what is new/different that your child is encountering …eliasparkpri.moe.edu.sg/qql/slot/u504/for...

Supporting your Primary 5 child in ELWhat is new/different that your child is encountering this year?

EL Workshop Outline

• Highlight new assessment items in P5 (PSLE) exam format

• Assessment items explained today:

1. Paper 4 Oral Communication: Stimulus-based Conversation (SBC)

2. Paper 1 [Situational Writing (SW) & Continuous Writing (CW)]

3. Paper 2: Comprehension Open-ended

COMPONENT

(weighting)

CONTENT ITEM TYPE NO. OF ITEMS MARKS

Ora

l

(15%

)• Reading Aloud Open-ended 1 passage 10

• Stimulus-based

Conversation

Open-ended 1 item 20

Lis

ten

ing

Co

mp

reh

en

sio

n

(10%

) • Listen to several texts and

answer questions

MCQ 20 items 20

Wri

tin

g

(27.5

%)

• Situational writing

• Continuous writing -

Series of 3 picture prompts

based on a given topic with

guiding questions.

Open-ended 1 item

1 item

15

40

P5 & P6 EL SA Format

COMPONENT

(weighting)

CONTENT ITEM TYPE NO. OF ITEMS MARKS

Lan

gu

ag

e U

se

An

d C

om

pre

hen

sio

n

(47.5

%)

Booklet A

Grammar MCQ 10 items 10

Vocabulary MCQ 5 items 5

Vocabulary Cloze MCQ 5 items 5

Visual Text

Comprehension

MCQ 8 items 8

Booklet B

Grammar Cloze Open-ended 10 items 10

Editing for Spelling and

Grammar

Open-ended 12 items 12

Comprehension Cloze Open-ended 15 items 15

Synthesis/ Transformation Open-ended 5 items 10

Comprehension A variety of items

e.g. open-ended,

sequencing, graphic

organizer

Up to 10

items

(1 to 4 marks

each)

20

P5 & P6 EL SA Format

Stimulus-based ConversationPaper 4 – Oral Communication

Assessment Objectives for Paper 4

• Express their personal opinions, ideas and experiencesclearly and effectively in conversing with the examiner.

• Speak fluently and with grammatical accuracy, using a range of appropriate vocabulary and structures.

Paper 4 components

Reading Passage (10 marks/5%) SBC (20 marks/10%)

Sample 1

Sample 3 (Sample 2 deleted)

How you can support your child at home (SBC)

• Have quality conversations with him; ask open-ended questions that make him think.

• Offer different and macro perspectives to him, that explain the rationaleor purpose for certain acts or events.

Situational WritingPaper 1 Part 1

Assessment Objective for Paper 1 Part 1 (SW)

• Write to suit purpose, audience and context in a way that is clear and effective.

• Use appropriate register and tone in a variety of texts.

STRUCTURE OF THE SITUATIONAL WRITING

a) STIMULUS

b) WRITING TASK

SPECIFIED CONTEXT

POINTS TO INCLUDE

POSSIBLE TEXT TYPES

• Informal

Email, letter or postcard

• Formal

Email (Email to Principal, DM, Manager of a Company etc)

Report (Eyewitness report, Proposal on Survey results)

Letter (Letter of Request, Complain, Apology, Commendation)

A Sample of the SW TaskYour Task

Imagine you are Ben.

Write an email to Roy to tell him of the

choice of the gift.

You are to refer to the information on page 4

for your email.

In your email, include the following

information:

• what you and your friends decided to buy

for Sally

• why Sally would find the gift useful

• who disagreed to buying a watch and why

• why Devi thought a purse was not a good

idea

• how you and your friends would make the

gift special

You may reorder the points. Write in

complete sentences.

• Purpose: Is the writer writing to complain, express her gratitude, inform, or appeal for help?

• Audience: Who are the writer and the recipient?

• Context: Is the writer writing to someone of authority or who she is not familiar with? To decide whether to use a formal or informal tone in the writing.

Key Considerations

MARK SCHEME FOR SITUATIONAL WRITING

Task Fulfilment 6 marks

Language and

Organisation9 marks

Total 15 marks

MARK SCHEME FOR SITUATIONAL WRITING

Task Fulfilment (6 marks)

All 6 content points are indicated accurately

Very clear purpose of writing, audience and context

MARK SCHEME FOR SITUATIONAL WRITING

Language and Organisation (9 marks)

Ideas are well-linked and content points are

presented in a logical flow.

