Jurong West

Primary School

English Department

Primary 2

HONESTY

Key

changes

starting 2019 ▹ To enhance the joy of learning

1) No weighted assessment from 2019 (including

year-end exam for P2)

2) Use qualitative descriptors to report students’

learning progress.

Holistic

Development

Aspects ▹ PERI HOLISTIC ASSESSMENT (PERI HA)

1) Supports student learning and development of

the whole child

2) Builds students’ confidence and desire to learn

3) Better prepares students for the future

4) Strikes a balance between AoL and AfL

practices

5) Uses appropriate methods and modes of

assessment

PERI HA

Process▹ Teachers use multiple sources to continually

gather information on a child’s development, to

provide feedback to support and guide learning.

▹ Teachers use assessment information

formatively, to adjust instruction and provide

students with feedback and targeted practice to

move learning forward.

PERI HA

Formative

Assessment ▹ Pupils respond individually to short, pencil–paper or

presentation formative assessments of skills and

knowledge taught in class.

▹ Assessment results help teachers to monitor

individual student progress and to inform future

instruction.

▹ Teacher can quickly assess whether the pupil has

acquired the intended knowledge and skills.

▹ As a formative assessment, a grade is not the

intended purpose.

English

syllabus and

Curriculum

from MOE

▹ Listening & Viewing

▹ Speaking & Representing

▹ Reading & Viewing

▹ Writing & Representing

▹ Language Use

Components: Areas of Language Learning

Receptive Skills

▹ Listening

▹ Reading

▹ Viewing

Skills that are required

for the making of

meaning from ideas or

information

Productive Skills

▹ Speaking

▹ Writing

▹ Representing

Skills that enable the

creating of meaning.

Knowledge About

Language

▹ Grammar

▹ Vocabulary

The building blocks

that are required for

the application of the

receptive and

productive skills for

effective

communication.

Components Term 1 Term 2 Term 3 Term 4

Listening &

Viewing

Picture Matching

Sound Discrimination

Picture Matching

Note-taking

Picture Matching

Note-taking

Picture Matching

Note-taking

Speaking &

Representing

Stimulus-based

conversation

Stimulus-based

conversation

Stimulus-based

conversation

Stimulus-based

conversation

Reading &

Viewing

Reading Aloud Reading Aloud Reading Aloud Reading Aloud

Writing &

Representing

Picture series in

Writing

Picture series in

Writing

Picture series in

Writing

Picture series in

Writing

Language Use Class Exercise

- Grammar

- Vocabulary

- Comprehension

MCQ & Variety of

questions

Class Exercise

- Grammar

- Vocabulary

- Comprehension

MCQ & Variety of

questions

Class Exercise

- Grammar

- Vocabulary

- Comprehension

MCQ & Variety of

questions

Class Exercise

- Grammar

- Vocabulary

- Comprehension

MCQ & Variety of

questions

PERI HA TASKS

1) Listening

& Viewing

- Picture

Matching

Listen carefully to each description and put a tick

in the box of the picture that matches the description.

Example

Jane and her sister are making a birthday card for their mother.

The girls are pasting the paper flowers on the card with some

glue.

Listen carefully to what I say and circle the correct

letter A, B or C.

1. Which word begins with the /b/ sound? Circle the

correct answer.

A. crab B. purple C. bully (Repeat)

1. Which word ends with the /p/ sound? Circle the

correct answer.

A. puff B. soup C. bat (Repeat)

1) Listening

& Viewing

- Picture

Matching

1) Listening

& Viewing

-

Sequencing

of events

Look at the set of pictures. I am going to read a set of

instructions. Listen carefully. Then choose the picture that

describes what I have read. Write the number 1, 2, 3 or 4 in the

correct boxes.

1)Listening &

Viewing

-Note Taking and

Multiple Choice

Questions

Look at the set of pictures. I am going to read a set of

instructions. Listen carefully. Then choose the picture that

describes what I have read. Write the number 1, 2, 3 or 4 in

the correct boxes.

When was Henry’s family moving to a new house?They were moving _______________.

1) Next year2) Next month3) Next day

2) Reading

& Viewing -Reading

Aloud

- Students will read based on STELLAR

books read in class

3) Speaking &

Representing

Stimulus-

Based

Conversation

- Questions will be based on STELLAR

books

E.g. Do you like the cover page?

Who is the author/illustrator?

What other food do you like?

4) Writing &

RepresentingWrite a story based

on 3 pictures given.

For Term 1, students are

required to write a

paragraph based on each

picture given (beginning,

middle & ending).

Term 2 onwards,

students will write a full

story based on the 3

pictures given.

5) Language Use

Language items will be largely based on

STELLAR Books.

Difficulty levels of the questions will be

progressively increased over the terms.

