P5 ENGLISH LANGUAGE 2015 - rafflesgirlspri.moe.edu.sg slides... · English, develop good language...
Transcript of P5 ENGLISH LANGUAGE 2015 - rafflesgirlspri.moe.edu.sg slides... · English, develop good language...
What we want …
All children should enjoy learning
English, develop good language skills, be
effective communicators and lifelong
learners.
New skills for a changing world
• Need to prepare our children for life and work in
the 21st century
• Develop students to be
• Effective communicators
• Confident, self-directed learners
Key Messages April 2012
STELLAR Centre
21st Century Competencies Framework
CoreR3ICH values
•Respect
•Responsibility
•Resilience
•Integrity
•Care
•Harmony
Ch
ara
cte
r a
nd
Cit
ize
ns
hip
Ed
uc
ati
on
21st Century Competencies
The outer ring of the framework represents the
21st Century Competencies necessary for the globalised
world we live in.
Civic literacy, global awareness and cross-cultural skills Contribute to society and nation
Develop a broader worldview and ability to deal with diversity
(culture, ideas and perspectives).
Critical and inventive thinkingThink critically, assess options and make sound decisions
Explore and think out of the box
Information and communication skills Know what questions to ask and extract what is relevant and useful.
Be discerning and adopt ethical practices in cyberspace.
Emphasis on
•Systematic and
explicit instruction
•Contextualised and
holistic approach to
learning
EL Syllabus 2010
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
STELLAR
Language Skills
�Listening & Viewing
�Speaking & Representing
�Reading & Viewing
�Writing & Representing
STELLAR lessons develop …
STELLAR Lessons
STELLAR Lessons
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 develop …
Children will have more opportunities
to develop their listening, speaking,
reading and writing skills using a
wide variety of different types of texts.
Ways to Teach Reading for
Understanding
19
Retelling
K-W-L K = what I Know
W = what I Want to know
L = what I have Learnt
K = what I Know
W= what I Want to know
L = what I have Learnt
Ogle, Donna M. (1986). The Reading Teacher
Reading for Understanding:
K-W-L
A way to teach children how to read information
texts. Children brainstorm, ask questions and read a
text on their own to find out more about a topic.
Brown, H. & Cambourne, B. (1987). Read and Retell. Australia: Methuen Australia
Reading for Understanding:
Retelling
A reading comprehension strategy using thinkingskills.
Children actively read to confirm their predictionsand are given opportunity to share their ideas about apassage.
� Read silently
� Retell the story to a friend
Assessment is part of learning and
teaching. Children will be assessed
on what they have been taught.
HOW will we move to a new level?
� Assessment is part of the learning process and must be
closely aligned with learning objectives, content and
teaching.
� Both school-based assessment and national
examinations play important and different roles in our
education system.
� A balanced assessment system should have both
Assessment ‘for’ Learning as well as Assessment ‘of’
Learning.
Our Assessment Philosophy
Aligning Teaching and Assessment
� Giving children greater scope for their own
interpretation and personal response in
speaking and writing
� Greater attention paid to viewing skills with
listening and reading
PAPER COMPONENT MARKSWEIGHTING
1Writing
(1h 10 min)
Situational WritingContinuous Writing
1540 27.5%
2Language Use and
Comprehension(1 h 50 min)
Booklet A (MCQ):Grammar
VocabularyVocabulary ClozeVisual Text Comprehension
Booklet B (OE):Grammar ClozeEditing for Spelling & Grammar Comprehension ClozeSynthesis / TransformationComprehension OE(1- 4m per question)
10*
558*
1012*151020
47.5%
3Listening
Comprehension (Abt 35 min)
Listening Comprehension MCQ
20 10%
4Oral
Communication(Abt 10 min)
Reading AloudStimulus-based Conversation
1020*
15%
Total 200 100%
EL Paper 1: Part 1 Situational Writing
• Situational Writing
- select relevant information
- organise and present information clearly
- show a good understanding and clear
awareness of the purpose, audience and
context
- use correct grammatical structures
EL Paper 1: Part 1 Situational Writing
• Notes, Letters, Email and Notices
- thank you notes, greeting or invitation cards
- letter or email to a pen-pal, parent or teacher
- notices to the class providing information on an
event
• Procedures
- rules of a game or sport , recipes, instructions
on how to create an art or craft work
EL Paper 1: Part 1 Situational Writing
• Expositions- reviews, arguments, debates
• Information Reports- reports for project work, brochures for the
public on various topics
• Factual Recounts- news bulletin for the class or school
- eye-witness accounts of an incident to a
teacher
EL Paper 1: Part 1 Situational Writing
Assessment
Marks awarded will be based on
a) content
b) awareness of purpose, audience and context
c) accuracy in expression and mechanics
d) ability to present information/ideas clearly
EL Paper 1: Part 2 Continuous Writing
1. One question
– One topic given with different possible
approaches to it
– Stimuli (pictures and pointers) to help
pupils view the topic from different
perspectives
EL Paper 1: Part 2 Continuous Writing Task and ResponseGIVEN TASK
• One item
• Write a composition about the
given topic
• Based on 1 or more of 3 given
visuals
• Pointers provided
REQUIRED RESPONSE• Continuous prose
(narrative/non-narrative)
• Individual response to given topic
• Make use of at least 1 out of 3 given
visuals in any order
• Address the given pointers in any
order and include other relevant points
Write a composition of at least 150 words about an unforgettable celebration.
The pictures are provided to help you think about this topic.
Your composition should be based on one or more of these pictures.
Consider the following points when you plan your composition:
•What was the celebration?
•Why was the celebration unforgettable?