Accurate Spelling, Punctuation and Grammar.

Date of email

1st Paragraph - State the purpose of email

2nd Paragraph - Write the details of email. (To include the 6 content points)

3rd Paragraph - Action that you require from the reader.

Sign off

Note: it is not necessary to write in 3 paragraphs.

As this is a functional writing, the message should be succinct with correct Purpose, Audience, Context.

Informal Email

Dear Paul,

How are you? I am writing to tell you about the exciting weekend that we

have planned for you.( Purpose of letter ) We are looking forward to your visit in

December. Here is what my family and I have planned for your visit.

My father will go to the airport from his office to receive you. He will then

take you back to our place where you will be staying for the entire weekend. We

will take you to Sentosa where we can enjoy sporting activities like swimming

and cycling. My mother said you have never been on a cable car before. Well,

you are in for a treat as we will return to mainland from Sentosa by cable car,

allowing us to enjoy the beautiful view from the elevated height. (Details of

letter; Points 1 to 6 in the task)

What do you think of our plan? I hope you will like it. I cannot wait to see you.

(Spell out the action you want from the reader and thank the reader for reading the letter)

Best Regards( Signing off )

Jim

16 August 2013

Dear Mr Lee,

Incident Involving Two Boys Vandalising at Void Deck

The purpose of this email is to inform you about two of our school boys’ misdeed

that I had witnessed. (State purpose of email)

On 16 August 2013 (Friday), at 2.30 pm, I witnessed two boys vandalising the

walls at the void deck of Block 524, Pasir Ris Street 52. The names of the culprits

are John Tan and Mark Loh, both of whom are from our school. They are from

class 6 Unity. They were drawing some pictures and playing tic-tac-toe on the

wall. I strongly feel that the boys should be punished as they were wearing school

uniforms and their acts had tarnished our school’s good reputation. (Details of

email, 6 Content points)

I hope the information provided in this email would be useful for you to take the

appropriate disciplinary action against the boys. Thank you for your attention.

(Action you want from reader)

Yours sincerely,

Linda

School Prefect

18 July 2016

Sender’s Address

Reader’s Address

Dear Sir/Mdm,

Complaint on……./ Request for ……..

1st Paragraph - Self-introduction and state the purpose of letter

2nd Paragraph - Write the details

3rd Paragraph - Action that you require from the reader.

Yours faithfully/Yours sincerely

Formal Letter

• Paragraph 1 (Intro)

• The purpose of this email/report/letter is to inform/alert you …

to seek your assistance…

to seek permission/approval

to request for…

to commend you/one of your staff…

Formal Letter

• Paragraph 3 (Ending)

• I would appreciate it if you could consider my request and reply to my email/letter. Looking forward to your favourable reply.

• I hope the information provided in this email/report/letter will assist you in your investigations.

• I hope you will consider my recommendation/proposal to introduce Basketball as the new CCA in the school.

Formal Letter

Date of report

Proposal on. . . . / Accident on Basketball Court . . .

1st Paragraph - State the purpose of report

2nd Paragraph - Write the results of your findings or Recount of what actually happened

3rd Paragraph - Based on the results, what are your recommendations / Action that you require from the reader.

Reported by ____________

Report

2 August 2012

To : Mr Lee

Discipline Master (Name and post/designation of reader)

CRUELTY TO ANIMALS (Title to give main idea of report)

I am writing this report to inform/alert you about the misdeeds of three boys from

Primary 6B. (Purpose of report. No need for self-introduction for report)

The incident happened on 1 August 2012 at 2.15 pm at the playground beside Blk 504

Pasir Ris Street 52. Rachel and I spotted Samad, Ravi and Teck Chong from Primary

6B throwing stones at a helpless puppy. Rachel and I asked them to stop immediately.

After the boys left, we realised that the puppy was injured and we took it to the vet.

Fortunately the puppy was not seriously injured. (Details of report, Points 1 to 6 of Qn)

The boys should be punished for animal abuse. I hope the information provided will

help you in your investigations in this matter. (Action you want from reader. Reports

should not have personal opinions and comments. Just spell out the facts and state

the recommendations as required by the Qn)

Reported by

Linda

Hands-on ActivityRefer to the SW task on handout (SEAB Specimen not attached here).

