2017 P5 El curriculum briefing - operaestatepri.moe.edu.sg · •Literature in Action (P2-P4) ......

2018 P2 & P4 EL CURRICULUM BRIEFING

Writing Reading

Enrichment/ Others

Speaking & Listening

•Whole-school Approach to Reading

•STELLAR

•NLB & School Library Programmes (Book Buzz and Storytelling)

•Literature in Action (P2-P4)

•Scholastic Lit Pro (P3-P4)

•Little Free Library

•Weekly Reading Periods (P1-P2)

•Weekly Library Periods

•D.E.A.R

•Book Reviews

•Holiday Reading Lists

•Scholastic Book Orders

• Learning Journeys

• External Competitions

• Internal Competitions

• PERI Holistic Assessment

• RRP

• SDR

• LSP

• P3 – P6 Remedial

• STELLAR

• Oral Package

• Oral Buddy (MConline)

• Book Talk/Book Reviews

• Show and Tell (P1)

• Tell & Ask (P2)

• Reader’s Theatre (P3 – P5)

• What’s Up extension

• STELLAR MLEA & Writing Cycle

• Write Connection (Six Traits of Writing)

• Writer’s Notebook (P4)

• Opera Cable (online)

APPROACH

The EL curriculum adopts the Strategies for Teaching English Language Learning and Reading (STELLAR) approach.

• Through STELLAR, grammar and meta-language are taught explicitly to pupils.

• The story in each unit enriches pupils’ language acquisition and instils in our pupils the love for reading.

Component Marks Component Marks

Paper 1

• Continuous Writing

12

Paper 1


20

Paper 2 – Language Use &

Comprehension

• Vocabulary MCQ – STELLAR (5m)

• Grammar MCQ – Baseline (5m)

• Grammar Cloze (8m, 2 passages)

• Editing (Spelling and Punctuation)

(8m, 2 sections)

• Word Order (4m)

• Comprehension (10m)

40 Paper 2 – Language Use & Comprehension

Booklet A

• Vocabulary MCQ (6m)

• Grammar MCQ (8m)

Booklet B

• Grammar Cloze (8m)

• Vocabulary Cloze (4m)

• Sentence Manipulation (4m)

• Comprehension Open-ended 1 (10m)


50

Paper 3 – Listening Comprehension 12 Paper 3 – Listening Comprehension 14

Paper 4 – Oral

• Reading Aloud

• Stimulus-Based Conversation

16 Paper 4 – Oral

• Reading Aloud


16

Total 80 Total 100

P2 & P4 EL EXAMINATION FORMAT

P2 EL EXAMINATION FORMAT

Component Marks

Paper 1


12

Paper 2 – Language Use & Comprehension




• Editing (Spelling and Punctuation) (8m, 2 sections)

• Word Order (4m)


40

Paper 3 – Listening Comprehension 12

Paper 4 – Oral

• Reading Aloud


16

Total 80

Given Task • Picture series with helping words

• Pupils to write at least 70 words

CONTINUOUS WRITING

Required Response

• Continuous prose (narrative or non-narrative)

• Address the given pointers in any order and include other relevant points


Component Marks

Paper 1


12






• Word Order (4m)


40


Paper 4 – Oral

• Reading Aloud


16

Total 80

GRAMMAR CLOZE

• Helping words

provided

• Each word to be

used ONCE only

• Subject-verb

agreement

• Underline

• 2 sections

• (Spelling)

4 questions

• (Punctuation)

4 questions

EDITING FOR SPELLING AND PUNCTUATION

• 10 marks

• A variety of

questions

(True/False,

open-ended,

MCQ etc.)

COMPREHENSION


Component Marks

Paper 1


12






• Word Order (4m)


40


Paper 4 – Oral

• Reading Aloud


16

Total 80

LISTENING COMPREHENSION

•Part 1: Sound Discrimination (6m)

•Part 2: Picture Matching (6m)


PART 1:

Sound Discrimination


PART 2:

PICTURE

MATCHING

P2 ASSESSMENT

Term 1 Term 2 Term 3 Term 4

Running Record

Spelling

Listening

Comprehension

Tell-and-Ask

Listening

Comprehension

Language Use &

Comprehension

Listening

Comprehension

Oral

Writing

Language Use &

Comprehension

10% 20% 35% 35% (SA2)

Component Marks

Paper 1


20


Booklet A



Booklet B






50


Paper 4 – Oral

• Reading Aloud


16

Total 100


Given Task • Write a composition about the

given topic.

• Based on 1,2 or all of the given

visuals.

• Pointers are provided

CONTINUOUS WRITING

Required Response

• Continuous prose (narrative or non-narrative)

• 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

CONTINUOUS WRITING ASSESSMENT CRITERIA

Content

-Fully relevant ideas which are highly interesting and thoroughly developed

Language and Organisation

- Accurate grammatical structures

- Correct spelling and punctuation

- Wide and appropriate use of vocabulary

- Very good sequencing and linking of ideas and facts

Component Marks

Paper 1


20


Booklet A



Booklet B






50


Paper 4 – Oral

• Reading Aloud


16

Total 100


VOCABULARY CLOZE

• 2 passages

• Helping words

provided

• Each word to be

used ONCE only

SENTENCE MANIPULATION

• 4 questions

• Combine the

sentences to make

one sentence

• The meaning of

the sentence must

be the same as

the sentences

given.