You may use the points in any order and include other relevant points as well.
LANGUAGE & ORGANISATION
(20 marks)• Language used –
conventions of
internationally acceptable
English
• Vocabulary - variety and
apt choice of words
• Organisation – effective
sequencing and linking of
ideas and facts
Paper 1: Part 2 Continuous Writing -
Assessment
CONTENT (20 marks)
• Relevance of
ideas - related to
given topic
• Development of
ideas and interest
value
EL Paper 2- Overview• Grammar & Vocabulary ( MCQ, Cloze )
- recognise the correct use of vocabulary and grammatical forms
• Synthesis/Transformation ( OE)
- manipulate structures
• Visual Text Comprehension (MCQ)
- scan for information
- understand text at literal & interpretive levels
EL Paper 2 - Overview
• Comprehension OE
- skim for main ideas and scan for details
- understand text at literal & interpretive levels
• Comprehension Cloze
- follow development of facts/ideas
- use appropriate vocabulary, textual cohesive devices & correct grammatical forms
Change in item design
-Each of the underlined words contains either a spelling or grammatical error.
Example
In the early years of the MRT, an inkonsidarate
person stuck his used chewing gum on an
MRT door. The door could not closed, so the
train could not move.
EL Paper 2: Editing for Spelling and Grammar
Change in item design1. 8 multiple-choice questions with a total of 8
marks
2. Assesses Reading Comprehension which will
require candidates to apply viewing skills
-visual materials used will provide easy-to-
understand contexts for candidates (e.g.
flyer, web page)
EL Paper 2: Visual Text Comprehension
What is assessed in Visual Text Comprehension
• Range of questions:
– e.g. main ideas, key details, punctuation,
textual elements, relating visual to text
• Range of skills assessed:
– e.g. skim for gist/ main ideas, scan for
details, make inference based on visual/
contextual clues, make simple
generalisations
EL Paper 2: Visual Text Comprehension
authentic form of
representing
information with
text and visuals
Apex
CreativeScience Award
2014
The annual Apex Creative Science Award (ACSA) is back! Thisyear’s theme is ‘Rock-Roll-Wobble!’ Put your creativity andimagination to work by designing and building your very owntoy! Toy-making is a fun activity and you will learn a lot ofscience along the way. ACSA helps you to develop yourthinking skills and confidence through your invention.
The Scizkid Award comprises
2 categories:
-Primary 1 & 2-Primary 3 - 6
Evaluation of specific detailsWhat do students have to do as
participants of this competition?
Understanding use of vocabulary in context & sentence structure
What does the phrase ‘shortlisted toys’ under
the subheading Apex Science Workshoprefer to?
8 questions
EL Paper 2: Visual Text Comprehension
Overall understanding of the textWhat is the main purpose of the competition?
Function of punctuation marksWhy are there so many exclamation marks
used in this flyer?
EL Paper 2: Visual Text Comprehension
1. No change in stimulus (text with line numbers
provided)
2. Change in item– marks allocated based on demands of the item (1
to 4 marks per item)
– answer form varies: e.g. box, graphic organiser,
lines
EL Paper 2: Comprehension OE
What is assessed in Comprehension OE
• Examples of reading comprehension and
viewing skills, strategies, attitudes and
behaviour:
– 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
Which word from paragraph 2 has the same meaning as ‘secluded’? (1m)
�Question carries 1 mark�One-word answer required
EL Paper 2: Comprehension OE
Based on the story, state whether each statement in the table below is true or false, then give one reason
why you think so. (3m)
�Question carries 3 marks� Requires student to evaluate statement and
support it with reasons from the text�Format of answer - graphic organiser of
statements, True/False with reasons
EL Paper 2: Comprehension OE
EL Paper 2: Comprehension OE
What would you do if you were the Bendons? Support your answer with information from the
passage. (2m)
�Question carries 2m�Requires a personal opinion
�Answers need to be supported by details found in the text
EL Paper 3: Listening Comprehension
• listen to a variety of spoken texts
• identify main ideas and recall details
• infer and draw conclusions
• follow a set of procedures
EL Paper 3: Listening Comprehension
Options not read aloud but time given
for students to read the questions
before they listen to each of the texts
EL Paper 4: Overview
• Reading Aloud– Rhythm and Fluency– Expressiveness– Pronunciation and
Articulation
• Stimulus-based Conversation– Personal Response– Clarity in Expression– Engagement in Conversation
EL Paper 4: Stimulus-based Conversation
- Stimulus is a springboard forconversation
- Total of 20 marks
- Increased emphasis on expressing oneself
clearly and effectively during a conversation
3 main prompts:• The first relates to
the stimulus• Next two prompts
relate to the conversation topic
• All 3 broadly linked to the stimulus and the reading passage
Stimulus that provides scope for conversation
EL Paper 4: Stimulus-based Conversation
Prompts for Stimulus-Based Conversation
a)Look at the picture. Which one of these sports
would you like to take up? Why?
• Which of these sports have you tried?
b)Have you taken part in a sport? Tell me about it.
• What was your experience?
If the pupil has not taken part in any sport:
• Have you taken part in any activity organised by
the school? Tell me about it.
Prompts for Stimulus-Based Conversation
c) Do you like sports? Why? / Why not?
• What sports do you enjoy?
• What do you enjoy doing during your free time?
• Personal response
• Ability to speak clearly
• Level of engagement during interaction
EL Paper 4: Stimulus-based Conversation
- Assessment
In Summary:
�Your child will benefit from changes to
the way English is taught.
�Assessment changes are aligned with
teaching.
�Teachers will have ample time to prepare
your child for these changes.