• Purpose:

• Audience :

• Context :

SITUATIONAL WRITING

• Purpose: Writing to appeal for help

• Audience : Writer - Yourself

Recipient- Residents In Neighbourhood

• Context : To use a formal tone in the writing. Writing to someone he is not familiar with

SITUATIONAL WRITING

• Identify the 6 Content Points (Task )

• Highlight the 6 Content Points in the stimulus. ( Picture)

Content

6 Content Points

In your letter, include the following information:

• the date you lost your rabbit

• where you were when you found out your rabbit was missing

• some physical features of your rabbit

• why your rabbit is in need of care

• how you can be contacted

1

2

3 & 4

5

6

17/18 October 2011

Dear Residents, (No need to put names and addresses since the letter is for all

residents in the neighbourhood)

Lost pet rabbit

My name is Adam Lee, a resident of Blk 53. I am writing this letter to

seek your help in looking for my pet rabbit. (Self-introduction and purpose of letter)

I lost my pet rabbit, Dottie, on 17 October 2011 at around 1.55pm. I was

carrying my pet rabbit in a cage and was walking home from my school. I had

brought my pet rabbit to school for a “Show-and-Tell” session. I was at the lift

lobby of Blk 53 when I realised that my rabbit was no longer in her cage. My pet

rabbit, Dottie, is a female rabbit and has white and brown fur. I am worried for my

rabbit as it has a heart condition and is in need of medical care. (Details of letter;

Points 1 to 6 in the task)

I would appreciate it if you would return my pet rabbit to me if it is found.

Please contact me at 9876 5432 or email me at adam_lee@gmail.com. Thank you

for your kind attention and assistance. (Spell out the action you want from the reader

and thank the reader for reading the letter)

Yours sincerely,

Adam Lee

This is a

sample

answer only.

Continuous WritingPaper 1 Part 2

Assessment Objectives for Paper 1 Part 2 (CW)

• Generate and select relevant ideas, organising and expressing them in a coherent and cohesive manner.

• Use correct grammar, spelling and punctuation.

• Use a variety of vocabulary appropriately, with clarity and precision.

MARK SCHEME FOR CONTINUOUS WRITING

Content 20 marks

Language,

Organisation &

Context

20 marks

Total 40 marks

Write a composition of at least 150 words about

a challenging experience.

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 experience?

• Why was the experience challenging for

you?

You may use the points in any order and include

other relevant points as well.

CW SAMPLE

CONTINUOUS WRITING• The emphasis in class will be on the planning stage and

brainstorming of ideas.

• Students will be taught how to make links between the given theme/topic and each of the given pictures. Students are not required to link all 3 pictures.

• Students can write in any genre which they are comfortable with e.g. expository text, narrative, journal entry etc.

• Students are encouraged to use first person narrative as there will be more scope for development i.e. writer’s thoughts, feelings and vivid descriptions.

Writing Process Cycle (A scaffolding process)

Writing Process Cycle

Class

Writing

Group

WritingIndividual

Writing

EPPS Teaching Strategy

Individual Writing: Conferencing and Editing

Teacher provides constructive suggestion for

improvement.

Students are therefore able to:

Organise their ideas

Generate and improve their ideas and content

Use correct punctuation, spelling and grammar

Climax

This is the peak in your story, include

suspense or twist to your story.

Orientation

Create the setting for

your story.

Problem

Include the conflicts, problems in the story-

character development, excitement, tension

and actual story should also be building up.

This is the section where you must grip your

reader.

Conclusion

Include resolution to the

problems or conflicts.

Coda

The coda is a reflective statement

often related to the theme that may

occur anytime within the story, but

usually at the end. Include relevant

values.

Writing Curve/ Story Mountain

How you can support your child at home (CW)

• Guide them in the planning stage. Did they have a complete Story Mountain?

People, Place, Plot

• Discuss various ideas with your child. “Show, not Tell”

• Get your child to think through whether their ideas are realistic.

• Suggest alternative words and phrases to make the composition interesting.

Comprehension Open-endedPaper 2 Booklet B

Question Types

• True/False statement

• Inferential comprehension question

Assessment Objective:

Be able to understand the implied

meaning and make a judgement

based on the given details

through close reading.

