English Language

Revised Syllabus Briefing

Primary Five

27 January 2016

WELCOME!

ObjectivesParticipants will be able to:

familiarise with the new Oral and Writing components in English Language Examination

coach your child in the preparation for English Language Oral and Writing Examination

(Halliday, 1969)

Children begin learning

language, learning about

language and learning

through language from the

time they are born.

Language acquisition

Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words and sentences to communicate.

PhilosophyEnglish Language Learning

is a tool for interaction.

involves cognitive and affective

engagement and interaction.

is guided by our awareness of the

purpose, audience, context and culture

in which the communication takes place.(EL Syllabus 2010)

The Desired Outcomes of English Language education in Singapore

• All should attain foundational skills in grammar, spelling & basic pronunciation

• Majority of the pupils will attain a good level of competence in EL, in both speech & writing

• At least 20% will attain a high degree of proficiency in EL

(EL Syllabus 2010)

Education Theory: Piaget’s Theory of Cognitive Development Children are constantly exploring their

environment. Children are active in constructing their own

learning. They build on what they have. Interaction with the environment and maturation

gradually alter the way children think.

Considers child as sense maker –

child is an active learner and thinker,

constructing his or her knowledge

from working with objects or ideas

Vygotsky’s Socio-Cultural Theory

Social interactionist theory emphasizes the role of social interaction between the developing child and linguistically knowledgeable adults.

It asserts that much of a child's linguistic growth stems from modelling of and interaction with parents and other adults

Education Theory:

Another key idea within the theory of social interactionism is that of the zone of proximal development (ZPD)

This is a theoretical construct denoting the set of tasks a child is capable of performing with guidance, but not alone

Education Theory: Vygotsky’s Socio-Cultural Theory

Zone of Proximal Development (ZPD)

Education Theory: Vygotsky’s Socio-Cultural Theory

Pedagogies in teaching of English Languagein Greenwood Primary School

Differentiated Learning

Independent (Self-directed) Learning

Collaborative Learning

Experiential Learning

DICE

Revised PSLE English

Language Curriculum and

Assessment

Revised PSLE English Language Curriculum and Assessment: Rationale

The revised PSLE English Language (EL) and Foundation English Language (FEL) examination papers have been introducedsince 2015, in line with the changes to the teaching syllabus.

The new syllabus incorporates a sharper focus on 21st century competencies to enable our students to communicate effectively and confidently.

English Language Curriculum

Anchored in STELLAR :

STrategies for

English Language

Learning

And

Reading

STELLAR Vision

Children Who Love Reading and Have a Strong Foundation in the English Language.

STELLAR Programme

http://www.stellarliteracy.sg

English is taught through stories and text that appeal to children, with explict grammar instructions.

Through reading of stories in class, students get to discuss and share their views with teacher and classmates.

The main purpose is to build students’ confidence in speech and writing and enhance their learning of the language.

Lower Primary (P1 - P3) Upper Primary (P4 - P6)

Reading &

Compre

• Shared Reading

• Sustained Silent Reading (SSR) –daily for 10 min (leisure reading)

• Reading Buddies (weak readers)

• P3 Reading Remediation

Programme (weak readers)

• Home Support Reading

Programme

• Fun with Phonics ** (2015)

• Monthly Guest Reader

• STAR Reading Programme

• Library Period (every fortnight)

• SPUR (HP classes from P4-P6)

• Supported Reading

• Retelling (RT)

• SSR – daily for 10 min

• Authentic reading materials – ‘LRD’

• P4 Reading Remediation Programme-RRP (Weak Readers)

• Oral support for P6 struggling readers

• Reading aloud sessions/choral reading

• Library Period (every fortnight)

EL Programmes in Greenwood Primary School

Lower Primary:

(P1 – P2)Upper Primary: (P3 - P6)

Writing

• Shared Writing –CDS, group & individual writings

• Writing package for teachers – to teach the techniques of narrative writing

• Sharing by STs on writing/ comprehension termly

• WPC – Joint construction, group & individual writings including group/pair conferencing

• Writing package for teachers – to teach the technique of narrative & personal recount writing

• Sharing by STs on writing/ comprehension termly.

