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ANG MO KIO PRIMARY SCHOOL

Primary 1Terms 3 & 4

ORAL PACKAGETeacher’s Guide

2014

READING AND VIEWINGFocus Areas Learning Outcomes Skills, Strategies, Attitudes And BehaviourREADING COMPREHENSION AND VIEWING SKILLS, STRATEGIES, ATTITUDES AND

LO1:Use reading readiness and word identification skills

DECODING THROUGH PHONICS• match sounds to their corresponding letters/ letter patterns:° initial and final consonants: m, j, f, s, b, t, w,

r, p, h, v, d, k, z,l, g, n, c, y

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BEHAVIOURDevelop reading and viewing skills, strategies, attitudes and behaviour…

° initial short vowel sounds: a, e, i, o, u° word families withvowel-consonant patterns(e.g., -at, -an, -ad, -ap, -et, -en, -ill,

-ig, -in, -ot, -op, -og, -ug, -un)° final y as a vowel° consonant digraphs in initial position (e.g., th, sh, ch, wh)° vowel digraphs(e.g., oo, ee, ea, oa, aw, ai, ay)° initial consonant blends(e.g., sw, sn, sk, bl, br, ch, cl,

cr, dr, fl, gl, ph, pl, pr,sh, sl, sm, sp, st, th, tr,tw, wh, qu)

° final consonant blends (e.g., nd, nk, nt, mp)° initial consonant blends (e.g., thr, str, scr)° double consonants(e.g., tt, pp, rr, gg, nn, ss, ll,

ck)° word endings (e.g., ple, ble, dle, tle, ng, tch)° r-controlled vowel (e.g., ar, ir, ur, or)° diphthongs (e.g., ou, ow, oi, oy)° inflectional suffix (e.g., -s, -es, -ing, -ed)° syllables (common patterns, e.g., vowel-consonant,

consonant-vowel, consonant- vowel-consonant)RECOGNITION OF WORDS• Recognise and read words using a variety of cues, e.g.° visual cues° word configuration° word endings• Recognise and read accurately:° common, regular, one-syllable words° multisyllabic real words (e.g., hippopotamus, Singapore)° nonsense words (e.g., blappering, sumomoe)

• Identify and read common word endings, rhyming words, irregularly spelt words• Recognise and match contractions to words (e.g., couldn’t – could not)• Read aloud year level-appropriate literary and informational/ functional short connected texts/ readers with accuracy, fluency, comprehension and appropriate expression, pacing, and intonation• Adjust reading rate to check for meaning (e.g., through reading aloud or re-reading)

READING AND VIEWINGFocus Areas Learning Outcomes Skills, Strategies, Attitudes And BehaviourREADING COMPREHENSION AND VIEWING SKILLS, STRATEGIES, ATTITUDES AND

LO2:Process and comprehend age/year level-appropriate texts at literal and inferential levels

CLOSE READING AND VIEWING• Construct meaning from visual texts (e.g., pictures, diagrams, charts, icons, maps, graphs, tables)• Use prior knowledge (e.g., own experiences or familiar concepts)• Use contextual clues (e.g., visuals, titles, sub-headings, familiar

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BEHAVIOURDevelop reading and viewing skills, strategies, attitudes and behaviour…

vocabulary, and typographical and visual features)• Ask questions at different levels about the texts read or viewed• Make predictions based on, e.g.,° prior knowledge° contextual clues (e.g., titles, headings, key words, pictures• Note and recall main ideas and key details• Sequence details• Make inferences based on, e.g.,° prior knowledge° visual clues° contextual clues

• Skim for the gist/ main idea• Analyse organisational patterns in a text:° list/ sequence of ideas/events° comparison-contrast• Make simple generalisations (such as the moral of a story) by:° identifying the gist/ main idea and key details° identifying general patterns from more than one source

POERTY RECITATION

Instruction to Teachers:

Class Discussion

Step 1: Introduction Allow pupils to read and understand the poem.

Step 2: Intonation, Rhythm & Fluency

Teacher guides pupils in identifying the appropriate pauses (/) (//) and words ending with /-s/ and /-ed/ for the few lines or one stanza.

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Note: Teacher may choose to guide pupils throughout the whole poem if pupils need more guidance.

Step 3:Intonation, Rhythm & Fluency

Teacher goes through the poem with the class and gets pupils to identify the appropriate pauses and words ending with /-s/ and /-ed/.

Step 4:Modelling

Teacher models the recitation, pausing appropriately at the identified pauses and pronouncing the inflectional suffix /-s/ and /-ed/ clearly and/or followed by selected pupils to recite to the class.

