PunggolView Primary School

Primary 2

English Language

Curriculum Briefing

Confident and EffectiveCommunicators

English Curricular Goal

Curricular Goal

Confident & Effective Communicators

strong foundation & proficiency in the EL

communicate confidently & effectively in

Standard EL for different purposes,

audiences & contexts

Areas of language learning our students will be developed in to achieve curricular goal

Listening Reading

Speaking Writing

Language Use

P1 – P3a

Learn to Read

P3b – P6

Read to Learn

Building a strong foundation in

listening, reading, speaking, writing &

language use skills

Emphasising on oral communication

(listening, speaking skills)

Developing learning to read strategies

(e.g. phonemic awareness)

Nurturing a love and enjoyment of the

English Language

Building upon the strong foundation in

listening, reading, speaking, writing &

language use skills to extend learning

Emphasising on oral & written

communication

Developing reading to learn strategies

(e.g. comprehension skills without

visual aids)

Nurturing a love and enjoyment of the

English Language

Our Focus

Progression Through Primary 6

Pri 1 Pri 2 Pri 3 Pri 4 Pri 5 Pri 6

Listening 20% 15% 14% 14% 10% 10%

Speaking &

Reading 20% 20% 16% 16% 15% 15%

Writing 5% 15% 20% 20% 27.5% 27.5%

Language Use 35% 50% 50% 50% 47.5% 47.5%

Total 100% 100% 100% 100% 100% 100%

P2 Holistic AssessmentPlan

The Curriculum

We support our students in their learning through the use of

'Strategies for English Language Learning And Reading (STELLAR)

Students are engaged in meaningful learning experiences to promote language learning through

the STELLAR curriculum

The Curriculum

Primary 2 EL Holistic Assessment

Listening & Viewing

Reading & Viewing

Speaking & Representing

Writing & Representing

Language Use (Vocabulary, Grammar & Comprehension)

• Phonemic Awareness• Comprehension

• Running Record• Reading Aloud

• Stimulus-based Conversation

• Composition based on a series of pictures

Pencil & Paper

Performance

Task

Performance

Task

Pencil & Paper

Listening & Viewing

Phonemic Awareness

• Assesses pupil’s ability to recognise letter sounds

Which of the following objects has the same beginning /b/ sound as in ‘bus’? Is it ‘crab’, ‘bear’ or ‘pail’?

Example 1

Listening & Viewing

Phonemic Awareness

• Assesses pupil’s ability to recognise letter sounds

This vegetable has the same ending sound as /t/ as in bat. Is it ‘pumpkin’, ‘brinjal’ or ‘carrot’?

Example 2

Listening & Viewing

Comprehension• Assesses pupil’s ability to listen for

specific information – note details, follow instructions, make inference

The children are playing on the slide.

Picture Matching – Specific information

Listening & Viewing

Comprehension• Assesses pupil’s ability to listen for

specific information – note details, follow instructions, make inference

Categorising information

I am going to read you a piece of writing twice.

Listen carefully and put a tick in the correct box.

We can use a screwdriver or a wrench to help

us tighten or loosen screws and bolts.

We can also use a pulley to help us move

things from one floor to another.

We can use _________ to help

us do work.

tools

animals

cutlery

vehicles

Listening & Viewing

Comprehension• Assesses pupil’s ability to listen for

specific information – note details, follow instructions, make inference

Example 2: Listen for specific information

I am going to read you a piece of writing twice.

Listen carefully and write the correct answer in the space provided.

Questions:

1. Who is invited to the party?

2. When is the party?

Dear Amy,

Please come to my party

at

21, Berry Park.

It is on Saturday

21 April 2014

From 4 pm to 6 pm.

We have lots of food and games!

Love,Bob

Reading & Viewing

• Assess pupil’s ability to read a passage accurately with expression & fluency

Reading Aloud

This assessment is similar to the Reading and Viewing one in Primary 1.

Speaking & Representing

Stimulus-based Conversation

• Assess pupil’s ability to talk about an experience or an activity related to the themes in STELLAR

This assessment is similar to the Speaking and Representing one in Primary 1.

