p5 english language 2015 - rafflesgirlspri.moe.edu.sg slides... · english, develop good language...

P5 ENGLISH LANGUAGE

2015

WHY change?

The Child

&

The World

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.

WHAT is changing for the better?

New Ways to Teach

&

New Ways to Learn

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.

Rich Texts

P5: Information Report

P6: Information Report

P6: Narrative

P6 EL: Argument

Teaching Strategies

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

HOW will we move to a new level?

Aligning Teaching

and

Assessment

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 WritingPart 2: Continuous Writing

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


• 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


• 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


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)

Language Use and Comprehension

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

A closer look at

Editing for Spelling and Grammar

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

A closer look at

Visual Text Comprehension MCQ

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


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


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?


A closer look at

Comprehension OE

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


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



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 MCQ

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

Oral Communication

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


Sports for Kids

cycling swimming karate

Take up a sport this

holiday!

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


- 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.

Thank you

p5 english language 2015 - rafflesgirlspri.moe.edu.sg slides... · english, develop good language...

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