Tapping on Newspapers and Current Affairs for Learning

We believe that it is important for pupils to be aware of current affairs and what's happening around them. Hence we tap on newspaper articles and other media such as the Internet while preparing our English curriculum. When kids deem what they are learning relevant to them, they will be more motivated to learn.

For instance, pupils in the Primary 5 cohort have read our in-house resources on recent events in Singapore and in the world such as the outbreak of the Zika virus in Singapore, the origins of the Olympics and the Pokemon Go hype. Through our customised resources, pupils are kept abreast of current affairs. At the same time, we integrate essential language skills in the resources.

Keeping abreast of current affairs also gives the pupils an advantage in PSLE Oral as they can support their opinions on relevant issues with what they have gleaned from the articles.

Tips for English PSLE: 8 Essential Reading Comprehension Skills

Before enrolling their child in our English programme, many parents have shared with us that the open-ended Comprehension component is one of their children's weakest areas. How can parents help their children to improve on their areas of weaknesses and to optimise his or her learning?

To help the kiddos improve on reading comprehension, parents should be aware there are 8 essential reading comprehension skills that the kiddos need to develop. Kiddos need to be able to:

1) skim through the text to get the main idea
2) scan the text for details
3) sequence details
4) use contextual clues
5) make predictions
6) make inferences
7) make connections between text and personal experiences
8) draw conclusions

I'll explain the first two  reading comprehension skills in the following paragraphs.
1) Skimming
It is a rapid reading method in which you have a quick glance at the passage to get an overall idea of the text.

Here are some examples of texts that we skim in our daily lives:
- the newspaper: to quickly get the general news of the day
- magazines: to discover quickly which articles we would like to read in more detail
- brochures: to be informed quickly

How do we skim a text?
- Read the title if there is one.
- Read the introduction or the first paragraph if there is one?
- Read the first sentence of every other paragraph.
- Notice any pictures, charts or graphs.
- Read the summary or last paragraph if there is one.

Skimming  is often the first type of reading that should be done when we read a Comprehension passage. Skimming the Comprehension passage requires the pupils to read through the paragraphs quickly. At the end of this, pupils should be able to make a quick summary of the passage, that is, he should be able to say what the passage is about.

2) Scanning
It is a reading technique used to find specific information quickly. You have a question in mind and you scan a passage to find the answer quickly.

How do we scan a text?
- Know the specific information you are looking for.
- Anticipate how the answer will appear and the clues you may use to help you locate the answer. For example, if you are looking for the year in which a character was born in, you will scan the passage quickly to look for numbers.

We hope you have a better understanding of the first two reading comprehension skills that your child needs to be equipped with. We'll cover the rest of the comprehension skills in the next few posts.

Writer's Craft : Using Characterisation to create memorable characters

My sister-in-law was reading an extract from the book, "James and the Giant Peach", to my nephew who is in Primary 2. She was sharing with my nephew how Roald Dahl used characterisation effectively to create memorable characters. The following extract is on Aunt Sponge and Aunt Spiker, two characters in "James and the Giant Peach".

"Aunt Sponge was enormously fat and very short. She had small piggy eyes, a sunken mouth and one of those white flabby faces that looked exactly as though it had been boiled. She was like a great white soggy overboiled cabbage. Aunt Spiker, on the other hand, was lean and tall and bony, and she wore steel-rimmed spectacles that fixed on to the end of her nose with a clip. She had a screeching voice and long wet narrow lips, and whenever she got angry or excited, little flecks of spit would come shooting out of her mouth as she talked. And there they sat, these two ghastly hags, sipping their drinks, and every now and again screaming at James to chop faster and faster. They also talked about themselves, each one saying how beautiful she thought she was. "

It is never too early to expose the kiddos to good writing. It is also never too early to expose the kiddos to effective writing techniques. Roald Dahl often creates very memorable characters in his stories. Hence his stories are good mentor texts for teaching kiddos characterisation. 

