIn Sentence Writing – pupils are advisedto read the words provided but USE of thewords is OPTIONAL.

For SJK schools pupils MUST USE the

For SK schools, pupils can use their own wordsand/or use the words provided.



words provided.



STRATEGY 5EL Teacher’s Act ElaborationIn Sentence Writing train thechildren in identifying the‘subjects’ (the people) and foreach of the subject identified, link

the following grammar areas witheach of them :a) nouns/pronounsb) verbs/verb to bec) prepositions especially of locations

Pupils will be able to start sentence writing bytraining pupils to link each subject/person identifiedwith the relevant linking :

subject/person

a) noun/pronounb) verb/verb to bec) preposition

Where relevant:-For Noun - identify :age, size, colour, material, shapeFor Verb – identify the adverb

STRATEGY 6EL Teacher’s Act ElaborationIn

Sentence Writingtrain children to

use a suitable tense and ENCOURAGEthe SAME TENSE throughout

Training children to write in ONE COMMONtense will also mean they are trained for NoteExpansion/ Essay writing too.

STRATEGY 7EL Teacher’s Act ElaborationIn Sentence Writing training childrento write in SIMPLE and COMPOUNDsentences is sufficient.

Avoid complex sentences especially if children are LEP (Low English

Proficiency)

Simple and compound sentence writing wouldmean grammatical errors are minimised /pupils can be trained to use correct grammarand avoid grammatical errors.

STRATEGY 8EL Teacher’s Act ElaborationGive pupils many exercises in SentenceWriting, train/teach pupils to go for zerogrammar error . Remind pupils – theyMUST score maximum marks

Errors in capital letters, punctuation, spelling,pronouns, subject verb agreement andpreposition of locations should be minimisedto zero-error


In Essay Writing, teach and train pupilsthat putting together short notes provided,to form a sentence is a CONTENT POINT.

Train/ teach pupils to identify the contentpoints.

Every picture/stimulus has about 2-3content points. Train/teach pupils toidentify the content points. Train pupils towrite short sentences for each contentpoint.

STRATEGY 10EL Teacher’s Act ElaborationIn Essay Writing teachers MUST train the Train children to identify the Nouns first –



pupils to use APPROPRIATE ADJECTIVALPHRASES for NOUNS

then straightaway think of anAPPROPRIATE ADJECTIVAL phrase for it.

STRATEGY 11EL Teacher’s Act ElaborationIn Essay Writing, teach and train pupils to write

i) introduction sentence based on the picture andfirst words of the note expansion as Firstparagraph (Point 1)ii) write the points in a paragraphiii) write an ending sentence with the last set of notes as Final paragraph (last Point)

In essay writing there MUST be the

basic minimum 3 paragraphs

In the last paragraph – train thepupils IF POSSIBLE to ADD APPROPRIATE idiomatic expression,metaphor, proverb or personal feelingsas ending.

STRATEGY 12EL Teacher’s Act ElaborationIn Essay Writing – identifying the content

points should be followed by SEQUENCING thepoints (points = ideas)

The sequencing of the points should

follow the sequence of the events in thepictures provided

STRATEGY 13EL Teacher’s Act ElaborationIn Essay Writing, teachers MUSTtrain children to ADD a relatedsentence to at least 3-4 of thepoints in the note expansionquestion. This additional sentence isbased on the sentence statedbefore that.

Remember training children to write an additionalsentence is important to gain that ‘extra’ marks.Eg. -fisherman-sea - boat - ( The content pointshere : Ahmad is a fisherman. He goes to the sea/catches fish in the sea in his boat. The additionalsentence would be – It is a big boat/brown in colour/an old boat.)

STRATEGY 14EL Teacher’s Act ElaborationIn Essay Writing pupils should be trained oncapital letters, punctuation, pronouns and subjectverb agreement. There should be no errors. Pupilsshould be trained to recognize the TENSE andmaintain the tense throughout.

Using a whole class approach andusing pupils own sentences are somestrategies to teach these grammaritems. Constant reminder of the rulesis a must.


