ANG MO KIO PRIMARY SCHOOL

Primary 1Terms 1 & 2

ORAL PACKAGETeacher’s Guide

2015

READING AND VIEWINGFocus Areas Learning Outcomes Skills, Strategies, Attitudes And BehaviourREADING COMPREHENSION AND VIEWING SKILLS, STRATEGIES, ATTITUDES AND

LO1:Use reading readiness and word identification skills

DECODING THROUGH PHONICS• match sounds to their corresponding letters/ letter patterns:° initial and final consonants: m, j, f, s, b, t, w,

r, p, h, v, d, k, z,l, g, n, c, y

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BEHAVIOURDevelop reading and viewing skills, strategies, attitudes and behaviour…

° initial short vowel sounds: a, e, i, o, u° word families withvowel-consonant patterns(e.g., -at, -an, -ad, -ap, -et, -en, -ill,

-ig, -in, -ot, -op, -og, -ug, -un)° final y as a vowel° consonant digraphs in initial position (e.g., th, sh, ch, wh)° vowel digraphs(e.g., oo, ee, ea, oa, aw, ai, ay)° initial consonant blends(e.g., sw, sn, sk, bl, br, ch, cl,

cr, dr, fl, gl, ph, pl, pr,sh, sl, sm, sp, st, th, tr,tw, wh, qu)

° final consonant blends (e.g., nd, nk, nt, mp)° initial consonant blends (e.g., thr, str, scr)° double consonants(e.g., tt, pp, rr, gg, nn, ss, ll,

ck)° word endings (e.g., ple, ble, dle, tle, ng, tch)° r-controlled vowel (e.g., ar, ir, ur, or)° diphthongs (e.g., ou, ow, oi, oy)° inflectional suffix (e.g., -s, -es, -ing, -ed)° syllables (common patterns, e.g., vowel-consonant,

consonant-vowel, consonant- vowel-consonant)RECOGNITION OF WORDS• Recognise and read words using a variety of cues, e.g.° visual cues° word configuration° word endings• Recognise and read accurately:° common, regular, one-syllable words° multisyllabic real words (e.g., hippopotamus, Singapore)° nonsense words (e.g., blappering, sumomoe)

• Identify and read common word endings, rhyming words, irregularly spelt words• Recognise and match contractions to words (e.g., couldn’t – could not)• Read aloud year level-appropriate literary and informational/ functional short connected texts/ readers with accuracy, fluency, comprehension and appropriate expression, pacing, and intonation• Adjust reading rate to check for meaning (e.g., through reading aloud or re-reading)

READING AND VIEWINGFocus Areas Learning Outcomes Skills, Strategies, Attitudes And BehaviourREADING COMPREHENSION AND VIEWING SKILLS, STRATEGIES, ATTITUDES AND

LO2:Process and comprehend age/year level-appropriate texts at literal and inferential levels

CLOSE READING AND VIEWING• Construct meaning from visual texts (e.g., pictures, diagrams, charts, icons, maps, graphs, tables)• Use prior knowledge (e.g., own experiences or familiar concepts)• Use contextual clues (e.g., visuals, titles, sub-headings, familiar

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BEHAVIOURDevelop reading and viewing skills, strategies, attitudes and behaviour…

vocabulary, and typographical and visual features)• Ask questions at different levels about the texts read or viewed• Make predictions based on, e.g.,° prior knowledge° contextual clues (e.g., titles, headings, key words, pictures• Note and recall main ideas and key details• Sequence details• Make inferences based on, e.g.,° prior knowledge° visual clues° contextual clues

• Skim for the gist/ main idea• Analyse organisational patterns in a text:° list/ sequence of ideas/events° comparison-contrast• Make simple generalisations (such as the moral of a story) by:° identifying the gist/ main idea and key details° identifying general patterns from more than one source

POERTY RECITATION

Instruction to Teachers:

Class Discussion

Step 1: Introduction Allow pupils to read and understand the poem.

Step 2: Intonation, Rhythm & Fluency

Teacher guides pupils in identifying the appropriate pauses (/) (//) and words ending with /-s/ and /-ed/ for the few lines or one stanza.

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Note: Teacher may choose to guide pupils throughout the whole poem if pupils need more guidance.

Step 3:Intonation, Rhythm & Fluency

Teacher goes through the poem with the class and gets pupils to identify the appropriate pauses and words ending with /-s/ and /-ed/.

Step 4:Modelling

Teacher models the recitation, pausing appropriately at the identified pauses and pronouncing the inflectional suffix /-s/ and /-ed/ clearly and/or followed by selected pupils to recite to the class.

Step 5:Individual Recitation

Individual recitation. Pupils should re-read a few times any word that they tend to stumble.