Component Term 1 Term 2 Term 3 Term 4

Language Use Class Exercise 1

Grammar

Vocabulary

Comprehension

Class Exercise 2

Grammar

Vocabulary

Comprehension

Class Exercise 3

Grammar

Vocabulary

Comprehension

Class Exercise 4

Grammar

Vocabulary

Comprehension

Comprehension

(Variety of

Questions)

Sequencing

Write 1,2 or 3 to indicate the order the events

happened in the story.

Ken put on his clothes.

Ken brushed his teeth.

Ken wore his shoes.

Comprehension

(Variety of

Questions)

Identification of

Word

Which two-word phrase in paragraph one has

the same meaning as ‘rushed’? (1m)

Tick your chosen answer.

Fred was not able to recognise Sally

because ________________.

he was singing and walking

she disguised herself as a rabbit

he was too busy looking for food

Comprehension

(Variety of

Questions)

Learning Feedback

Example of the Learning Feedback

Component: Listening and Viewing

Term 1

Need

s

En

co

ura

ge

men

t

Wit

h s

om

e

Co

nfi

den

ce

Ind

ep

en

de

nt

Exceed

s

Exp

ecta

tio

n

Learning Outcomes

• Listen attentively and identify relevant information

• Make simple connections to real life and personal experiences

• Make simple generalisations by identifying the main idea and key

details.

• Listen to, view and respond to a variety of spoken, audio and visual

texts.

SOURCES : 1) students’ class work (Listening Comprehension and Oral 2)

2) teacher’s observation in class (students’ response to questions)

3) Listening Exercises - Sound Discrimination, Note-taking

Strategies

to help

your child

1. Exposure to Standard Forms of English

▹ Children pick up language that they are

exposed to

▹ Constantly promote the use of standard

English

▹ Read quality books and magazines

▹ Visit the library and myON and read up books

2. Focus On Areas of Weakness/Concern

▹ Identify areas of weakness through daily class

work

▹ Provide practice in these areas

Strategies

to help

your child

3. Participation In Language Activities

▹ Improvement is achieved through regular use

and practice

▹ Actively engaged in activities organized in

school – Creative Writing, Choral Reading

(ALP) are platforms for involvement

▹ Participation in class discussions and

presentations also provide good opportunities

Strategies

to help

your child

4. Read Widely

▹ Increase knowledge and expand vocabulary

▹ Include stories and poems as these aid in

comprehension

Strategies

to help

your child

5. Seek clarifications and ask questions in

class

▹ Allow one to clear doubts and deepen his or

her understanding

Strategies

to help

your child

Recommended

book titles for

reading

TITLE AUTHOR

Jack and Nancy Quentin Blake

This orq : (he cave boy) David Elliot

Exploring Deserts: A Benjamin Blog and his Inquisitive Dog Investigation (Exploring Habitats with Benjamin Blog and his Inquisitive Dog) Anita Ganeri

The Invisible Boy Trudy Ludwig

The Princess and the Pony Kate Beaton

Sidewalk Flowers JonArno Lawson

Florentine and Pig and the Spooky Forest Adventure Eva Katzler

Believe It or Not, My Brother Has a Monster! Kenn Nesbitt

Lindbergh: The Tale of a Flying Mouse Torben Kuhlmann

Mr. Ferris and His Wheel Kathryn Gibbs Davis

Joseph Had a Little Overcoat Simms Taback

Owen Kevin Henkes

The Giving Tree Shel Silverstein

Alexander and the terrible, horrible, no good, very bad day Judith Voist

Recommended

book titles for

reading

TITLE AUTHOR

The Lorax Dr Seuss

Frog and Toad Together Arnold Lobel

The BFG Roald Dahl

Pippi Longstocking Astrid Lindgren

The Sheep-pig Dick King-Smith

A Bear called Paddington Michael Bond

Elephant and Piggie Mo Willems

Gorilla Anthony Browne

If kids ran the world Leo and Diane Dillon

A bad case of stripes David Shannon

The book with no pictures BJ Novak

Ivan: the remarkable true story of the shopping mall gorilla Katherine Applegate

The girl who heard colours Marie Harris

Brave Irene William Steig

Scaredy squirrel Melanie Watt

Recommended

book titles for

readingTITLE AUTHOR

The word collector Peter H Reynolds

Swimmy Leo Lionni

A ball for Daisy Chris Raschka

Flotsam David Weisner

The adventures of Beekle: The unimaginary friend Dan Santat

Lon Po Po Ed Young

Amelia Bedelia Peggy Parish

Stuart Little E.B White

The Gruffalo Julia Donaldson

If you give a mouse a cookie Laura Joffe Numeroff

Stellaluna Janell Cannon

student

Thank you!