EL teacher GIVE and TRAIN the students torecognize the meaning and memorise 10 goodphrases to be used in Writing

Train students to use phrases/wordswhere they can for the essay

STRATEGY 16EL Teacher’s Act ElaborationIn Transfer of Information Question(2a) Making a Choice - Teachers MUSTtrain pupils to USE the complete title or

An error either spelling, punctuation orincomplete of word/words or phrases provided text/question will automatically



phrase as given/provided in the question/text. Pupils to be trained/ taught NEVER tomake any spelling, punctuation error

considered as gross error. No marks willbe given. So, pupils MUST copy/ write downaccurately/ completely these word/ phrases.

STRATEGY 17EL Teacher’s Act ElaborationIn Transfer of Information Question(2b) Making a Choice - teachers MUSTteach/train pupils to list down 5 POINTSof REASONS for choice

Each reason should be positive and connectedto the information on the choice and then writethe sentences accordingly

Train pupils to USE adjectives and personalfeelings


In Transfer of Information Question(2b) Making a Choice - pupils MUST betrained to READ the rubrics FIRST THENtrained use phrases : I like…because,cheaper than… (if comparing two choices)and cheapest among (if comparing withALL the choices)

The MUST Word List for the pupils in thissection :

I like / I prefer / I think….. becauseFirstly / secondly / also / besides /moreover /finallythan (with comparative) / among (withsuperlatives)


In Transfer of Information Question (2b)Making a Choice - remind pupils to NEVER use words from Question (2a - the table)USE ONLY the words provided in the originaltext/question.

Using the words from the table – theprobability of structural mistakes will behigher – hence pupils must use words fromthe original question/text provided

STRATEGY 20EL Teacher’s Act ElaborationCorrections by the teacher isa MUST – an on block approach– whole classroom practice

Identify and list pupils own sentences - list on the boardand/or give out handouts then MUST workout/explainerrors that appears in the sentences together as a class

participation.


Train pupils to become ‘teachers’themselves – to recognize errors andcorrect the errors- they learn best

Get pupils to mark their own sentences especiallyas pair work – especially on specific grammar itemsof ARTICLES/NOUNS/ PRONOUNS with special focus



when they are able to recognise theirown errors

on TENSES and SUBJECT-VERB AGREEMENT

STRATEGY 22EL Teacher’s Act ElaborationIn Paper 1 the focus of teaching should be on

grammar, vocabulary spelling, punctuation andcomprehension, social expressions, wordomission (grammar)

Teachers please refer to the Minimum

Practice for TABI UPSR stated on the lastpage.

CLASSROOM STRATEGIES FOR ‘A’ IN ENGLISH LANGUAGETABI UPSR

PAPER 1

No EL TEACHER’S ACTIONS Elaboration1. In GRAMMAR teaching, teachers may

teach Grammar items In Context or InIsolation (but even in isolation there mustbe the CONTINUITY from rules topractice and to ultimately application as in WRITING)

Teachers must teach all grammar items:i) related to nounseg. countable/uncountable nounseg. pronouns

eg. articleseg. subject-verb agreementeg. adjectives

ii) related to verbseg. adverbseg. tenseseg. subject verb agreement

iii) related to nouns and verbs

eg. prepositionseg. conjunctions

the approach to grammar teachingshould be one of linking, continuity anddevelopmental

Eg. To teach Noun one can start of withNouns, then articles, followed by the

Teaching IN CONTEXT refer toGrammar items that can be taught as seenwithini. text passagesii. picture/stimulus

Teaching IN ISOLATION refer to grammaritems selected to be taught systematically asin ‘continuity’

Teaching of grammar items and giving of

follow-up grammar exercises/ practices: MUSTfollow the following

SEQUENCE-CONTINUITY : Introduce a grammar item –introduce concept of the grammar item

Give exercises/practices for P (LS)to identify examples of the item(understanding of concept)

Introduce rules of grammar item/ rules of the linking grammar items

Give exercises/practices for P (LSRW) topractice correct understanding of rules

Give exercises/practices for P (LSRW) toconsolidate understanding of concept andrules of the grammar item



linking items of pronouns, countable/uncountable, adjectives and so on..

Marking of grammar errors should beitem by item marking (or linking items).

Give exercises/practices for P to applyunderstanding of concept and rules of thegrammar item at WRITING LEVEL (paragraph(s))

TEACHERS DO AVOID marking ALL grammaritems in one essay in one go. Pupils will not

know which grammar item (s) they got wrong

2. In VOCABULARY – Pupils must be taughtthe knowledge and understanding of words to be used at word , phrase andsentence levels.

