P4 English LanguageParents’ Briefing

Strategies for English LanguageLearning and Reading

The EL instructional programme for primary schools that provides the instructional materials, teaching strategies and training to

enable teachers to implement the EL syllabus.

Aims to move EL learners towards independence using authentic texts and learning activities that motivate and engage different

learners

STELLAR

Desired Junyuan OutcomesConfident Communicator

P4 – Information Text in Action

Objectives of programme

Plan and present information and ideas for a purpose

Use appropriate skills, strategies and language to convey and construct meaning during interactions

Some topics for the presentation

How to tie your shoelaces

How to do a bookmark

How to do a DIY musical instrument

COMPREHENSION • Annotation/ Visualisation• Circle Underline Bracket (C.U.B)

Key Department Strategies

Purpose of Annotation• To keep track of the story

development

• To gain a deeper understanding of the text read

Steps for Annotation

C.U.B• Helps the pupils to focus on the

question asked

CircleUnderline

( )

bracket

Stimulus based Conversation• A.R.O.(PE)

Key Department Strategies

A - AnswerR - ReasonO - OpinionPE – Personal Experience

P4 – A.R.O

(a) Look at the picture. Which one of these activitieswould you choose to take part in? Tell me why.

( A ) I would be a librarian for a day.

( R ) … because it would help me understand the jobof a librarian better especially the problems theymight face while doing their duty such as shelving thebooks, keeping the library clean and controlling thenoise level in the library.

( O ) In my opinion, being a librarian is interesting asI can recommend interesting books to my friends. Ialso like to decorate the library corners with myfavourite books.

( P.E ) Once, I had the chance to be the class librarian.It was fun as my best friend was selected to be onetoo. We had to make sure that the library corner wasneat and tidy. We also had to stock check the books atthe end of the year.

Writing• Modular Writing• Visible Thinking Routine

Key Department Strategies

Assessment

Assessment Term 1Time

Task 1

SA1 Term 3 Time

Task 2

SA2

- 40% - 60%

Oral Reading Aloud, Stimulus-based Conversation

Reading (6m)Stimulus-based Conversation (10m)

16%

Listening Comprehension

Picture Matching, Sequencing, Note-taking, Comprehension MCQ

Picture Matching & Sequencing (6m)Note-taking (5m)Comprehension (3m)

14%

Composition

Writing with pictures and helping words 20%

Language Use and Comprehension

Vocabulary MCQ 6%

Grammar MCQ 8%Grammar Cloze (A)Grammar Cloze (B)2 passages

4%4%

Vocabulary Cloze without helping words

4%

Synthesis & Transformation

4%

Comprehension (Discrete)

10%

Comprehension Open-ended

10%

Paper 1Continuous Writing

Continuous Writing

Assessment Objective:Write an interesting and thoroughly developed composition.

Paper 2

Vocabulary Cloze

Assessment objective: Read critically and with understanding.

Synthesis & Transformation

• Apply knowledge of grammatical rules at word phrase & sentence levels

• Use a variety of connectors to express relationships

How can parents help at home?1. Encourage reading- read together- get your child to retell the story

2. Encourage your child to annotate when reading comprehension passages and do “CUBing”

Thank You.

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