A Strong Foundation for
Rich Language & Life
Ms Norhikmah Sohoi
7 February 2015
What Do We Want to
Achieve?
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
Character and Citizenship Education
21st Century Competencies Framework
Core
R3ICH values
• Respect
• Responsibility
• Resilience
• Integrity
• Care
• Harmony
STRONG FOUNDATION IN ARABIC AND ISLAMIC TRADITIONS
(AL-QUR’AN & AS-SUNNAH)
STELLAR
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
The STELLAR Vision
love reading
Children who
and
have a strong foundation in the English Language
STELLAR (LOWER PRI)
https://write4craft.wordpress.com/
STELLAR Titles for P1
Term 1
Term 2
Term 3
Dan, The Flying
The Hungry Giant Grumpy Elephant
Man
Walking Through
the Jungle
Crocodile Tea
Term 4
Lazy Duck
To Town
Short, Tall, Big or
Smart
The Enormous
Watermelon
The Giant’s Ice
Cream
The King’s Cake
Whose Hooves?
The Jigaree
STELLAR Titles for P2
Term 1
Term 3
Term 4
Magnetic Max
A World of Tools
The Three Billy
Goats Gruff
A Butterfly is
Born
Life in a Shell
The Grasshopper
and The Ant
The Chinese
Opera Game
Food Fit for A
King
Owl Babies
The
Underground
Dance
Term 2
What will the
Weather be Like
Today?
EL Programmes@Alsagoff
•
Storytelling sessions
•
Oral Presentations (Choral Reading, Show & Tell)
•
Integrated Speech & Drama (tentative)
•
Interdisciplinary Learning Journeys
•
STELLAR Prog at Science Centre
STORYTELLING SESSION FOR PRIMARY 1
STORYTELLING SESSION FOR PRIMARY 2
NADWAH PERFORMANCES
SHOW & TELL SESSION
STELLAR PROGS AT SCIENCE CENTRE
How Can I Know My
Daughter’s Progress?
Holistic Assessment
FORMATIVE
SUMMATIVE
Modes of Assessment
Bite-sized Tests
Group Performance Tasks
Individual Performance Tasks
Purpose of Assessment
Modes
Bite-sized
Tests
•
to build confidence &
desire to learn
•
to allow a smooth
transition into primary
school
Group
Performance Tasks
•
Peer teaching &
learning
•
Co-operation &
Collaboration
Group
Performance Tasks
•
Application of skills
and knowledge learnt
P1 EL Holistic Assessment Plan
Area of Language
Learning!
Listening and Viewing!
Reading & Viewing
Speaking and
Representing!
Term 1!
High Frequency words –
No. 1 to 100
Choral Reading in
Shared Book Approach
(State the Unit)!
Writing and Representing! Penmanship
Spelling & Dictation
Sentence Writing!
Language Use and
Mini-Test
Comprehension!
•  Grammar
•  Vocabulary
•  Comprehension
!
Total (100%)!
0%!
No. of weighted
0!
assessments!
Term 2!
Term 3!
Term 4!
Sound Discrimination &
Picture Matching (5%)!
Sound Discrimination &
Picture Matching!
Sound Discrimination &
Picture Matching (5%)!
High Frequency Words No. 1 to 200 (5%)
Show & Tell (pair work)
Choral Reading
(Nadwah performance –
25 March)!
Show & Tell (Individual)
(10%)
Reading Aloud
Stimulus-based
Conversation!
Sound discrimination +
Picture Matching!
Penmanship (5%)
Spelling & Dictation
MLEA – Group Writing!
Mini-Test (10%)
•  Grammar
•  Vocabulary
•  Comprehension
!
25%!
Group Writing (5%)
Spelling & Dictation
Individual Writing!
Mini-Test (15%)
•  Grammar
•  Vocabulary
•  Comprehension!
Individual Writing (10%)
Spelling & Dictation!
3!
Mini-Test (20%)
•  Grammar
•  Vocabulary
•  Comprehension!
30%!
45%!
3!
4!
On-going formative assessment practices and strategies used in class, e.g., making explicit learning targets and success criteria, descriptive feedback, strategic
questioning, self and peer assessments, engaging pupils in goal-setting and questioning!
P2 EL Holistic Assessment Plan
Area of Language
Learning!