COMPREHENSION OPEN-ENDED CHANGES FROM P3 TO P4

Primary 3 Primary 4

16m (2 passages) 20m (2 passages)

Component Marks

Paper 1


20


Booklet A



Booklet B






50


Paper 4 – Oral

• Reading Aloud


16

Total 100



•Part 1: Picture Matching (6m)

•Part 2: Note-taking (5m)

•Part 3: Comprehension (3m)


Examples

PART 1:

PICTURE MATCHING

• Questions with

graphic

options/represent

ation


Example

PART 2:

NOTE-TAKING

• Fill in each blank

with one word or

a short phrase


Example

PART 3:

Comprehension

• Listen to a

passage.

• Choose the

correct answer

(MCQ).


Component Marks

Paper 1


12






• Word Order (4m)


40


Paper 4 – Oral

• Reading Aloud


16

Total 80

READING ALOUD

Criteria Description

Pronunciation & Articulation Good pronunciation

Clear articulation of words

Rhythm & Fluency Appropriate rhythm

Well-paced, fluent reading

Expressiveness Appropriate variation in pitch

and tone to convey information,

ideas and feelings

STIMULUS-BASED CONVERSATION

Criteria Description

Personal Response Give personal responses to the

given topic and they are well-

developed

Clarity of Expression Express oneself clearly

Appropriate vocabulary

Accurate grammatical structure

Engagement in Conversation Interact very well and introduce

ideas

STIMULUS-BASED CONVERSATION Stimulus that

provides scope for

conversation

AROPE Strategy

Answer

Reason

Opinion

Personal

Experience


Component Marks

Paper 1


12






• Word Order (4m)


40


Paper 4 – Oral

• Reading Aloud


16

Total 80

STIMULUS-BASED CONVERSATION

Stimulus that provides

scope for

conversation

AROPE Strategy

Answer

Reason

Opinion

Personal

Experience

P4 ASSESSMENT

Term 1 Term 2 Term 3 Term 4

Listening

Comprehension

Readers’ Theatre

Individual Writing

Term 1 Review

Listening

Comprehension

Oral

Paper 1 Writing

Paper 2

Language Use &

Comprehension

Listening

Comprehension

Readers’ Theatre

Individual Writing

Term 3 Review

Listening

Comprehension

Oral

Paper 1 Writing

Paper 2

Language Use &

Comprehension

0% 40% (SA1) 0% 60% (SA2)

INVALUABLE PARENTS’ SUPPORT

How can you help to support

your child?

READING

• Recommend books (either your own or school reading lists) to your child

• Set aside time for leisure reading

• Read a wide genre – fiction and non-fiction

WRITING • Encourage your child to write

• Transfer what he/she has read into writing

• Celebrate every little success in writing and

motivate them to continue improving. Allow your

child space and time to grow as a writer.

• Teach/encourage your child to proofread the

work.

WRITING TIPS SHOW AND NOT TELL

Tell Show

✗Jane was angry at her younger

brother.

Telling the readers what you want them to know

✔With a flash of anger in her

bulging eyes, Jane stomp her foot

and slammed the door behind her.

Her brother was left alone and

confused in the living room.

Using details to let readers picture the story and draw their own conclusions.

WRITING TIPS STRONG INTRODUCTIONS

An example of a typical story

opening written by lower primary

pupils

A better way to ‘hook’ the reader

Last Sunday, Amy decided to visit the

school library.

Amy loves reading more than anything

else. In fact, she is always seen in the

library, sitting crossed-legged on the

floor with a book in her hands. Miss

Bookworm, as her friends like to call

her, decided to visit the school library

one day.

Describing the character.

WRITING TIPS: STRONG INTRODUCTIONS

Techniques That Will

Hook Your Readers

Examples

1. Dialogue

“ Hurry or you’ll be late!” called my mother from the bottom of the

stairs. “Today of all days you want to be on time.” If I had only know

what that day would bring, I would have stayed in bed.

2. A Question

Have you ever had a day when you wished you had stayed in bed? As I rushed to catch the bus on what seemed to be a perfectly normal day I had no idea what was ahead of me.

3. Sound “Buzz!” The sound of my alarm clock droned in my ears as I struggled

to come awake. With a start I sat straight up in my bed. This was my

big day and I had to be on time. 4. Flashback Amy has learnt her lesson. She wished she had listened to her mother.

Lying on the hospital bed, she could only blame herself for the

accident.

ORAL

• Take some time each day to speak to your child

• Ask about his/her day beyond just question and answer. Encourage him/her for more details

• Get your child to share his/her opinions on anything – current affairs, favourite things etc

LET’S WORK TOGETHER

2017 P5 El curriculum briefing - operaestatepri.moe.edu.sg · •Literature in Action (P2-P4) ......

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