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RESPECT
RESPONSIBILTY
RESILIENCE
INTEGRITY
COMPASSION
GRATITUDE
FUTURE LEADERS CONCERNED CITIZENSDeveloping our students holistically in a vibrant and caring environment.
What do we want…All children to be able to:
▪ enjoy learning Englishlanguage skills
▪ be effective communicators and lifelong learners
New Skills for a Changing World
• Prepare our children for life and work in the 21st century
• Develop students to be
• effective communicators
• confident, self-directed learners
STELLAR ApproachStrategies 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
STELLAR ApproachStrategies for English Language Learning and Reading
STELLAR lessons develop …
Language SkillsListening & ViewingSpeaking & RepresentingReading & ViewingWriting & Representing
STELLAR ApproachStrategies for English Language Learning and Reading
STELLAR lessons develop …
Social Skills oral interaction among peers in non-threatening situations
working in partnership with other children
turn-taking & respect for others during class discussions
STELLAR ApproachStrategies for English Language Learning and Reading
1.Shared Reading
Experiences
2. Shared Writing
Experiences
3. Language Use Activities
in Learning Centres
Children read a storybook with
the teacher and engage in
discussion with teacher and
peers.
The teacher prepares mini-lessons
based on specific needs of children to
prepare them for reading & writing
activities, e.g. grammar, vocabulary,
word recognition, decoding skills &
spelling.
The teacher models writing
using children’s language.
Children engage in writing
together and writing
independently.
STELLAR ApproachStrategies for English Language Learning and Reading
Shared Book Approach (SBA)
Modified Language Experience Approach (MLEA)
Learning Centres (LC)
SBA Shared Book Approach
Children read a storybook with the teacher and engage in discussion with teacher and peers.
SBA 2 Teaching of Specific Learning Objectives
Teacherteacheslanguageitems
Games
Activities
LearningSheets
SBA 2 Teaching of Specific Learning Objectives
LearningSheets
Unit 1 : The Farm Concert
Vocabulary: baa, cow, croak,
dog, duck, farmer, frog, pig,
sheep, moo, oink, quack, wuff
Word identification initial
consonants: /b/, /f/, /y/, /fr/,
/sh/
High frequency words: the,
said, went, can, can’t
Grammar sentence structure:
The ____ can/can’t ____.
LearningObjectives
MLEA 3 Individual Writing
Effective feedback is
given through:
• written comments
• self checklist
• rubrics
Children engage in writing independently.
MLEA 3 Individual Writing
Students will be writing
sentences based on each
picture
4 linking pictures that form a
story
LCLearning Centres
The teacher prepares mini learning centresbased on specific needs of children toprepare them for reading & writingactivities, e.g. grammar, vocabulary, wordrecognition, decoding skills & spelling.
Creative, Word Study and Reading Centres
MOO-O• online digital storybook
• reinforce pupils’ reading skills through self-directed
and collaborative learning
• develop confident readers who will be able to read
fluently and confidently
i-Re@d ProgrammeLevel 6 Certificate
Level 1 Badge: Bear
Level 2 Badge: Dolphin
Level 3 Badge: Mouse
Level 4 Badge: Duck
Level 5 Badge: Owl
Level 6 Certificate
Every 25 books ->
1 Reading Sticker
Every 50 books ->
1 Reading Bookmark
Every 100 books ->
A Level Badge
Assessment (Formative)
• identify students’ strengths and weaknesses
• monitor students’ progress
• give feedback to parents on their child’s learning at the appropriate stages of development
• provide information on students’ readiness for the next level of education or course of study
How assessment helps
Assessment (Formative)
PERI HAto support the learning and development of the child
Realise a more holistic primary education,
better prepare our young for the future.
Primary Education Review and Implementation
Holistic Assessment
Assessment PlanTerm 1 (0%) Term 2 (20%) Term 3 (30%) Term 4 (50%)
Reading Aloud 1
Listening Comprehension 1
Show and Tell
Word Recognition 1
(checklist)
Penmanship 1
(rubric)
Reading Aloud 2 (10%)
Listening Comprehension 2
(10%)
Word Recognition 2
(checklist)
Penmanship 2
(rubric)
Integrated Oral Task:
Reading Aloud 3 (5%) +
Stimulus-based
Conversation 1 (rubric)
Listening Comprehension 3
(10%)
Language Review 1 (15%)
Show-and-Tell 2 (integrated
with Project Work)
Word Recognition 3
(checklist)
Integrated Oral Task:
Reading Aloud 4 (5%) +
Stimulus-based
Conversation 2 (5%)
Listening Comprehension 4
(10%)
Individual Writing 1 (5%)
Language Review 2 (25%)
Learning Support Programme(LSP)
▪ An early intervention programme for P1 and P2 pupils
Aim:
To provide learning support to pupils with weak language and reading skills
In summary…
Your child will benefit from the way English is taught.
Effective feedback is provided to support your child’s
learning and development.
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