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ANG MO KIO PRIMARY SCHOOL
Primary 1Terms 3 & 4
ORAL PACKAGETeacher’s Guide
2014
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
Day and Date
Days of the week: //
Monday, Tuesday, Wednesday, /
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Thursday, Friday, Saturday, Sunday //
Months of the year: //
January, February, March, /
April, May, /
June, July, /
August, September, October, /
November, December
/ 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
Day and Date
Days of the week:
Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, Sunday
Months of the year:
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January, February, March,
April, May,
June, July,
August, September, October,
November, December
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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
Like a Bird
Like a bird / I fly /
in the clear blue sky. //
I fly /
over houses, / trees, / bridges /
and trains, /
above mountains, seas, / people /
and even cranes. //
What a great way /
to spend my day!
/ 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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Like a Bird
Like a bird I fly
in the clear blue sky.
I fly
over houses, trees, bridges
and trains,
above mountains, seas, people
and even cranes.
What a great way
to spend my day!
What Do You See?
Little cat, little cat, /
What do you see? //
I see a tiny bird /
In a red rose tree. //
Tiny bird, tiny bird, /
What do you see? //
I see a hairy caterpillar /
and a busy bumblebee. //
/ 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:
Class Discussion
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What Do You See?
Little cat, little cat,
What do you see?
I see a tiny bird
In a red rose tree.
Tiny bird, tiny bird,
What do you see?
I see a hairy caterpillar
and a busy bumblebee.
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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Mrs Washy / was going to town. // She was in a hurry /
to get some food. // On her way to town, / she ran over the
mountains, / over the bridge / and through the jungle. //
Leaping through the jungle, / she heard a loud noise. // It
was the hungry giant. // He was looking for bread and honey.
// The giant saw Mrs Washy / and he stopped her. //
"I am very hungry! // Bring me some bread and honey /
or I'll hit you / with my jumping stick," / roared the hungry
giant. // "Just look at you!" / Mrs Washy screamed. // "In the
pool you go. // You are very dirty!"
Running Words: 100/ 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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Mrs Washy was going to town. She was in a hurry to get
some food. On her way to town, she ran over the mountains,
over the bridge and through the jungle.
Leaping through the jungle, she heard a loud noise. It
was the hungry giant. He was looking for bread and honey.
The giant saw Mrs Washy and he stopped her.
"I am very hungry! Bring me some bread and honey or
I'll hit you with my jumping stick," roared the hungry giant.
"Just look at you!" Mrs Washy screamed. "In the pool you go.
You are very dirty!"
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…
Repetition of one word(no error)
R RThe brown dog…
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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: _____________
Imagine that you are reading part of your composition to the class. Read the text below with expression.
Mrs Washy was going to town. She was in a hurry to get
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some food. On her way to town, she ran over the mountains,
over the bridge and through the jungle.
Leaping through the jungle, she heard a loud noise. It
was the hungry giant. He was looking for bread and honey.
The giant saw Mrs Washy and he stopped her.
"I am very hungry! Bring me some bread and honey or
I'll hit you with my jumping stick," roared the hungry giant.
"Just look at you!" Mrs Washy screamed. "In the pool you go.
You are very dirty!"
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
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.
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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
Dan lives in a house / near the jungle. // Every day, /
Dan will go swimming / with his friend, / Smarty. // They
swim in a pool / near the mountains. // They can do / so
many fun things together / near the jungle. //
One day, / Smarty said to Dan, / “I want to go to town /
to buy a jumping stick. // It will be so much fun / if we have
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jumping sticks.” // So, / Dan and Smarty went to town. //
They went to town / in a yellow vintage car. //
Dan and Smarty were happy / when they got the jumping
sticks / and they jumped all the way back home.
Running Words: 100/ 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.
Dan lives in a house near the jungle. Every day, Dan will
go swimming with his friend, Smarty. They swim in a pool
near the mountains. They can do so many fun things
together near the jungle.
One day, Smarty said to Dan, “I want to go to town to
buy a jumping stick. It will be so much fun if we have
jumping sticks.” So, Dan and Smarty went to town. They
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went to town in a yellow vintage car.
Dan and Smarty were happy when they got the jumping
sticks and they jumped all the way back home.
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.
Mr Giant was hungry. // He went to the village to ask /
for bread and honey. // The villagers / gave him all the things
/ that he wanted. //
On his way home, / Mr Giant saw a lamb. // The lamb
walked to the giant / and he asked, / “Giant, giant would you
be my mother?” // The giant said, / “No! I’m a giant. I can’t
be your mother!” //
The lamb was so sad / and he walked away. // Mr Giant
looked at the poor lamb again / and he called him back. /
“Okay little lamb. / I will be your mother.” // The lamb was
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so happy / to hear that.
Running Words: 100/ 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 3
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Primary 1
Name: ______________________________( ) Class: _____________
Imagine that you are reading part of your composition to the class. Read the text below with expression.
Mr Giant was hungry. He went to the village to ask for
bread and honey. The villagers gave him all the things that
he wanted.
On his way home, Mr Giant saw a lamb. The lamb walked
to the giant and he asked, “Giant, giant would you be my
mother?” The giant said, “No! I’m a giant. I can’t be your
mother!”
The lamb was so sad and he walked away. Mr Giant
looked at the poor lamb again and he called him back. “Okay
little lamb. I will be your mother.” The lamb was so happy to
hear that.
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