• Teacher must identify words

related to the TOPICS and UNITSand make lists of words. Use theWord List given in CurriculumSpecifications (see the WordList and the Extended Word

List provided)• Train pupils TO STUDY the pictures/

stimulus and list wordsassociated with the pictures/stimulus

• Drill meanings and spelling of

words

• Do different types of exercises that

test on VOCABULARY

• Question 1 – 4 Vocabulary at word

level with no graphics.

• Topics & words association

- Animals – Sound, motion,home, young , Gender

- People - Gender, verbs,occupation

- Places – Verbs, adjectives

• Question 5 – 7 – rebusBased on pictures and vocabulary at

phrase level- collective nouns, pair words

Quantifiers and others

• Question 8 – 10

Based on pictures atSentence level

3. In PUNCTUATION, teach and train pupilsto identify the various types of punctuationEg - Upper and lower cases, full stops,

commas, apostrophe, exclamationmarks, hyphens, open and closeinverted commas as in speech.

• Train pupils to AVOID/ HAVE NOERRORS in punctuation

Teacher must teach and give practice in allthe punctuation symbols. Only then, willthe pupils be able to apply them correctly.

Teaching punctuation symbols in isolation isdone with the aim to consolidate theunderstanding and application of punctuationsymbols.

An important activity : Train and drill thepupils with lists of sentences with punctuationerrors – guide/train pupils to identify thepunctuation errors and correct them

4. In SPELLING, teach and train pupils thewords from the WORD LIST of each Unit andtheir meanings.

• Explore words from text book

• List the words

Spelling can be done either orally or inwritten form

• Oral spelling can be taught throughdrilling

• Written spelling can be done

through various exercises :



- picture clues, dictation as well asidentify and correct spelling errorsin a text

• for LEP pupils, Spellingcan be :

FILL in MISSING LETTERS

• for HEP pupils, Spellingcan be :SPELL THE WORD AND WRITE THEMEANING ON THE RIGHT COLUMN(meaning can be synonym in English orthe meaning in BM/or mother tongue)

MARKING OF SPELLING exercises is amust- an on block approach – whole classpractice or pair work

Pupils must do corrections after eachexercise. Identify and list the words givenon the board. Pupils exchange and mark.

5. In TEXT COMPLETION ( Q 26-30 )• Focus on relevant Grammar

Eg; verbs , prepositions , adjectives

• FIRST STEP : Train/teach pupils to study

the picture. Then identify relevantgrammar/words

• SECOND STEP : Read the text carefully

then choose the option answer that isrelated to BOTH the picture and the text.

• Focus on vocabulary especially ‘nouns

• Teacher must train pupils to be aware of

details in illustrations They must always askthemselves ‘what’, ‘who’ and ‘ where’

•

Questions for this section mustbe directly related to theaccompanying illustration

• Exposure to various situations

can assist to widen pupils’background knowledge

• Start word list early

• Pupils tend to pay just minimalattention to illustration‘knowing the picture will greatlyassist them in determining the

correct option.

6. In SOCIAL EXPRESSIONS

Train/teach students to firstSTUDY THE PICTURE carefully

- IDENTIFY the speakers – that is the WHOIS THE FIRST speaker & WHO IS THESECOND speaker

- Read and match part of the dialogue givenin the picture to the suggested responses

- Pictures are very important- Identify keywords and associate

with the correct responses



7. COMPREHENSION passages …..

May have 2 focus :

EITHER

Focusing on Reading Skill ORFocusing on Comprehension Skills

When focusing on Reading Skill

Teachers teach :

Pronunciation, Enunciation

Intonation, Stress

Pauses

The strategies includes ;

Chorus reading aloudIndividual pupil reading aloud

Teacher reads and pupils listen Teacherreads and pupils follow

COMPREHENSION passages/stimulus…….