Step 5:Individual Recitation

Individual recitation. Pupils should re-read a few times any word that they tend to stumble.

Step 6:Peer Feedback

Peer Recitation. Each pair to recite to each other.

ANG MO KIO PRIMARY SCHOOLEnglish Language

Poetry Recitation / Class Assignment 1 Primary 1

Teacher’s Guide

Day and Date

Days of the week: //

Monday, Tuesday, Wednesday, /

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Thursday, Friday, Saturday, Sunday //

Months of the year: //

January, February, March, /

April, May, /

June, July, /

August, September, October, /

November, December

/ A short pause – One finger tap

// Slightly longer pause – Two finger taps

__________ Words ending with /s/ and /ed/


Poetry Recitation / Class Assignment 1Primary 1

Day and Date

Days of the week:

Monday, Tuesday, Wednesday,

Thursday, Friday, Saturday, Sunday

Months of the year:

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January, February, March,

April, May,

June, July,

August, September, October,

November, December

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Ang Mo Kio Primary SchoolPrimary 1 English Poetry Recital Rubric

Name: _______________________________ ( ) Class: Primary 1 ( )

Poem Selected:Criteria Try harder… Way to go… Reaching there… Wow!Voice Projection Presentation was very soft and

very unclear.Presentation was soft and unclear.

Presentation was loud and clear.

Presentation was very loud and very clear.

Pronunciation and expression

Unable to articulate most of the words, without a varied tone.

Able to articulate fairly well and attempted to vary the tone.

Able to articulate well, with a varied tone.

Able to articulate very well, with a varied tone.

Fluency Delivery was not fluent. Delivery was quite fluent. Delivery was fluent. Delivery was very fluent.

Eye Contact Did not maintain eye contact with the audience.

Rarely maintained eye contact with the audience.

Occasionally maintained eye contact with the audience.

Constantly maintained eye contact with the audience.

Preparedness Pupil did not seem to be prepared to present.

Pupil had little practice and was not very well prepared.

Pupil seemed quite prepared but could have a little more practice.

Pupil was completely prepared and had practised well.

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Teacher’s Guide

Like a Bird

Like a bird / I fly /

in the clear blue sky. //

I fly /

over houses, / trees, / bridges /

and trains, /

above mountains, seas, / people /

and even cranes. //

What a great way /

to spend my day!




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Teacher’s Guide

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Like a Bird

Like a bird I fly

in the clear blue sky.

I fly

over houses, trees, bridges

and trains,

above mountains, seas, people

and even cranes.

What a great way

to spend my day!

What Do You See?

Little cat, little cat, /

What do you see? //

I see a tiny bird /

In a red rose tree. //

Tiny bird, tiny bird, /

What do you see? //

I see a hairy caterpillar /

and a busy bumblebee. //




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READING ALOUD

Instruction to Teachers:

Class Discussion

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What Do You See?

Little cat, little cat,

What do you see?

I see a tiny bird

In a red rose tree.

Tiny bird, tiny bird,

What do you see?

I see a hairy caterpillar

and a busy bumblebee.

Step 1: Individual Reading

Allow pupils to read through the passage ONCE.

Step 2: Intonation, Rhythm & Fluency

Teacher guides pupils in identifying the appropriate pauses (/) (//) and words ending with /-s/ and /-ed/ for the few lines or one paragraph.Note: Teacher may choose to guide pupils throughout the whole passage if pupils need more guidance.

Step 3:Intonation, Rhythm & Fluency

Teacher goes through the passage with the class and gets pupils to identify the appropriate pauses and words ending with /-s/ and /-ed/.

Step 4:Modelling

Teacher models the reading, pausing appropriately at the identified pauses and pronouncing the inflectional suffix /-s/ and /-ed/ clearly and/or followed by selected pupils to read to the class.

Step 5:Individual Reading

Individual Reading. Pupils should re-read a few times any word that they tend to stumble.

Step 6:Peer Feedback

Peer Reading. Each pair to read to each other.


Reading Passage / Class Assignment 1 Primary 1

Teacher’s Guide

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Mrs Washy / was going to town. // She was in a hurry /

to get some food. // On her way to town, / she ran over the

mountains, / over the bridge / and through the jungle. //

Leaping through the jungle, / she heard a loud noise. // It

was the hungry giant. // He was looking for bread and honey.

// The giant saw Mrs Washy / and he stopped her. //

"I am very hungry! // Bring me some bread and honey /

or I'll hit you / with my jumping stick," / roared the hungry

giant. // "Just look at you!" / Mrs Washy screamed. // "In the

pool you go. // You are very dirty!"

Running Words: 100/ A short pause – One finger tap





Imagine that you are reading part of your composition to the class. Read the text below with expression.

