Jurong West Primary School English Department Primary 2 ... · letter A, B or C. 1. Which word...
Transcript of Jurong West Primary School English Department Primary 2 ... · letter A, B or C. 1. Which word...
Key
changes
starting 2019 ▹ To enhance the joy of learning
1) No weighted assessment from 2019 (including
year-end exam for P2)
2) Use qualitative descriptors to report students’
learning progress.
Holistic
Development
Aspects ▹ PERI HOLISTIC ASSESSMENT (PERI HA)
1) Supports student learning and development of
the whole child
2) Builds students’ confidence and desire to learn
3) Better prepares students for the future
4) Strikes a balance between AoL and AfL
practices
5) Uses appropriate methods and modes of
assessment
PERI HA
Process▹ Teachers use multiple sources to continually
gather information on a child’s development, to
provide feedback to support and guide learning.
▹ Teachers use assessment information
formatively, to adjust instruction and provide
students with feedback and targeted practice to
move learning forward.
PERI HA
Formative
Assessment ▹ Pupils respond individually to short, pencil–paper or
presentation formative assessments of skills and
knowledge taught in class.
▹ Assessment results help teachers to monitor
individual student progress and to inform future
instruction.
▹ Teacher can quickly assess whether the pupil has
acquired the intended knowledge and skills.
▹ As a formative assessment, a grade is not the
intended purpose.
English
syllabus and
Curriculum
from MOE
▹ Listening & Viewing
▹ Speaking & Representing
▹ Reading & Viewing
▹ Writing & Representing
▹ Language Use
Components: Areas of Language Learning
Receptive Skills
▹ Listening
▹ Reading
▹ Viewing
Skills that are required
for the making of
meaning from ideas or
information
Productive Skills
▹ Speaking
▹ Writing
▹ Representing
Skills that enable the
creating of meaning.
Knowledge About
Language
▹ Grammar
▹ Vocabulary
The building blocks
that are required for
the application of the
receptive and
productive skills for
effective
communication.
Components Term 1 Term 2 Term 3 Term 4
Listening &
Viewing
Picture Matching
Sound Discrimination
Picture Matching
Note-taking
Picture Matching
Note-taking
Picture Matching
Note-taking
Speaking &
Representing
Stimulus-based
conversation
Stimulus-based
conversation
Stimulus-based
conversation
Stimulus-based
conversation
Reading &
Viewing
Reading Aloud Reading Aloud Reading Aloud Reading Aloud
Writing &
Representing
Picture series in
Writing
Picture series in
Writing
Picture series in
Writing
Picture series in
Writing
Language Use Class Exercise
- Grammar
- Vocabulary
- Comprehension
MCQ & Variety of
questions
Class Exercise
- Grammar
- Vocabulary
- Comprehension
MCQ & Variety of
questions
Class Exercise
- Grammar
- Vocabulary
- Comprehension
MCQ & Variety of
questions
Class Exercise
- Grammar
- Vocabulary
- Comprehension
MCQ & Variety of
questions
PERI HA TASKS
1) Listening
& Viewing
- Picture
Matching
Listen carefully to each description and put a tick
in the box of the picture that matches the description.
Example
Jane and her sister are making a birthday card for their mother.
The girls are pasting the paper flowers on the card with some
glue.
Listen carefully to what I say and circle the correct
letter A, B or C.
1. Which word begins with the /b/ sound? Circle the
correct answer.
A. crab B. purple C. bully (Repeat)
1. Which word ends with the /p/ sound? Circle the
correct answer.
A. puff B. soup C. bat (Repeat)
1) Listening
& Viewing
- Picture
Matching
1) Listening
& Viewing
-
Sequencing
of events
Look at the set of pictures. I am going to read a set of
instructions. Listen carefully. Then choose the picture that
describes what I have read. Write the number 1, 2, 3 or 4 in the
correct boxes.
1)Listening &
Viewing
-Note Taking and
Multiple Choice
Questions
Look at the set of pictures. I am going to read a set of
instructions. Listen carefully. Then choose the picture that
describes what I have read. Write the number 1, 2, 3 or 4 in
the correct boxes.
When was Henry’s family moving to a new house?They were moving _______________.
1) Next year2) Next month3) Next day
3) Speaking &
Representing
Stimulus-
Based
Conversation
- Questions will be based on STELLAR
books
E.g. Do you like the cover page?
Who is the author/illustrator?
What other food do you like?
4) Writing &
RepresentingWrite a story based
on 3 pictures given.
For Term 1, students are
required to write a
paragraph based on each
picture given (beginning,
middle & ending).
Term 2 onwards,
students will write a full
story based on the 3
pictures given.
5) Language Use
Language items will be largely based on
STELLAR Books.