When focusing onComprehensional Skills :

Train and teach pupils to :-i. READ the whole text firstii. STUDY the picture thoroughly

IDENTIFY the difficult words= meanings / may need to train

pupils to INFER/guess themeaning from ‘whole text reading’

= think of synonyms/antonyms

IDENTIFY the ‘WH’=WHO, WHAT, WHERE,

WHEN AND HOW inthe passage/stimulus

Look out for CONTEXTUALCLUES

Recognise that the first/second questions arenormally in the first

When focusing on Reading Skill

NEVER TAKE FOR GRANTED THAT PUPILSKNOW THE SOUND OF WORDS

Teaching Reading Skill can be done asindividual reading strategy anytimebefore, while teaching time (when pupilsare busy doing class work) and outsideteaching time

When focusing on Comprehensional Skills :

The objective :Is to train and teach pupils :

to know/accumulate the vocabularyto identify details of information,

to recognise sequence,to infer opinions/feelings

Teachers teach :

gleaning of information

scanning skill

skimming skill

STRATEGIES :

READING MANY TIMES : recognise main ideas supporting recognise

supporting ideas

Teacher does ORAL QUESTIONS : Wh questioning Contextual Clues Giving meaning of words Synonyms / antonyms Parallel ideas



paragraph and so on. PARAGRAPH Questioning Teacher formulate 3-4 questions

according to paragraphs To identify the ‘WH’ information of

each paragraph Train/teach pupils to make paragraph

based-questions (advisable to put the above questions and theWH info right next to the paragraphs)

EL TEACHER’ S CRITICAL ACTIONS

EL TEACHER’S ACTIONS Elaboration

Every weekend , every holiday – essay writing aMUST Students who are ‘Near Miss’ dueto EL need lots of practiceespecially in Writing that help topull up marks to the A level.

EL teacher – go all out to make sure the studentsarrive at the following minimum marks of :

Paper 1 = minimum 35/40 marksPaper 2 =Question 1 : minimum 8/10 marksQuestion 2a : achieve 10/10 marksQuestion 2b : minimum 4/5 marks

Question 3 : minimum 10/15 marks

Lots of practice need to be givento arrive at these minimummarks = will lead to ‘A’ in EnglishLanguage

LIST OF GRAMMAR ITEMS TO BE TAUGHT AND LEARNT

COUNTABLE / UNCOUNTABLE NOUNSPRONOUNS

ARTICLESSUBJECT VERB AGREEMENTADJECTIVES

many, a

little

much,some

few

+s

-s

she, he, I, we,

they, us ours, their

(s), yourself,myself, ourselves,

themselves

am, is, was,were, has,

have, do, does

+s, -s

Positive eg. tallComparative ‘er’ eg taller /

more

Superlative eg. tallest / most / st

OR Words describing :

shapes, colours, size, age,

material, types,

a, an, the



ADVERBSTENSESSUBJECT-VERB AGREEMENT

PREPOSITIONS

CONJUNCTIONS

CLASSROOM STRATEGIES FOR ‘A’ IN ENGLISH LANGUAGEGRAMMAR

PAPER 1

No EL TEACHER’S ACTIONS Elaboration

1 Articles Make sure pupils are able to use the articlesbefore a noun. Train pupils to use a or aninstead of one.

2. Adjectives Pupils are able to describe and compare a noun

3. Pronouns Teachers must teach and give practices ondifferent types of pronouns, eg personal,possessive, reflexive and relative.

Words

describingactions

….ly

more…ly

most…ly

Simple Present Tense,Simple Past Tense, Future

Tense, Present/ Past

Continuous Tense

+s

-swords used to show :

locationsdirections

Words that show

sentences / ideas are :

joined

connected

had, did



4 Modals ( must, ought to, will,would,shall, should, may, might, can,could)

These words are followed by root words.

5. Tenses Teach all the tenses. Give a light touch onprefect tense.

6 Adverbs Give a list of adverbs to enable pupils to usecorrectly. Remember not all adverbs end with‘ly’

7. Prepositions Pupils are able to use the prepositions to showtime and location in their writings.

8. Conjunctions Guide pupils to construct compound sentencesusing the correct conjunctions

9 Question Words ( WH Questions) Using picture and train pupils to ask questions

based on it .

10 Nouns(Common, Proper,Collective, Uncountable&Countable) )

Teacher must always tell the pupils when to usethe nouns and their spellings

11. Negative and PositiveStatements

Please do not ignore this although it looks easy

EL UPSR Clasroom Strategies PPPA BI

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