Primary 2 English Language Curriculum Briefing · English Language Curriculum Briefing . Confident...
Transcript of Primary 2 English Language Curriculum Briefing · English Language Curriculum Briefing . Confident...
PunggolView Primary School
Primary 2
English Language
Curriculum Briefing
Confident and EffectiveCommunicators
English Curricular Goal
Curricular Goal
Confident & Effective Communicators
strong foundation & proficiency in the EL
communicate confidently & effectively in
Standard EL for different purposes,
audiences & contexts
Areas of language learning our students will be developed in to achieve curricular goal
Listening Reading
Speaking Writing
Language Use
P1 – P3a
Learn to Read
P3b – P6
Read to Learn
Building a strong foundation in
listening, reading, speaking, writing &
language use skills
Emphasising on oral communication
(listening, speaking skills)
Developing learning to read strategies
(e.g. phonemic awareness)
Nurturing a love and enjoyment of the
English Language
Building upon the strong foundation in
listening, reading, speaking, writing &
language use skills to extend learning
Emphasising on oral & written
communication
Developing reading to learn strategies
(e.g. comprehension skills without
visual aids)
Nurturing a love and enjoyment of the
English Language
Our Focus
Progression Through Primary 6
Pri 1 Pri 2 Pri 3 Pri 4 Pri 5 Pri 6
Listening 20% 15% 14% 14% 10% 10%
Speaking &
Reading 20% 20% 16% 16% 15% 15%
Writing 5% 15% 20% 20% 27.5% 27.5%
Language Use 35% 50% 50% 50% 47.5% 47.5%
Total 100% 100% 100% 100% 100% 100%
P2 Holistic AssessmentPlan
The Curriculum
We support our students in their learning through the use of
'Strategies for English Language Learning And Reading (STELLAR)
Students are engaged in meaningful learning experiences to promote language learning through
the STELLAR curriculum
The Curriculum
Primary 2 EL Holistic Assessment
Listening & Viewing
Reading & Viewing
Speaking & Representing
Writing & Representing
Language Use (Vocabulary, Grammar & Comprehension)
• Phonemic Awareness• Comprehension
• Running Record• Reading Aloud
• Stimulus-based Conversation
• Composition based on a series of pictures
Pencil & Paper
Performance
Task
Performance
Task
Pencil & Paper
Listening & Viewing
Phonemic Awareness
• Assesses pupil’s ability to recognise letter sounds
Which of the following objects has the same beginning /b/ sound as in ‘bus’? Is it ‘crab’, ‘bear’ or ‘pail’?
Example 1
Listening & Viewing
Phonemic Awareness
• Assesses pupil’s ability to recognise letter sounds
This vegetable has the same ending sound as /t/ as in bat. Is it ‘pumpkin’, ‘brinjal’ or ‘carrot’?
Example 2
Listening & Viewing
Comprehension• Assesses pupil’s ability to listen for
specific information – note details, follow instructions, make inference
The children are playing on the slide.
Picture Matching – Specific information
Listening & Viewing
Comprehension• Assesses pupil’s ability to listen for
specific information – note details, follow instructions, make inference
Categorising information
I am going to read you a piece of writing twice.
Listen carefully and put a tick in the correct box.
We can use a screwdriver or a wrench to help
us tighten or loosen screws and bolts.
We can also use a pulley to help us move
things from one floor to another.
We can use _________ to help
us do work.
tools
animals
cutlery
vehicles
Listening & Viewing
Comprehension• Assesses pupil’s ability to listen for
specific information – note details, follow instructions, make inference
Example 2: Listen for specific information
I am going to read you a piece of writing twice.
Listen carefully and write the correct answer in the space provided.
Questions:
1. Who is invited to the party?
2. When is the party?
Dear Amy,
Please come to my party
at
21, Berry Park.
It is on Saturday
21 April 2014
From 4 pm to 6 pm.
We have lots of food and games!
Love,Bob
Reading & Viewing
• Assess pupil’s ability to read a passage accurately with expression & fluency
Reading Aloud
This assessment is similar to the Reading and Viewing one in Primary 1.