Difficulty levels of the questions will be
progressively increased over the terms.
Component Term 1 Term 2 Term 3 Term 4
Language Use Class Exercise 1
Grammar
Vocabulary
Comprehension
Class Exercise 2
Grammar
Vocabulary
Comprehension
Class Exercise 3
Grammar
Vocabulary
Comprehension
Class Exercise 4
Grammar
Vocabulary
Comprehension
Comprehension
(Variety of
Questions)
Sequencing
Write 1,2 or 3 to indicate the order the events
happened in the story.
Ken put on his clothes.
Ken brushed his teeth.
Ken wore his shoes.
Comprehension
(Variety of
Questions)
Identification of
Word
Which two-word phrase in paragraph one has
the same meaning as ‘rushed’? (1m)
Tick your chosen answer.
Fred was not able to recognise Sally
because ________________.
he was singing and walking
she disguised herself as a rabbit
he was too busy looking for food
Comprehension
(Variety of
Questions)
Example of the Learning Feedback
Component: Listening and Viewing
Term 1
Need
s
En
co
ura
ge
men
t
Wit
h s
om
e
Co
nfi
den
ce
Ind
ep
en
de
nt
Exceed
s
Exp
ecta
tio
n
Learning Outcomes
• Listen attentively and identify relevant information
• Make simple connections to real life and personal experiences
• Make simple generalisations by identifying the main idea and key
details.
• Listen to, view and respond to a variety of spoken, audio and visual
texts.
SOURCES : 1) students’ class work (Listening Comprehension and Oral 2)
2) teacher’s observation in class (students’ response to questions)
3) Listening Exercises - Sound Discrimination, Note-taking
Strategies
to help
your child
1. Exposure to Standard Forms of English
▹ Children pick up language that they are
exposed to
▹ Constantly promote the use of standard
English
▹ Read quality books and magazines
▹ Visit the library and myON and read up books
2. Focus On Areas of Weakness/Concern
▹ Identify areas of weakness through daily class
work
▹ Provide practice in these areas
Strategies
to help
your child
3. Participation In Language Activities
▹ Improvement is achieved through regular use
and practice
▹ Actively engaged in activities organized in
school – Creative Writing, Choral Reading
(ALP) are platforms for involvement
▹ Participation in class discussions and
presentations also provide good opportunities
Strategies
to help
your child
4. Read Widely
▹ Increase knowledge and expand vocabulary
▹ Include stories and poems as these aid in
comprehension
Strategies
to help
your child
5. Seek clarifications and ask questions in
class
▹ Allow one to clear doubts and deepen his or
her understanding
Strategies
to help
your child
Recommended
book titles for
reading
TITLE AUTHOR
Jack and Nancy Quentin Blake
This orq : (he cave boy) David Elliot
Exploring Deserts: A Benjamin Blog and his Inquisitive Dog Investigation (Exploring Habitats with Benjamin Blog and his Inquisitive Dog) Anita Ganeri
The Invisible Boy Trudy Ludwig
The Princess and the Pony Kate Beaton
Sidewalk Flowers JonArno Lawson
Florentine and Pig and the Spooky Forest Adventure Eva Katzler
Believe It or Not, My Brother Has a Monster! Kenn Nesbitt
Lindbergh: The Tale of a Flying Mouse Torben Kuhlmann
Mr. Ferris and His Wheel Kathryn Gibbs Davis
Joseph Had a Little Overcoat Simms Taback
Owen Kevin Henkes
The Giving Tree Shel Silverstein
Alexander and the terrible, horrible, no good, very bad day Judith Voist
Recommended
book titles for
reading
TITLE AUTHOR
The Lorax Dr Seuss
Frog and Toad Together Arnold Lobel
The BFG Roald Dahl
Pippi Longstocking Astrid Lindgren
The Sheep-pig Dick King-Smith
A Bear called Paddington Michael Bond
Elephant and Piggie Mo Willems
Gorilla Anthony Browne
If kids ran the world Leo and Diane Dillon
A bad case of stripes David Shannon
The book with no pictures BJ Novak
Ivan: the remarkable true story of the shopping mall gorilla Katherine Applegate
The girl who heard colours Marie Harris
Brave Irene William Steig
Scaredy squirrel Melanie Watt
Recommended
book titles for
readingTITLE AUTHOR
The word collector Peter H Reynolds
Swimmy Leo Lionni
A ball for Daisy Chris Raschka
Flotsam David Weisner
The adventures of Beekle: The unimaginary friend Dan Santat
Lon Po Po Ed Young
Amelia Bedelia Peggy Parish
Stuart Little E.B White
The Gruffalo Julia Donaldson
If you give a mouse a cookie Laura Joffe Numeroff
Stellaluna Janell Cannon