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Mrs Washy was going to town. She was in a hurry to get

some food. On her way to town, she ran over the mountains,

over the bridge and through the jungle.

Leaping through the jungle, she heard a loud noise. It

was the hungry giant. He was looking for bread and honey.

The giant saw Mrs Washy and he stopped her.

"I am very hungry! Bring me some bread and honey or

I'll hit you with my jumping stick," roared the hungry giant.

"Just look at you!" Mrs Washy screamed. "In the pool you go.

You are very dirty!"

Reading Behaviour Marking Convention ExampleSubstitutions Write each word attempted

above the actual word braveThe brown dog…

Omission O OThe brown dog…

Insertion Λ caret in the extra word Λ littleThe brown dog…

Repetition of one word(no error)

R RThe brown dog…

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Self- correction(no error)

SC after the error to indicate corrected error

brave/SCThe brown dog…

Note to Teachers:Please indicate pupils’ errors based on the recommended marking convention as shown above before using the rubric. This is part of formative assessment in providing pupils with quality feedback on their areas for improvement.



Name: ______________________________( ) Class: _____________


Mrs Washy was going to town. She was in a hurry to get

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some food. On her way to town, she ran over the mountains,

over the bridge and through the jungle.

Leaping through the jungle, she heard a loud noise. It

was the hungry giant. He was looking for bread and honey.

The giant saw Mrs Washy and he stopped her.

"I am very hungry! Bring me some bread and honey or

I'll hit you with my jumping stick," roared the hungry giant.

"Just look at you!" Mrs Washy screamed. "In the pool you go.

You are very dirty!"


Primary 1 READING RUBRIC

Name: _________________________ ( ) Parent’s Signature: ______________

Class: ______

Criteria Try harder… Way to go… Reaching there… Wow! Perfect

Pronunciation You skipped most of the words or pronounced most of them wrongly.

You pronounced some of the words correctly but your reading was unclear.

Your pronunciation was generally clear and good but there were a few mistakes.

Your pronunciation was clear and good throughout the reading passage.

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Fluency Your reading was very slow with many pauses.

Your reading was fairly slow with several pauses.

Your reading was generally smooth with a few pauses.

Your reading was very smooth.

Expression There was no difference in tone, pace and volume.

There was little difference in tone, pace and volume.

There was some difference in tone, pace and volume.

You varied your tone, pace and volume according to the contents of the reading passage.



Teacher’s Guide

Dan lives in a house / near the jungle. // Every day, /

Dan will go swimming / with his friend, / Smarty. // They

swim in a pool / near the mountains. // They can do / so

many fun things together / near the jungle. //

One day, / Smarty said to Dan, / “I want to go to town /

to buy a jumping stick. // It will be so much fun / if we have

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jumping sticks.” // So, / Dan and Smarty went to town. //

They went to town / in a yellow vintage car. //

Dan and Smarty were happy / when they got the jumping

sticks / and they jumped all the way back home.






Name: ______________________________( ) Class: _____________


Dan lives in a house near the jungle. Every day, Dan will

go swimming with his friend, Smarty. They swim in a pool

near the mountains. They can do so many fun things

together near the jungle.

One day, Smarty said to Dan, “I want to go to town to

buy a jumping stick. It will be so much fun if we have

jumping sticks.” So, Dan and Smarty went to town. They

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went to town in a yellow vintage car.

Dan and Smarty were happy when they got the jumping

sticks and they jumped all the way back home.



Teacher’s Guide

Name: ______________________________( ) Class: _____________


Mr Giant was hungry. // He went to the village to ask /

for bread and honey. // The villagers / gave him all the things

/ that he wanted. //

On his way home, / Mr Giant saw a lamb. // The lamb

walked to the giant / and he asked, / “Giant, giant would you

be my mother?” // The giant said, / “No! I’m a giant. I can’t

be your mother!” //

The lamb was so sad / and he walked away. // Mr Giant

looked at the poor lamb again / and he called him back. /

“Okay little lamb. / I will be your mother.” // The lamb was

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so happy / to hear that.





Reading Passage / Class Assignment 3

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Primary 1

Name: ______________________________( ) Class: _____________


Mr Giant was hungry. He went to the village to ask for

bread and honey. The villagers gave him all the things that

he wanted.

On his way home, Mr Giant saw a lamb. The lamb walked

to the giant and he asked, “Giant, giant would you be my

mother?” The giant said, “No! I’m a giant. I can’t be your

mother!”

The lamb was so sad and he walked away. Mr Giant

looked at the poor lamb again and he called him back. “Okay

little lamb. I will be your mother.” The lamb was so happy to

hear that.

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