Speaking & Representing
Stimulus-based Conversation
• Assess pupil’s ability to talk about an experience or an activity related to the themes in STELLAR
This assessment is similar to the Speaking and Representing one in Primary 1.
Writing & Representing
Composition • Assess pupil’s ability to write a story based on pictures related to a theme covered in STELLAR
• Content• Grammar• Vocabulary
• Class Writing• Group Writing• Individual Writing
Gradual Release of
Responsibility
Leading Students to write independently
Writing & Representing
?
Write a story of at least 70 words . Use the
questions and helping words to help you write
the story.
• What happened in the beginning?
• What happened next?
• How did the boy feel?
• What did the boy do?
• What happened in the end?
• How did the boy feel at the end of the story?
bored kitchen matchsticks
caught fire frightened cried for help
Language Use (Vocabulary, Grammar & Comprehension)
Written Paper• Grammar • Vocabulary• Comprehension
1. Jane was hungry ___________ she ate a sandwich.
(1) so
(2) or
(3) and
(4) when ( )
Language Use (Vocabulary, Grammar & Comprehension)
Written Paper• Grammar • Vocabulary• Comprehension
1. The curry was so ____________ that Bob had to drink a lot of water after eating just a spoonful of it.
(1) cold
(2) tasty
(3) spicy
(4) sweet ( )
Read the passage carefully. There are mistakes in it. Show the corrections in the
boxes provided. A missing punctuation mark is indicated by a circle.
Editing
Grammar Cloze - tenses
Grammar Cloze - Pronouns
Join the sentences together using the word provided. Your answer must be in one
sentence. The meaning of your sentence must be the same as the given ones.
Example
Susan is carrying a file. Susan is carrying a pile of books
Susan is carrying a file and a pile of books.
1. Jane likes pineapple tarts. Jane does not like chocolates.
_______________________________but_____________________________
______________________________________________________________.
Grammar – Joining Sentences
Construct a sentence with the words given.
1. crept/kitchen
_______________________________________
_______________________________________
Grammar – Sentence Construction
Language Use (Vocabulary, Grammar & Comprehension)
Jane had completed all her homework and she had nothing to do.
She asked her younger brother, Tom, if he would like to play a game with her.
He agreed, happily.
Answer the following questions:
1. Who did Jane play a game with?
_______________________________________________________________________.
2. Jane wanted to play a game because she was __________________________.(1) tired(2) sleepy(3) happy(4) bored
Passage – 140 to 200 words
Tim and Jane went to the park. They did many things at the park. “Let’s play hide-and-seek,” said Jane. But Tim decided that they should play on the swings first. Jane agreed. Next they played hide-and seek. Before they went home, they flew a colourful kite. Then they went to the coffee shop to have their lunch. They had a fun day out.
They flew a kite.
They played hide-and-seek.
They sat on the swings.
Language Use (Vocabulary, Grammar & Comprehension)
For the question below, write 1, 2 or 3 in the blanks to indicate the order in which the
events happened in the story.
Component Content Item Type No of Items Marks
Oral Reading Aloud Open-ended 1 item 6
Stimulus-based Conversation Open-ended 1 item 10
Listening
Comprehension
Phonemic Awareness/Listening for
specific information
MCQ/Ticking/
Blank filling
12 items 12
Language Use &
Comprehension
Vocabulary MCQ Discrete 5 items 5
Grammar MCQ Discrete 5 items 5
Grammar 2 Cloze(Fill in the
blanks with helping
words – 4 blanks
each
8 items
(4 items in
each passage)
8
Editing/Sentence
Construction/Joining sentences
Fill in the
blanks/Sentence
construction
8 items 8
Vocabulary Cloze Open-ended (with
helping words)
4 items 4
Comprehension MCQ/Ticking/
Sequencing/Open-
ended
Up to 10
items
10
Composition Picture Series with helping words Open-ended 1 item 12
Primary 2 EL Holistic Assessment
Listening & Viewing
Reading & Viewing
Speaking & Representing
Writing & Representing
Language Use (Vocabulary, Grammar & Comprehension)
• Phonemic Awareness• Comprehension
• Running Record• Reading Aloud
• Stimulus-based Conversation
• Composition based on a series of pictures
Pencil & Paper
Performance
Task
Performance
Task
Pencil & Paper