Listening & Speaking

• Show & Tell sessions

•Listening Centres (DI)

• Class Presentations

• Sharing of ideas

• Group discussions

• ‘News In Class’ programme

T & L Resources: Primary 5

• STELLAR

• Comprehension Plus

• All about Ed Listening and Oral Booklet

• Supplementary Worksheets for every unit

• Spelling List

• Writing Package

• Stimulus-Based Conversation Package

• Little Red Dot (HP classes)

Assessment in Greenwood Primary School

Formative Summative

• Learning Tasks (P1 & P2)• Component Tests(P3 –P6)• Show & Tell (P1 & P2)• Daily Classwork• Composition Writing• Retelling • Group Presentations

• CA1 (P3 – P6)• SA1 (P3 – P6)

Oral, Pp. 1 & 2, LC• SA2 (P2 – P6)

Oral, Pp. 1 & 2, LC

Revised PSLE English Language Assessment

The revised examination papers give greater

emphasis in the teaching syllabus by:

Giving students greater scope for

providing personal response in

speaking (Oral Conversation)

and writing(Story Writing)

Revised PSLE English Language Assessment

2) Continuous Writing:

Greater scope for writing from different

perspectives, and flexibility for candidates to

choose any text type such as narrative or

exposition.

1) Oral Communication:

New Stimulus-based Conversation (SBC)

component will feature a context familiar to

students that will provide a springboard for

conversation.

Reading and Oral

Communication

Revised English Language Oral Assessment

P3-P4 P5-P6

Reading Aloud : 6 marks

SBC: 10marks

Reading Aloud : 10 marks

SBC: 10marks

Assessment Criteria for Reading Aloud: 10 marks

Pronunciation and Articulation:

to read a passage with good pronunciation and

clear articulation of the words.

Rhythm and Fluency:

to use appropriate rhythm and stress to achieve

a well-paced, fluent reading of a passage.

Expressiveness:

to read with appropriate variation of pitch and

tone in order to convey the information, ideas

and feelings in a passage.

Common strengths in pupils’ reading

Pupil’s reading is clear with good

pronunciation and clear articulation

of words.

Pupil’s reading is fluent and

well-paced.

Pupil uses appropriate

variation of pitch and tone.

Common challenges in pupils’ reading

Pupil’s reading is somewhat difficult to

understand, with numerous noticeable

errors.

Pupil’s reading is generally uneven with

number of noticeable hesitations.

Pupil’s reading is mostly monotone.

Pupil’s reading is unclear, slow and

jerky and almost word-by-word

pronunciation.

Assessment Criteria for Stimulus - Based Conversation: 10 marks

Engagement in Conversation

to interact with the examiner

Personal response

Skill 1: Giving information from the picture

Skill 2 : Reasoning

Skill 3: Generalising

Clarity of expression

to express oneself clearly in a conversation, with

accurate pronunciation and using a wide range of

appropriate vocabulary and accurate sentence

structures.

Stimulus- Based Conversation

1) Personal response

Skill 1: Giving Information from the picture

Pupils to give information and

describe the given stimulus/topic

using appropriate adjectives and

adverbs.

Stimulus- Based Conversation

Skill 2: Reasoning

Pupils to give personal responses.

Form a clear personal point of view

and provides convincing responses to

given views mentioned. ( using

personal experiences or state

consequences)

Stimulus- Based Conversation

Skill 3: Generalising

Pupils to give ideas and suggestions.

Able to link ideas given in the

stimulus/topic to support statements.

2) Clarity of Expression

Tenses:

Use correct tenses.

Connectors:

Use connectors appropriately.

Pronunciation:

Correct pronunciation throughout and can

be understood clearly.

Fluency:

Clear expression with confidence.

All responses are in complete sentences.

Stimulus- Based Conversation

Stimulus- Based Conversation3) Engagement in conversation

Pupils to interact well with eye contact.

Show initiative in introducing ideas and

suggestions.

