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PASIR RIS PRIMARY SCHOOLDEPARTMENT OF ENGLISH LANGUAGE

Opening – Miss Farah Aida ( Head of Department- English)

Introduction to STELLAR – Miss Sim Yeow Ling(ST Teaching and Learning)

Shared Book Approach –Mrs Caroline Silva

Home Support – Mdm Lulubhaina Ismail

Useful Strategies – Mdm Siti Fazlinda(Learning Support Programme Coordinator)

Extension Activities & Resources – Mdm Siti Rabeah

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A child who can enhance positive interpersonal relationships through

… Language

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Every child can communicate effectively in speech and in

writing, in the school and in the society

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Partners in Education

PRPS Supporting Thrust – Community Partnership

Share knowledge on strategies

& create greater awareness

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STELLARStrategies for English Language Learning and Reading

A new English Language Curriculum for Primary Schools in Singapore

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Children who love reading

andhave a strong

foundation in theEnglish Language

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Teaching and learning of English using more speaking and listening activities

Children learn reading and writing using rich and interesting books, with discussions led by the teacher

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1.Shared Reading

Experiences

2. Shared Writing

Experiences

3. Language Use Activities in Learning

Centres

Children read storybook with the

teacher and engage in oral discussions with

teacher and peers

The teacher prepares mini lessons based on specific

needs of children to prepare them for reading & writing activities; e.g. grammar,

vocabulary, word recognition, decoding skills, spelling

The teacher models writing using children’s

language. Children engage in writing

together and in writing independently

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Books…

open up the world for children

help children think and wonder increase children’s vocabulary and

knowledge about the world around them

provide good examples for reading and writing

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The STELLAR curriculum is very comprehensive.

Integrates all language skills (listening, reading, speaking, writing)

Skills are enhanced through daily practice.

Key language items are explicitly taught to children.

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It is in line with the 2010 EL Syllabus.

Its aim is to move learners towards independence using quality children’s books and activities that motivate and engage young learners.

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SHARED BOOKAPPROACH

Walking through the jungle, What do you see?

Can you hear a noise? What could it be?

Through here! Over there! A snake is looking for his tea.

Walking through the jungle, What do you see?

Can you hear a noise? What could it be?

A crocodile is looking for his tea. Hope it isn’t me.

(Tune: Ten Little Indians)

Walking through the jungle,

What do you see?

Can you hear a noise?

What could it be?

Over there! A snake looking for his tea.

Creeping through the jungle,

What do you see?

Can you hear a noise?

What could it be?

Over there! A tiger looking for his tea.

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Home support – help your child learn English by providing English language reading materials at home.

Activate child’s interest – show your child that you believe learning English is both enjoyable and useful in your daily life.

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Role models – It is a mistake to think that one can teach children to love reading and literature without possessing that same love itself.

Understanding – English language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities rather than the use of worksheets /assessment books alone.

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Go to the library together. Promote a reading culture at home.

Read to learn and read for fun.

Give your child books related to their special interests.

Allow your child to choose books to read and reread.

Have a print rich environment in your home.

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A short session of 15 to 20 minutes a day

is better than a long session

occasionally

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Have clear print and colourful, attractive illustrations or photographs.

Have a good storyline with interesting characters in them.

Relate to everyday life.

Have moral values embedded in them.

Are repetitive and have rhyming words or sight words to help children in their reading.

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When reading to your child, be encouraging and supportive.

Praise your child for his attempts at reading difficult words.

Do not force your child to read aloud to you if he is reluctant.

Be good humoured when reading with him/her.

Encouraging your child

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What shall we read today?

Would you like to read to me?

Can you guess what thisword is?

Shall we read this story together?

Try reading with me

Inviting Participation

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When your child makes an

attempt and is successful …

When your child makes a mistakea mistake …

You almost got it. Try again.

Good try. The correct word is …

Say it after me.

Yes, it sounds like that word but this word is …

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Do not show your disappointment.

Do not compare your

child with others.

Do not be angry if he

repeats certain mistakes.

Do not use reading as a

punishment.Do not have unreasonable

expectations.

Do Not…

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Child : That’s a bid bird.

Parent : That is a big bird.

What a big bird it is.

It’s a really big bird!

Example 2

Modelling

Child : That’s a bid bird.

Parent : Did you say bid bird?

It’s not a bid bird.

It’s a big bird.

Example 1

Do Not Repeat Errors

x

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Talk about the things in the book, especially the pictures.Point to the words as you read.Invite him to read the words you think he can read.Make the session enjoyable.

Sit close together. Show your child that you enjoy reading with him.

How do you Read?

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Spelling Strategies/Styles

Spelling Strategies

- Look, cover, write, check method

- Auditory-visualization

- Auditory-visual-kinesthetic

Word Shape Spelling Aid

Zig-zag Spelling Aid

Spelling Styles Chart

Pathways Procedures for Remembering Words

The First 100 High Frequency Words

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Spelling Styles

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Spelling Styles Chart

Visual Style

Auditory Style

Tactile-Kinesthetic Style

Multisensory Style

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Playing language games like word scavenger hunt. (Looking for a word in print materials.)

Reading aloud a book and asking your child to identify words beginning with the same sound, for example, ‘p’ – pancake, pick, put, police, pat, etc.

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Helping your child learn more interesting words by thinking of new words to replace known words, for example, ‘big’ – huge, enormous, large, gigantic, etc.

Suggesting that your child give a different ending to the story read

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Get your child to retell the story.

Retell part of the story. Then ask your child to continue.

Ask questions based on the story.

Ask True /False questions.

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MOE STELLAR - http://www.stellarliteracy.sg/ Edufind

-http://www.edufind.com/english/grammar/toc.cfm

British Council - http://www.learnenglish.org.uk/

Time for Kids - http://www.timeforkids.com/TFK/kids

Funny Poetry for Children - http://www.gigglepoetry.com/

Scholastic Parents - http://www2.scholastic.com/browse/parentsHome.jsp

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