Step 6:Peer Feedback

Peer Recitation. Each pair to recite to each other.

ANG MO KIO PRIMARY SCHOOLEnglish Language

Poetry Recitation / Class Assignment 1 Primary 1

Teacher’s Guide

I’m a Little Teapot

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I’m a little teapot, /

Fat and stout. //

Here is my handle, /

Here is my spout. //

/ A short pause – One finger tap

// Slightly longer pause – Two finger taps

__________ Words ending with /s/ and /ed/

ANG MO KIO PRIMARY SCHOOLEnglish Language

Poetry Recitation / Class Assignment 1Primary 1

I’m a Little Teapot

I’m a little teapot,

Fat and stout.

Here is my handle,

Here is my spout.

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Ang Mo Kio Primary SchoolPrimary 1 English Poetry Recital Rubric

Name: _______________________________ ( ) Class: Primary 1 ( )

Poem Selected:Criteria Try harder… Way to go… Reaching there… Wow!Voice Projection Presentation was very soft and

very unclear.Presentation was soft and unclear.

Presentation was loud and clear.

Presentation was very loud and very clear.

Pronunciation and expression

Unable to articulate most of the words, without a varied tone.

Able to articulate fairly well and attempted to vary the tone.

Able to articulate well, with a varied tone.

Able to articulate very well, with a varied tone.

Fluency Delivery was not fluent. Delivery was quite fluent. Delivery was fluent. Delivery was very fluent.

Eye Contact Did not maintain eye contact with the audience.

Rarely maintained eye contact with the audience.

Occasionally maintained eye contact with the audience.

Constantly maintained eye contact with the audience.

Preparedness Pupil did not seem to be prepared to present.

Pupil had little practice and was not very well prepared.

Pupil seemed quite prepared but could have a little more practice.

Pupil was completely prepared and had practised well.

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ANG MO KIO PRIMARY SCHOOLEnglish Language

Poetry Recitation / Class Assignment 2Primary 1

Teacher’s Guide

Humpty Dumpty

Humpty Dumpty /

Sat on the wall. //

Humpty Dumpty /

Had a great fall. //

All the king’s horses /

And all the king’s men, /

Couldn’t put Humpty Dumpty /

Together again. //

/ A short pause – One finger tap

// Slightly longer pause – Two finger taps

__________ Words ending with /s/ and /ed/

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ANG MO KIO PRIMARY SCHOOLEnglish Language

Poetry Recitation / Class Assignment 2Primary 1

ANG MO KIO PRIMARY SCHOOLEnglish Language

Poetry Recitation / Class Assignment 3Primary 1

Teacher’s Guide

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Humpty Dumpty

Humpty Dumpty

Sat on the wall.

Humpty Dumpty

Had a great fall.

All the king’s horses

And all the king’s men,

Couldn’t put Humpty Dumpty

Together again.

Little Miss Muffet

Little Miss Muffet /

Sat on a tuffet, /

Eating her curds /

And whey. //

Along came a spider /

And sat down beside her /

And frightened /

Miss Muffet away. //

/ A short pause – One finger tap

// Slightly longer pause – Two finger taps

__________ Words ending with /s/ and /ed/

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ANG MO KIO PRIMARY SCHOOLEnglish Language

Poetry Recitation / Class Assignment 3Primary 1

READING ALOUD

Instruction to Teachers:

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Little Miss Muffet

Little Miss Muffet

Sat on a tuffet,

Eating her curds

And whey.

Along came a spider

And sat down beside her

And frightened

Miss Muffet away.

Class Discussion

Step 1: Individual Reading

Allow pupils to read through the passage ONCE.

Step 2: Intonation, Rhythm & Fluency

Teacher guides pupils in identifying the appropriate pauses (/) (//) and words ending with /-s/ and /-ed/ for the few lines or one paragraph.Note: Teacher may choose to guide pupils throughout the whole passage if pupils need more guidance.

Step 3:Intonation, Rhythm & Fluency

Teacher goes through the passage with the class and gets pupils to identify the appropriate pauses and words ending with /-s/ and /-ed/.

Step 4:Modelling

Teacher models the reading, pausing appropriately at the identified pauses and pronouncing the inflectional suffix /-s/ and /-ed/ clearly and/or followed by selected pupils to read to the class.

Step 5:Individual Reading

Individual Reading. Pupils should re-read a few times any word that they tend to stumble.

Step 6:Peer Feedback

Peer Reading. Each pair to read to each other.

