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Programmes

Programmes

Speaking Programmes

Learning Outcomes:

Our pupils should be able to:

  • Speak clearly and fluently using appropriate voice qualities: pace, volume, tone and stress
  • Pronounce clearly consonants, vowels, consonant clusters and vowel combinations
  • Speak with confidence, maintain appropriate posture and eye contact, use appropriate register according to contexts and use appropriate verbal and non-verbal cues to convey meaning
  • Speak clearly, according to social norms and cultural values in different situations, to e.g. introduce self, greet others and make requests
  • Support ideas and points of views by integrating visual, audio, verbal or non-verbal cues to convey meaning appropriate to purpose and context
  • Elaborate on/substantiate points through the use of details, anecdotes, concrete examples, experiences and feelings
  • Present ideas, opinions, experiences and arguments with confidence

Programmes:

 

P1 & P2 P3 & P4 P5 & P6
  1. Teacher-designed lessons on pace, volume, tone and stress
  2. Interaction Skills
    Practise using speaking skills such as greetings and making requests
  3. Group Poem Recitation
    (P1 & 2)
  4. Show and Tell (P1)
    Retelling Stories (P2)
  5. GEM Week (Good English Movement)
  1. Teacher-designed lessons on pace, volume, tone and stress
  2. Interaction Skills
    Practise using speaking skills such as seeking help and making requests
  3. Conscience Alley/Hot Seating
  4. Mini Debates
  5. GEM Week (Good English Movement)
  1. Teacher-designed lessons on pace, volume, tone and stress
  2. Interaction Skills
    Practise using speaking skills such as asking for clarifications and seeking help
  3. Conscience Alley/Hot Seating
  4. Mini Debates
  5. GEM Week (Good English Movement)

Modes of Assessment:

Informal Assessment

Use of speaking rubric to assess pupils’ speaking in class

Formal Assessment

P1 & P2 P3 & P4 P5 & P6
  1. Show and Tell (P1)
    – constitutes 5% in Term 4
  2. Retelling of Stories (P2)
    – constitutes 5% in TermPupils will be assessed twice for each performance task. The better score will go towards the Term 4 marks.
  3. Oral Test*
    – Prediction based on
    Pictures
    – Reading of a short story
    – Conversation about storyThe format of the oral exam
    is similar to the Shared Book
    Approach done in class.*conducted during curriculum time in Week 5, Term 4
  1. SA1* & SA2 Oral**:Reading Aloud
    Picture Discussion
    Conversation (P4 only)
    *conducted after school in Week 5, Term 2
    **conducted after school in Week 5, Term 4.
    Details will be given in letters to parents.
  1. SA1* & SA2** Oral:Reading Aloud
    Picture Discussion
    Conversation
    *conducted after school in Week 5, Term 2
    **conducted after school in Week 5, Term 3 for P6 & Week 5, Term 4 for P5.
    Details will be given in letters to parents.

 

Reading Programmes

General Learning Outcomes:

Our pupils should be able to:

  • Use reading readiness and word identification skills such as phonemic awareness and decoding through phonics
  • Process and comprehend age-/ year level-appropriate texts at literal and inferential levels
  • Apply critical reading and viewing by focusing on implied meaning, higher-order thinking, judgement and evaluation
  • Read and view widely for pleasure, and to demonstrate independent reading and learning in the literary/ content areas

Programmes:

P1 & P2 P3 & P4 P5 & P6
  1. Shared Book Approach
  2. Houghton Mifflin Reading
    – Reading strategies
    – Phonics instruction
  3. Key Comprehension Strategies
  4. Vocabulary Building (Word Bank)
  5. USSR (Uninterrupted Silent Sustained Reading) at afternoon assembly
  6. Class Library Books & DEAR@School
  7. Reading Challenge
  8. One-to-One Reading Programme
  9. Buddy Reading
  10. Book Review at afternoon assembly
  1. Shared Book Approach (P3)
  2. Houghton Mifflin Reading
    – Reading strategies
    – Phonics instruction
  3. Key Comprehension Strategies
  4. Supported Reading (DRTA) using power point slides of stories in Writing Packages (P4)
  5. Focused Comprehension
    Lessons
    – Comprehension Strategies
    – Skills of Answering Comprehension Questions
  6. Vocabulary Building
  7. USSR at morning
    assembly
  8. Class Library Books
  9. Star Reading &
    Accelerated Reader (P4)
    – Pupils take a Star
    Reading test to
    determine their reading
    range
    – Once pupils know their
    reading range, they can
    find books to read at
    their appropriate
    reading level from
    the school library
  10. Inter-class Book Review
  11. Recommended
    Storybook List
  12. Reading Mum – reading
    remediation for weak
    readers (P3)
  13. Viewing of videos inWriting Packages
  1. Reading of stories in
    Writing Packages
  2. Use of storybooks astextbooks for FEL pupils
  3. Key Comprehension Strategies
  4. Focused Comprehension Lessons
    – Comprehension Strategies
    – Skills of Answering Comprehension Questions
  5. Vocabulary Building
  6. USSR at morning
    assembly
  7. Class Library Books
  8. Star Reading &
    Accelerated Reader (P5)
  9. Inter-class Book Review
  10. Recommended Storybook
    List
  11. The Straits Times/Little
    Red Dot
  12. Viewing of videos in
    Writing Packages

 

Modes of Assessment:

Informal Assessment

To assess P1 & 2 pupils’ reading, mini assessments are used in the One-to-One Reading Programme:

  • Word Recognition Rate
  • Oral Reading Fluency Check
  • Miscue Analysis

 

Formal Assessment
SA1 & SA2 Reading Aloud – Refer to Formal Assessment for Speaking.

