WELCOME

P3 AND P4 WORKSHOP FOR PARENTS

Thursday, 16.2.2012

P3 - P4 Stellar Workshop For Parents

AGENDA1. HOD’s Address

2. Focus of STELLAR at Middle Primary

3. Teaching Reading Comprehension using Annotation/Visualisation/Sequencing

4. Teacher Demonstration

5. Home Support

6. Q&A, Feedback

Presenters: Ms Farah, Mdm Suriani, Mrs Kumar, Mdm Halima, Mdm Venetia Lim

Food for thought…

Children are made readers on the laps of their parents.

- Emile Buchwald

STELLARStrategies for English Language Learning and Reading

The STELLARSTELLAR Vision

Children who love reading &

have a strong foundation in the

English Language

Mid to Upper Primary STELLARConceptual Framework

Mid to Upper Primary STELLARConceptual Framework

What is a STELLAR lesson like?

1.Shared Reading Experiences

2. Shared Writing

Experiences

3. Language Use Activities in Learning Centres

Children read storybook with the teacher and engage in

oral discussions 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 in writing independently

Each STELLAR Unit includes…

• Development of the four language skills

listening

speaking

reading

writing

Each STELLAR Unit includes…• Development of social skills:

oral interaction among peers in non-threatening

situations

working in partnership with other children

turn taking & respect for others during class

discussions

Each STELLAR Unit includes…

• Independent learning

individual reading

individual writing

working at learning centres

Why Books?• Books:

☼ open up the world for children

☼ help children think and wonder

☼ increase children’s vocabulary and knowledge

about the world around them

☼ provide good examples for reading and writing

Engaging with text: Strategy 1 (P3/P4)

Engaging with text: Strategy 1 (P3/P4)

Sample Lesson in Supported Reading

Importance of Questioning Techniques

Comprehension Strategies

• Annotation

• Visualisation

• Sequencing

Engaging with text at P4

Annotation• A note made while reading any form of text

• “Highlighting or underlining passages”

• Annotating a text - get involved with the passage

- encourage process of making notes - scaffold process of making notes - help students concentrate better - monitor and improve comprehension ability

Annotation

“Without allowing students to interact with text in a meaningful way, we miss the chance of allowing them to see the value of what they are reading and to form new ideas about who they are and how they fit into the world in which they live.”

Brown, Matthew D I’ll Have Mine Annotated, Please: Helping

Students Make Connections with Text.”

What to annotate? 5W 1H- Who Characters

- What Things / Items- When Time / Setting- Where Setting / Context- Why Reasons for Events- How Reasons for Actions

What to annotate?

Analysis of each paragraph

- the main point in each paragraph - usually the first sentence - the connections between paragraphs

What to annotate?

Vocabulary

- definition of words / phrases (especially those in bold in the text) - using contextual clues to decipher meanings - writer’s choice of words

Visualisation

“Proficient readers spontaneously and purposely create mental images while and after they read. The images emerge from all five senses as well as the emotions and are anchored in a reader’s prior knowledge.”

Keene and Zimmeman, Mosaic of Thought 2007

Visualisation

1.Form mental pictures

2.Connect to what they experience in the real world

3.Use the 5 senses to connect to characters, events and ideas to clarify the picture

Visualisation

• Useful for weaker and younger students• Reduces the fear of those who find writing difficult• Teacher to model to take the fear out • Need not be good artist• Let students talk about their drawings

Sequencing

“The ordering of events in a story, along with connecting words such as once upon a time, then, later, afterwards, and in the end, are good examples of textual features, an understanding of which gives the reader a way of integrating the story’s individual parts into its larger framework – and thereby understanding the author’s purpose.”

http://www.teachervision.fen.com/reading/resource/48646.html

Sequencing

• Identification of the components of a story – beginning, middle and end

• Good for narrative texts• Commonly used in the Lower Primary • Given text can be broken down into smaller parts

Sequencing

1. Identify the beginning, middle and end

2. Look out for connectors

3. Number the points as you read

Students’ Feedback

Annotation makes it easier for me to understand the passages. Although it may take me a longer time to complete my work, it is worth it as I am able to answer the questions better.

Tan Uharn,P5A

The annotation and visualisation strategies help to make the comprehension of texts easier. We were more aware of the passage and it makes it easier for us to answer the questions. Annotation points out certain important points in the text.

Nabilah, P5A

Teachers’ Feedback

The pupils definitely understand the text better. They are able to visualise the story and thus answer the questions more accurately. By writing notes and highlighting clues, they are drawn to important points which allow them to answer the questions with more ease.

Mrs Kaan,P3A EL Teacher

Using comprehension strategies, like annotation and visualisation, has enhanced my way of teaching comprehension skills to the pupils. My pupils are now more engaged with the text especially the weaker pupils.

Mrs Kumar,P3D EL Teacher

Comprehension Strategies

Benefits (Combination of Strategies)

Students:• use what they are best at• read more independently – allow for deeper reading and understanding, form ideas

and opinions• use higher order thinking skills to ask themselves

questions• read and apply accordingly and appropriately• have more ownership

Acknowledgement

Koh, C. (2011) Presentation to the ELIS Conference – Explicit Skill Instruction: Annotation, Visualisation, Sequencing and Summarisation

STELLAR needs Parents’ Support

• Home support – help your child learn English by providing English language reading materials at home.

• Activate child’s interest – show your child that you believe learning English is both enjoyable and useful in your daily life.

STELLAR needs Parents’ Support

• Role models – read and write notes and messages in front of your child.

• Understanding – English language learning requires frequent exposure to listening, speaking, reading and writing opportunities and activities rather than use of worksheets alone.

Word of Caution…

• Children need support and encouragement

• Doing lots of worksheets and homework could create negative association with school

How you can help your child

• Go to the library together

• Have lots of books, magazines and newspapers in your home

• Give your child books about their special interests

How you can help your child

• Allow your child to choose books to read and reread

• Read to and with your child (or, have your child read to you)– Remember that reading in a mother tongue language also

fosters a love for books and knowledge

• Talk about the books and characters read

Books that interest children have…

• Clear print and colourful, attractive illustrations or photographs

• A strong storyline

• Interesting characters

Books that interest children …

• Are about everyday life

• Are repetitive and have rhyming words to help children remember words

Some language activities you can do with your child include…

• Playing language games like word scavenger hunt. (Looking for a word in print materials.)

• Reading aloud a book and asking your child to identify words beginning with the same sound, for example, ‘p’ – pancake, pick, put, police, pat, etc.

Some language activities you can do with your child include…

• Helping your child learn more interesting words by thinking of new words to replace known words, for example, ‘big’ – huge, enormous, large, gigantic, etc.

• Getting your child to retell a story to you in his or her own words

• Suggesting that your child give a different ending to the story read