ANG MO KIO PRIMARY SCHOOLEnglish Language

Reading Passage / Class Assignment 1 Primary 1

Teacher’s Guide

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Dan has a toy. // His father gave it to him / when he

was four years old. // It is a long / silver / toy train. //

The long silver toy train / can move very fast. // When

Dan is free, / he will play with it. //

Dan likes / his long silver toy train / very much. //

Running Words: 50

/ A short pause – One finger tap

// Slightly longer pause – Two finger taps

__________ Words ending with /s/ and /ed/

ANG MO KIO PRIMARY SCHOOLEnglish Language

Reading Passage / Class Assignment 1 Primary 1

Imagine that you are reading part of your composition to the class. Read the text below with expression.

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Dan has a toy. His father gave it to him when he

was four years old. It is a long silver toy train.

The long silver toy train can move very fast. When Dan

is free, he will play with it.

Dan likes his long silver toy train very much.

Reading Behaviour Marking Convention ExampleSubstitutions Write each word attempted

above the actual word braveThe brown dog…

Omission O OThe brown dog…

Insertion Λ caret in the extra word Λ littleThe brown dog…

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Repetition of one word(no error)

R RThe brown dog…

Self- correction(no error)

SC after the error to indicate corrected error

brave/SCThe brown dog…

Note to Teachers:Please indicate pupils’ errors based on the recommended marking convention as shown above before using the rubric. This is part of formative assessment in providing pupils with quality feedback on their areas for improvement.

ANG MO KIO PRIMARY SCHOOLEnglish Language

Reading Passage / Class Assignment 1 Primary 1

Name: ______________________________( ) Class: _____________

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Imagine that you are reading part of your composition to the class. Read the text below with expression.

Dan has a toy. His father gave it to him when he was four

years old. It is a long silver toy train.

The long silver toy train can move very fast. When Dan

is free, he will play with it.

Dan likes his long silver toy train very much.

ANG MO KIO PRIMARY SCHOOLEnglish Language

Primary 1 READING RUBRIC

Name: _________________________ ( ) Parent’s Signature: ______________

Class: ______

Criteria Try harder… Way to go… Reaching there… Wow! Perfect

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Pronunciation You skipped most of the words or pronounced most of them wrongly.

You pronounced some of the words correctly but your reading was unclear.

Your pronunciation was generally clear and good but there were a few mistakes.

Your pronunciation was clear and good throughout the reading passage.

Fluency Your reading was very slow with many pauses.

Your reading was fairly slow with several pauses.

Your reading was generally smooth with a few pauses.

Your reading was very smooth.

Expression There was no difference in tone, pace and volume.

There was little difference in tone, pace and volume.

There was some difference in tone, pace and volume.

You varied your tone, pace and volume according to the contents of the reading passage.

ANG MO KIO PRIMARY SCHOOLEnglish Language

Reading Passage / Class Assignment 2 Primary 1

Teacher’s Guide

My name is / Bala. // I am seven years old. // I am a 17

student of / Ang Mo Kio Primary School. //I live / near my school. // My mother / walks with me / to

school every day. // I like to go to school because / I have many friends there. // We study / and play together. //

Running Words: 50

/ A short pause – One finger tap

// Slightly longer pause – Two finger taps

__________ Words ending with /s/ and /ed/

ANG MO KIO PRIMARY SCHOOLEnglish Language

Reading Passage / Class Assignment 2 Primary 1

Name: ______________________________( ) Class: _____________

Imagine that you are reading part of your composition to the class. Read the text below with expression.

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My name is Bala. I am seven years old. I am a student of Ang Mo Kio Primary School.

I live near my school. My mother walks with me to school every day. I like to go to school because I have many friends there. We study and play together.

ANG MO KIO PRIMARY SCHOOLEnglish Language

Reading Passage / Class Assignment 3 Primary 1

Teacher’s Guide

Name: ______________________________( ) Class: _____________

Imagine that you are reading part of your composition to the class. Read the text below with expression.

The worker ants / and their queen / live in an ant nest. //

The queen likes / honey and jelly. // The worker ants / get her

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honey and jelly. // The queen eats well / and she lays / many

royal eggs. The eggs / hatch into baby ants. // They are

hungry / and they want / honey and jelly! //

Running Words: 50

ANG MO KIO PRIMARY SCHOOLEnglish Language

Reading Passage / Class Assignment 3 Primary 1

Name: ______________________________( ) Class: _____________

Imagine that you are reading part of your composition to the class. Read the text below with expression.

The worker ants and their queen live in an ant nest. The

queen likes honey and jelly. The worker ants get her honey

and jelly. The queen eats well and she lays many royal eggs.

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/ A short pause – One finger tap

// Slightly longer pause – Two finger taps

__________ Words ending with /s/ and /ed/

The eggs hatch into baby ants. They are hungry and they

want honey and jelly!

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