Listening and
Viewing
(15%)
!
Reading & Viewing
Speaking and
Representing
(20%)!
Term 1!
Term 2!
Sound discrimination Sound Discrimination &
+ Picture Matching Picture Matching (5%)!
(5%)!
Term 3!
Term 4!
Sound Discrimination &
Picture Matching!
End- of- Year Assessment (50%)
• 
Paper 1: Guided Writing (10%)
(Picture series with helping words)
Reading Aloud (5%)! Show & Tell (pair work)
Show & Tell (Individual) (5%)
• 
Paper 2: Language Use & Comprehension
Choral Reading (Nadwah
Reading Aloud
(25%)
o  Vocabulary MCQ
performance – 25 March)!
Stimulus-based
o  Grammar MCQ
o  Grammar Cloze
Conversation!
o  Editing for Spelling & Punctuation
Writing and
Penmanship
MLEA – Class & Group Writing Individual Writing (5%)
o  Sentence Combining
Representing
(5%)
o  Comprehension OE
(20%)!
Spelling & Dictation! Individual Writing
Spelling & Dictation
• 
Paper 3: Listening Comprehension (5%)
Spelling & Dictation!
o  Sound Discrimination
Individual Writing !
o  Picture Matching
Language Use and Mini-Test
Mini-Test (5%)
Mini-Test (15%)
Comprehension
• 
Grammar
• 
Grammar
• 
Grammar
• 
Paper 4: Oral Communication (10%)
(45%)!
• 
Vocabulary
• 
Vocabulary
• 
Vocabulary
o  Reading Aloud
• 
Comprehension • 
Editing for Spelling &
• 
Editing for Spelling &
o  Stimulus-based Conversation!
!
Punctuation
Punctuation
• 
Comprehension!
• 
Sentence Combining
• 
Comprehension!
Total (100%)!
10%!
15%!
25%!
50%!
No. of weighted
2!
3!
3!
1!
assessments!
On-going formative assessment practices and strategies used in class, e.g., making explicit learning targets and success criteria, descriptive feedback,
strategic questioning, self and peer assessments, engaging pupils in goal-setting and questioning!
How Can I Help My
Child?
Every Parent, A Supportive
Partner
•
Create a literacy corner at your home, away from the distractions.
•
Begin with reading to your daughter and let them listen to you read.
•
Picture Books are great to start your daughter talking.
•
Ask your daughter questions regarding the books they are reading
•
What is the story about?
•
Who are the characters in the story?
•
Where does the story take place?
•
Would you recommend the book to your friends/siblings?
Every Parent, A Supportive
Partner
In short, how can we introduce books to our daughter?
•
1. Get to know what interest your child. Find out the topics that she likes.
•
2. Visit the library and look for books with those topics.
•
3. Read together with your daughter daily. If she is an independent
reader, encourage her to read at least 30 minutes a day. If the topics are
something that she is interested in, it should not be too difficult getting
her to read those books.
•
4. Talk to your child about other titles with the aim of arousing her
interest. Read a few paragraphs with her, if she finds them interesting,
get her the book and let her read it. If she is still uninterested, do not
force her to read that book. Instead, go back to Point (1)!
Every Parent, A Supportive
Partner
•
Design your own learning journeys.
•
Create activities to enrich her
experience.
•
Get her to talk about what she has
learnt from the LJ.
•
Be creative and make use of
technology. Create your very own
family production.
Every Parent, A Supportive
Partner
•
Encourage her to write
•
Letters
•
Thank you notes
•
Journals
Every Parent, A Supportive
Partner
•
Forge alliance with your daughter’s EL teacher.
•
Check her work and ensure that she gets it done.
•
Go through the spelling list with her.
•
Be supportive and be interested in what she does at
school.
•
Understand her and provide all the support she needs.
•
Be firm.
Every Parent, A Supportive
Partner
Primary 1 & 2 EL Teacher: Mdm Samemmah
[email protected]
EL SH: Ms Norhikmah
[email protected]
Useful links
http://www.nlb.gov.sg/kidsread/
https://write4craft.wordpress.com/
http://www.stellarliteracy.sg
http://www.goodreads.com/list/show/460.Best_Picture_Books
Picture Books contact:
Book Bait ([email protected])
“The greatest
is a passion for reading.”
–Elizabeth Hardwick