Sample

Oral Language

Examination Paper

Stimulus-Based Conversation 10 marks

ENGLISH LANGUAGE

ORAL EXAMINATION

Prompts for Stimulus-Based Conversation a)

• Look at the picture. Which kind of party would you like to attend? Tell me why.

• Have you attended a party? Tell me more.

b)

• Why do you think people like to celebrate an occasion with a party?

• How would you like to celebrate your party?

c)

• Do you have someone whom you very much want to meet?

• Imagine that one day, you receive an invitation from him/her to attend his/her party, how would you feel? What would you do? Why?

Common strengths in pupils’ oral conversation (SBC)

Pupils give personal responses which

are well-developed

Pupils express oneself very clearly

and with confidence, using a wide

range of appropriate vocabulary and

structures.

Pupils interact very well and show

initiative in introducing ideas.

Common challenges in pupils’ oral conversation (SBC) Pupils give few personal responses with hardly

any development

Pupils give almost no personal responses

Pupils express oneself unclearly and with a

number of hesitations

Pupils use inappropriate vocabulary and

structures

Pupils make a number of long pause and often

give single word responses

Pupils unable to interact even with constant

encouragement.

How teachers

prepare pupils for

Stimulus-based Conversation

Stimulus- Based Conversation (SBC)

Teacher uses Stimulus-Based Conversation teaching package (different SBC package for different levels)

ASKnLearn Learning Management System

Teacher facilitates discussion

with pupils.

Stimulus- Based Conversation

40

Look at the

picture carefully

Skill 1: Get information from the picture

Discussion points:

• Where is this place?

• What do you see?

• Who do you see?

• What are they doing?

Discussion points:

• Who do you think will win? Why?

• What do you think will happen next?

• What are the job responsibilities of boy scouts on a

day like this?

Skill 2: Predict

and Infer

(Reasoning

Skills)

Discussion points:

• How will you prepare yourself for Sports Day?

• Do you enjoy your school’s Sports Day? Why or why not?

Skill 3: Generalisation

ASKnLearn Learning Management System

How you can support your

child at home for

Stimulus-based Conversation

Ways to help your child at home for SBC

Encourage your child to discuss and share their

views and suggestions. Talk about current affairs,

newspapers articles or magazines.

Encourage your child to share his experiences

(Sports Day, CCA involvement, Learning

Journeys, birthday celebration etc)

Show interest and enthusiasm when your child is

sharing. They must feel comfortable sharing with

parents before they are confident to share with

their teachers.

Q & A

a) Situational Writing

b) Continuous Writing

Situational Writing

Situational WritingAssessment

Criteria

a)Task Fulfilmentb)Language and

Organisation

Content

and

Context

Language Use

and

Organisation

Total :15 marks

Language: 9marks

Situational Writing

Assessment

Content : 6marks

Situational Writing

Sample 1

Below is an advertisement from the Neighbourhood Newsletter

Serangoon Heights Neighbourhood Voluntary Work

Calling residents of Serangoon HeightsJoin us as a Serangoon Heights Neighbourhood Volunteer!

You can serve in any area of service ……

Befriend senior citizens Help organise a block party

……… AND MANY MORE

Briefing Session :

To know more about the Serangoon Heights

Neighbourhood Volunteers Programme, join our briefing session.

Venue : Serangoon Heights RC Centre

Date : Sunday, 29 January 2016

Time : 3 p.m.

Your task Your cousin, who is friendly and sociable, wants to be a Serangoon Heights Neighbourhood volunteer but does not have the relevant information. You have promised to help him to find out more about it. Write a letter to your cousin, Andy, telling him about the information you have come across in the ‘Serangoon Heights’ newsletter. You should refer to the advertisement on the previous page.

In your letter, include the following information :

where you found the information

what are the areas of voluntary work

when and where will the briefing session be held

why you think your cousin is the right person to be a volunteer

Situational Writing Tips: PACT Strategy

• Purpose –What is the objective of the writing task? To complain, compliment, report, inform or to request?

• Audience-Who are you writing to?

• Context- Letter/email or report?

