Primary 3 English Language Curriculum Briefing. PunggolView Primary School

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1 Primary 3 English Language Curriculum Briefing PunggolView Primary School

2 English Curricular Goal Confident and Effective Communicators

3 Curricular Goal Confident & Effective Communicators strong foundation & proficiency in the EL communicate confidently & effectively in Standard EL for different purposes, audiences & contexts

4 Areas of language learning our students will be developed in to achieve curricular goal Listening Reading Speaking Writing Language Use

5 P1 P3a Learn to Read Building a strong foundation in listening, reading, speaking, writing & language use skills Our Focus P3b P6 Read to Learn Building upon the strong foundation in listening, reading, speaking, writing & language use skills to extend learning Emphasising on oral communication (listening, speaking skills) Emphasising on oral & written communication Developing learning to read strategies (e.g. phonemic awareness) Developing reading to learn strategies (e.g. comprehension skills without visual aids) Nurturing a love and enjoyment of the English Language Nurturing a love and enjoyment of the English Language

6 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%

7 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

8 The Curriculum

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10 Primary 3 EL Assessment Listening & Viewing Reading & Viewing Picture Matching Sequencing Note taking Comprehension Reading Aloud Pencil & Paper Performance Task Speaking & Representing Stimulus-based Conversation Performance Task Writing & Representing Composition based on a series of pictures Pencil & Paper Language Use (Vocabulary, Grammar & Comprehension)

11 Purposes of Assessment Identify strengths and weaknesses Monitor progress Give feedback to parents on child s learning at the appropriate stages of development (from Assessment Guidelines Primary, 2003)

12 How do we assess? Identify student s learning gaps and needs Provide opportunities for students to demonstrate their skills and abilities Provide qualitative feedback and formative feedback Involve students in learning to assess themselves (from Assessment Guidelines Primary, 2012)

13 Listening & Viewing Picture Matching Sequencing Note taking Listening Comprehension Assess student s ability to listen to details and make appropriate inferences based on a series of pictures Assess student s ability to identify the sequence of events or ideas Assesses pupil s ability to listen for specific information note details to fill in missing information Assess student s ability to demonstrate understanding of a text

14 Reading & Viewing Reading Aloud Assess pupil s ability to read a given text accurately with expression & fluency in a given context/purpose Examples of context & purpose: For the enjoyment of others To give instructions To give a farewell speech About words

15 Speaking & Representing Stimulus-based Conversation Assess student s ability to demonstrate understanding of key features of spoken language and apply speaking and representing skills in using language appropriately to address purpose, audience, context and culture.

16 Writing & Representing Composition Assess pupil s ability to write a story based on a series of pictures Content Grammar Vocabulary Class Writing Group Writing Individual Writing Gradual Release of Responsibility Leading Students to write independently

17 Language Use (Vocabulary, Grammar & Comprehension) Written Paper Grammar Vocabulary Comprehension

18 Language Use (Vocabulary, Grammar & Comprehension) Houses protect man from wild animals and weather conditions. People all over the world live in different types of houses depending on how they live and what they can easily find to build their houses. 1. People live in houses because they can.. (1) choose where to live (2) find materials to build them NEW (3) be protected from the weather (4) keep domestic animals under them ( )

19 Language Use (Vocabulary, Grammar & Comprehension) jacket smoke chimney muscles throat stomach It s cold tonight, Tom said. He took his (1) out from his bag and put it on. He had separated from his friends and walked for hours around the forest. He could not find anyone to help him. Suddenly, he saw (2) from a distance away. He walked towards it. He came to a house. He knocked on the door and an old woman answered it. Excuse me, I am lost. Can you help me? Tom said. The old woman invited him in. She could hear his (3) rumbling loudly. She gave him some bread to eat. Can I also have some water for my dry (4)? Tom asked. The old woman nodded and Tom was glad that he had found help.

20 Language Use (Vocabulary, Grammar & Comprehension) 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. For the question below, write 1, 2 or 3 in the blanks to indicate the order in which the events happened in the story. They flew a kite. They played hide-and-seek. They sat on the swings.

21 Language Use (Vocabulary, Grammar & Comprehension) Based on the story, state whether the statement below is True or False. Then give a reason for your answer. [2 marks] Statement True/False Reason The boy spent his twenty dollars at the provision shop.

22 Primary 3 EL Assessment Listening & Viewing Reading & Viewing Picture Matching Sequencing Note taking Comprehension Reading Aloud Pencil & Paper Performance Task Speaking & Representing Stimulus-based Conversation Performance Task Writing & Representing Composition based on a series of pictures Pencil & Paper Language Use (Vocabulary, Grammar & Comprehension)

23 Examples of Reading Aloud Tasks

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25 Examples of Listening Comprehension Tasks

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29 Example of an Individual Writing Task

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32 Primary 3 Examination Format Paper Component Content Item Type No of items 1 (1 hr) Marks Weighting Composition Continuous Writing Open-ended % Paper Component Content Item Type No of items 3 (Approx 30 minutes) 4 (Approx 20 minutes) Listening Comprehension Oral Picture Matching, Sequencing, Dictation, Notetaking Reading Aloud Stimulus-Based Conversation MCQ, FIB, Checking ( ) Open-ended Open-ended Marks Weighting % %

33 Primary 3 Examination Format Paper Component Content Item Type No of items 2 Language use and Comprehension Marks Vocabulary MCQ 6 6 Grammar MCQ 8 8 Grammar Cloze (2 passages, 4 blanks each) Vocabulary Cloze (with helping words) FIB 8 8 FIB 4 4 Sentence Combining Open-ended 4 4 Editing FIB 4 4 Comprehension Passage 1 Comprehension Passage 2 MCQ, Checking, Open-ended, Sequencing Open-ended Up to 8 8 Up to 8 8 Weightin g 50%

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