Writing & Representing

Composition • Assess pupil’s ability to write a story based on pictures related to a theme covered in STELLAR

• Content• Grammar• Vocabulary

• Class Writing• Group Writing• Individual Writing

Gradual Release of

Responsibility

Leading Students to write independently

Writing & Representing

?

Write a story of at least 70 words . Use the

questions and helping words to help you write

the story.

• What happened in the beginning?

• What happened next?

• How did the boy feel?

• What did the boy do?

• What happened in the end?

• How did the boy feel at the end of the story?

bored kitchen matchsticks

caught fire frightened cried for help

Language Use (Vocabulary, Grammar & Comprehension)

Written Paper• Grammar • Vocabulary• Comprehension

1. Jane was hungry ___________ she ate a sandwich.

(1) so

(2) or

(3) and

(4) when ( )

Language Use (Vocabulary, Grammar & Comprehension)

Written Paper• Grammar • Vocabulary• Comprehension

1. The curry was so ____________ that Bob had to drink a lot of water after eating just a spoonful of it.

(1) cold

(2) tasty

(3) spicy

(4) sweet ( )

Read the passage carefully. There are mistakes in it. Show the corrections in the

boxes provided. A missing punctuation mark is indicated by a circle.

Editing

Grammar Cloze - tenses

Grammar Cloze - Pronouns

Join the sentences together using the word provided. Your answer must be in one

sentence. The meaning of your sentence must be the same as the given ones.

Example

Susan is carrying a file. Susan is carrying a pile of books

Susan is carrying a file and a pile of books.

1. Jane likes pineapple tarts. Jane does not like chocolates.

_______________________________but_____________________________

______________________________________________________________.

Grammar – Joining Sentences

Construct a sentence with the words given.

1. crept/kitchen

_______________________________________

_______________________________________

Grammar – Sentence Construction

Language Use (Vocabulary, Grammar & Comprehension)

Jane had completed all her homework and she had nothing to do.

She asked her younger brother, Tom, if he would like to play a game with her.

He agreed, happily.

Answer the following questions:

1. Who did Jane play a game with?

_______________________________________________________________________.

2. Jane wanted to play a game because she was __________________________.(1) tired(2) sleepy(3) happy(4) bored

Passage – 140 to 200 words

Tim and Jane went to the park. They did many things at the park. “Let’s play hide-and-seek,” said Jane. But Tim decided that they should play on the swings first. Jane agreed. Next they played hide-and seek. Before they went home, they flew a colourful kite. Then they went to the coffee shop to have their lunch. They had a fun day out.

They flew a kite.

They played hide-and-seek.

They sat on the swings.

Language Use (Vocabulary, Grammar & Comprehension)

For the question below, write 1, 2 or 3 in the blanks to indicate the order in which the

events happened in the story.

Component Content Item Type No of Items Marks

Oral Reading Aloud Open-ended 1 item 6

Stimulus-based Conversation Open-ended 1 item 10

Listening

Comprehension

Phonemic Awareness/Listening for

specific information

MCQ/Ticking/

Blank filling

12 items 12

Language Use &

Comprehension

Vocabulary MCQ Discrete 5 items 5

Grammar MCQ Discrete 5 items 5

Grammar 2 Cloze(Fill in the

blanks with helping

words – 4 blanks

each

8 items

(4 items in

each passage)

8

Editing/Sentence

Construction/Joining sentences

Fill in the

blanks/Sentence

construction

8 items 8

Vocabulary Cloze Open-ended (with

helping words)

4 items 4

Comprehension MCQ/Ticking/

Sequencing/Open-

ended

Up to 10

items

10

Composition Picture Series with helping words Open-ended 1 item 12

Primary 2 EL Holistic Assessment

Listening & Viewing

Reading & Viewing

Speaking & Representing

Writing & Representing

Language Use (Vocabulary, Grammar & Comprehension)

• Phonemic Awareness• Comprehension

• Running Record• Reading Aloud

• Stimulus-based Conversation

• Composition based on a series of pictures

Pencil & Paper

Performance

Task

Performance

Task

Pencil & Paper