Writing Programmes

Learning Outcome:
Our pupils should be able to:

 

  • Develop writing readiness and penmanship to write accurately and fluently
  • Use accurate and consistent spelling
  • Generate and select ideas for writing for a variety of purposes, audiences, contexts and cultures
  • Develop, organise and express ideas coherently and cohesively in writing
  • Develop a plot in a narrative
    – Write stories with Opening (Characters & Setting), Middle (Problem) and End (Solution) (P1 & P2);
    – Write stories with Opening (Characters & Setting), Problem, Complication(s), Conflict (P5 & 6), Climax,Resolution and End (P3 to P6)
  • Revise, proofread and edit drafts to improve writing

 

Programmes:

 

P1 & P3 P4 to P6
(1) Modified Language Experience Approach
Class Dictated Story -> Group Writing -> Individual Writing
(2) Regular Sentence Writing (in Grammar Book or Word Bank)
(3) Word Bank
(4) Use of graphic organiser – Story Mountain (P1 & 2) and Plot Stair (P3) for planning
(5) Small Writing Tasks (P3)
(6) Penmanship exercises based on
poem recitation passages(7) Penmanship Competition
(1) Story-Based Writing
Every writing package starts with a
story and covers the following
integrated language skills:
– Reading & Comprehension
– Vocabulary (Vocabulary Building
Book)
– Speaking activity
– Grammar
– Plot elements
– Stylistic devices
– Cohesive devices
(2) Process Writing
(3) Regular Sentence Writing (in Grammar or Vocabulary Building Book)
(4) Use of graphic organiser – Plot Stair for planning
(5) Small Writing Tasks
(6) Penmanship exercises (P3 & 4)(7) Penmanship Competition

 

Modes of Assessment:

Informal Assessment

 

  • Writing rubric will be used to assess pupils’ writing in class.
  • CA1 & CA2 – Portfolio Assessment for P3 to P5
CA1 CA2
P3 and P4 Pupils can choose*

  • 1 continuous writing with the better score and
  • 1 small writing task with the better score

Total marks are converted to 20 marks and this will form part of the CA1 mark.
*from the writings done in Term 1

Pupils can choose*

  • 2 continuous writings with better scores which are averaged out and
  • 2 small writing tasks with the better scores which are averaged out

Total marks are converted to 20 marks and this will form part of the CA2 mark.
*from the writings done in Term 2 & 3

P5 Pupils can choose*

  • 1 continuous writing with the better score and
  • 1 small writing task with the better score

Total marks are converted to 40 marks and this will form part of the CA1 mark.

*from the writings done in Term 1

Pupils can choose*

  • 2 continuous writings with better scores which are averaged out and
  • 2 small writing tasks with better scores which are averaged out
  • 2 situational writings with better scores which are averaged out

Total marks will add up to be 55 marks and this will form part of the CA2 mark.
*from the writings done in Term 2 & 3

 

Formal Assessments

 

P1 & P2 P3 & P4 P5 & P6
1. SA2 Sentence Writing (P1)
SA2 Short Story Writing (P2)
Pupils will be provided with 3 pictures. P1 pupils are required to write 8 sentences, P2 10 sentences.
1. SA1 & SA2 Continuous Writing
P3 SA1 & SA2: Pupils will be provided with 1 question: 3 pictures and a question mark with helping words. Pupils to write a story of 120 words. Pupils are required to plan their story in the plot stair.
P4 SA1 & SA2:
Pupils will be provided with 2 questions: a situation with prompts and 3 pictures (with a question mark) with helping words.Pupils to choose 1 question and write a story of 120 words. Pupils are required to plan their story in the plot stair.
1. SA1 & SA2 Continuous Writing
P5 & P6 SA1 & SA2:
Pupils will be provided with 2 questions: A situation with prompts and a picture with prompts.Pupils to choose 1question and write a story of 150 words. Pupils are required to plan their story in the plot stair.(2) SA1 & SA2 Situational Writing
Foundation English
1. SA1 & SA2 Continuous
Writing
Pupils will be provided with
1 question: 3 pictures with helping words. Pupils to write a story of 120 words.(2) SA1 & SA2 Situational Writing

P1 & P2 Phonics & Spelling Reviews
P3 & P4 Listening Comprehension CAs and SAs

The Listening Comprehension component of the P3 & P4 CA and SA paper will be conducted a week before the main language paper (Please refer to the Pupils’ Calendar of Events for more details). P3 Listening Comprehension includes spelling. Pupils will be tested on the spelling words and/or phonics learnt in the weeks prior to the Listening Comprehension paper/Phonics and Spelling Reviews.

Parents as Partners
We would like to invite you to work with us by:

  • Encouraging your child to speak standard English
  • Talking to your child about what is happening around them and encouraging them to give their views and opinions
  • Reading newspaper and watching news and encouraging them to give their views and opinions
  • Encouraging your child to write legibly and neatly
  • Encouraging your child to read storybooks
  • Going through and revising the work done in school
  • Keeping and going through the Word Bank and Vocabulary Building Books done over the years as they serve as rich resources for vocabulary acquisition
  • Keeping and going through the Writing Packages done in P4, P5 and P6
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