True/False StatementComprehension Open-ended

True/False Reason

Roger was born in Bath.

Roger was a good team

leader of the Oxford-

Cambridge team.

Roger won his first race

when he was eleven.

Based on the passage, state whether each statement in the table

below is true or false, then give one reason why you think so. (3 m)

STELLAR UNIT 2

True/False Reason

Hana was allowed to meet

her brother daily at the

camp.

George was tortured in

Poland.

It took George a year to

reach home after his

release.

Based on the passage, state whether each statement in the table

below is true or false, then give one reason why you think so. (3 m)

PRACTICE PAPER 1

True/False Reason

Mrs Ho heard Ben crying

when she was inside her

house.

Mrs Ho was not interested

in Ben’s apology.

Ben was pleased that he

had categorised fifty

books on the first

morning.

Based on the passage, state whether each statement in the table

below is true or false, then give one reason why you think so. (3 m)

PSLE 2016

Hands-on ActivityRefer to the Comprehension Texts on the handouts.

True/False Reason

Hana was allowed to meet

her brother daily at the

camp.

Based on the passage, state whether each statement in the table

below is true or false, then give one reason why you think so. (3 m)

PRACTICE PAPER 1

Justifying ‘False’ statements• Identify the error in the statement.

• Refer to the text. Identify the details that provide the correct information to the statement.

• Under ‘Reason’, put in the correct details.

True/False Reason

Hana was

allowed to meet

her brother daily

at the camp.

False Hana was allowed to meet her brother once

a week.

Hana longed to see her brother but only after several weeks she was allowed to meet him for two precious hours a week. (lines 14 to 15).

True/False Reason

Mrs Ho heard Ben crying

when she was inside her

house.

Based on the passage, state whether each statement in the table

below is true or false, then give one reason why you think so. (3 m)

PSLE 2016

True/False Reason

Mrs Ho heard Ben

crying when she was

inside her house.

False The storm was

thundering while Ben

was crying thus

masking his wails

Based on the passage, state whether each statement in the table

below is true or false, then give one reason why you think so. (3 m)

PSLE 2016

…he wept as the storm thundered, masking his wails. (lines 7 to 8)

True/False Reason

Roger was a good team

leader of the Oxford-

Cambridge team.

Based on the passage, state whether each statement in the table

below is true or false, then give one reason why you think so. (3 m)

STELLAR UNIT 2

Justifying ‘True’ statements

• Identify the details that explain why the statement is true.

True/False Reason

Roger was a good team

leader of the Oxford-

Cambridge team.

True He encouraged others to

train as hard as he did.

As a leader of the team, he encouraged others to train as hard as he did. (lines 25 to 27)

True/False Reason

George was tortured in

Poland.

Based on the passage, state whether each statement in the table

below is true or false, then give one reason why you think so. (3 m)

PRACTICE PAPER 1

Justifying ‘True’ statements

True/False Reason

George was tortured in

Poland.

True He had to tolerate hours of

back-breaking labour and

was given very little food.

…enduring long hours of back-breaking labour on a starvation diet… (lines 24 to 26)

Inferential Comprehension Question

Answering The Inferential Comprehension Question

• The extent to which the student deals with the ideas/details rather than the concrete.

• Students need to monitor their answers for relevance and linguistic accuracy.

Practice Paper 1 Booklet BUse an adjective each to describe the two main characters. Give a reason for your answers using information from the passage.

Character: Hana Adjective: ________________

Reason: _________________________________________________

• To infer the character traits, the student needs to synthesize pieces of information.

• Actions, words, thoughts, behaviour

Practice Paper 1

Practice Paper 1 Booklet BUse an adjective each to describe the two main characters. Give a reason for your answers using information from the passage.

Character: Hana Adjective: caring

Reason: She was worried about George not getting enough so she would bring some of her bread ration to share with him.

Hana always brought some of her bread ration to share with George, whom she felt needed it more than she did. (lines 16 to 17).

Practice Paper 1 Booklet BUse an adjective each to describe the two main characters. Give a reason for your answers using information from the passage.

Character: George Adjective: determined / hopeful

Reason: Although months passed, George did not give up on his search for Hana.

For months, George searched for his sister. He asked everyone he knew but no one could help. Deep down he suspected she had not survived. But he kept hoping. (lines 31 to 32)

Thank you.