• Tone-Formal or Informal?

PACT

Make sure you check your work. Read your situational writing from the beginning till the end. Look out for GPS:

Grammar: Subject-verb agreements,

Tenses

Punctuation- full stops and commas

Spelling

Language Use and Organisation:

Situational Writing

Sample 2

Who bullied us? When?

-Haziq -Tuesday,3 March 2015

-Ramesh -during 1st recess -Marcus Tan(all are from 5 Orchid)

Whom they bullied?

-Wei Jie (me) and Fazil (we are from 5 Rose)

What they did?

-called us names

-kicked the cubicle door when we were changing in the toilet during recess

How we were you affected?

-frustrated

-dare not go to the toilet during recess

Below is a note written by you and your classmate, Fazil

Your Task

A group of boys has been bullying you and your classmate. Both of you have been trying to avoid them but it is useless. Your teachers’ warnings to them have stopped them only for a while.

Based on the notes you and your classmate have written, write a letter to your Principal, Mrs Joan Chen, about the problem.

In your letter, include the following information :

the names of the bullies

the victims of the bullying

when and where the bullying took place

what were the two things that the bullies did

how the bullying has affected you emotionally

Continuous

Writing

A range of Text Types

•Narratives•Information texts•Personal Recounts•Factual Recounts•Instructions•Explanations•Expository

Continuous Writing

Common challenges in pupils’ writing

• Writer’s block

• Lack of ideas

• Unable to develop the plot and sequence ideas

• Irrelevant plot

• Unable to develop the characters

• Limited vocabulary- overused words

• Ending the story abruptly

• Sentence structure

Getting pupils to be

effective writers

Teachers focus on

Writing Process Cycle (WPC)

Giving opportunity for pupils to plan,

draft, edit, and revise their work.

Good writers go through the WPC

conscientiously.

Components of the

Writing Process Cycle (WPC)

Pre-writing and Setting the Context for CW

Brainstorming & Categorising Ideas

Writing Process Cycle…

Composing the CW and Revising the CW

Revising & Editing the CW

Termly Writing Package

The Writing package consists of various

Continuous Writing (CW) tasks and

samples composition that related to the

writing task.

The CW topics are aligned to the STELLAR

themes.

Brainstorming & Categorising Ideas using graphic organiser

How to write my story?

Structure

Interesting Beginning

Descriptive Setting

Starting of the story

Plot – Main Event

Solution of problem/ End of Adventure

Satisfying Extended

Conclusion Last paragraph

Second last paragraph

Paragraph 1

Paragraph 2

Pupils’ Writing Resource • GWPS has published a writing book:

“How To Write Effectively” for all pupils in 2014.

• A comprehensive guide on Continuous Writing covering the different types of text types with samples composition and useful words and

phrases.

• The Writing Booklet serves as a guidance

and resource book for pupils and parents.

Connection between Reading and Writing

Research has shown that reading and

writing are closely related.

Developing reading skills through writing

is an effective strategy.

Writing helps to establish the connection between oral and written language.

The link between reading and writing

students who read

studentswho write

better

Ways to help your child at home to build …

Confidence Encourage your child

to discuss and share

their views and

suggestions.

Encourage your child

write letters, birthday

cards and e-mails to

relatives and friends.

Give them

opportunities to plan

family gathering

or celebration with

you.

Help your child

brainstorm ideas.

Praise your child’s

efforts.

Pride Encourage your child

to take ownership in

his/her

reading/writing/

presentation activity.

Encourage your child

to read a book of

their choice.

Take pride in your

child’s work and

effort.

Happiness

Create a positive learning environment.

Inculcate the joyof reading.

Take pride in your child’s effort.

Show enthusiasm in your child's interests.

Help your child to enjoy sharing without being critical.

Celebrate achievements, no matter how small. (Positive reinforcement)

Our school’s direction in the next 5 years…

To build pupils’ Confidence, Pride and Happiness

through our Reading, Listening,Speaking and

Writing Programmes.

Q & A

Thank You

We look forward to your continuous support and collaboration.

English Language Department