Common mistake in everyday conversation

Here is a common mistake in everyday conversation:
WRONG: "You better apologise as she is very angry."
RIGHT: "It would be good if you apologise..."

Who or whom?

Found a good article that explains very clearly when we should use "who" and "whom". This article is useful for parents and kiddos.

http://theoatmeal.com/comics/who_vs_whom

Good Read - Ellie Belly Series

My nephew and my niece have both read the Ellie Belly series by local author, Eliza Teoh, and they simply love the series. This series is suitable for Lower Primary kiddos. The books are humorous as they chart the silly and funny antics of Ellie and her best friend, Cammy, as they go about saving a different animal in each book.

They can relate to the characters and the settings in the book as Ellie, the main character, goes to a   local school whereby teachers assign worksheets and pupils have recess and Physical Education lessons. Ellie also lives in an HDB flat.

The books contain diary entries which are contributed by children in Singapore. Hence children are exposed to this text type as they read the book. Here is a diary entry from the book, "Pawful Peril".

The author has also included the definitions of difficult words mentioned in the story. Below is an example:

I think the books in the series are good models to show the young kiddos how good authors write vividly. An excerpt below shows the thoughts racing in Ellie's head. The kiddos can learn from the author and include the character's thoughts in their own narratives.

Writer's Craft: Slowing Down the Motion (Part 2)

Watch this TED video which describes how and why Hollywood movie makers use slowing down the motion to create suspense. The video also shows how the same convention can be used to slow down the motion in narrative writing. There is a very good example in the video on how to slow down the motion when we write about a basketball player shooting the ball into the hoop.

Writer's Craft - Slowing down the motion (Part 1)

During my Writer's Craft lessons, I believe that it is important to show pupils samples of good writing and discuss with them why certain phrases or writing techniques are used.

During one of the lessons, I was sharing with the P5 kiddos how authors slow down the motion to create suspense or tension. Firstly, I shared with them how films slow down the motion to create tension. The kiddos nodded their heads and agreed that they had watch such movie scenes before.

Then I shared with the class an excerpt from "January (Conspiracy 365)" to show them how the technique is used.

Telling: 
A shark bumped the boat a few times. Then it turned away. I thought it left but it returned.

Showing using expanding the moment technique:
"Then something bumped into the boat hard. I hoped we'd collided with something submerged, drifting in the water. I looked around. The sky was much lighter but I could't see anything but the chopping waves.

Another bump, this time so hard I almost lost my grip on the rope. I still couldn't see anything but I knew something was out there. I was freezing cold but broke out in a sweat.

A third bump, so hard that it knocked me completely into the water. I splashed and slipped, scrambling back to the top of the upturned boat, hauling myself up by the ridge. In the grey light, I spotted a three-metre shark rolling over, exposing its pale belly before disappearing again.

I waited, sick with fear, praying that it had gone away. I searched around for a weapon - anything to try and defend myself.

Tossing on the waves and just out of my reach, was the jag-hook of the boat.

Yet another powerful bump and the upturned boat and I, clinging desperately above, started to move over the water. The shark was under the boat, powering us along! Any minute now, it would bash through the hull and grab me. Then, just as suddenly as it began the motion stopped. I watched the dorsal fin speed away.

Was it leaving?

The shark had pushed me and the boat closer to the floating debris. I saw, again, the long wooden handle of the jag-hook floating nearby And then, in the background, I saw the vanishing fin slow, turn and flick around. The shark was coming back - and straight for me!"

Touching Story : Friendship between a dog and a boy

One of my P6 Writer's Craft lessons was on the topic, "Friendship". I shared with my pupils a real life story about a friendship between a three-legged dog and a boy suffering from a genetic condition. Watch this video on an interview with the boy, Owen, and his parents.

Five Elements of a Short Story

During the first lesson, the P5 kids in the Writer's Craft class are taught the five elements of a short story. The five elements are: plot, characters, conflict, theme and setting. Here's a video on the five elements from youtube.

MOE tweaks PSLE English Language paper for 2015 cohort

Primary Four pupils will face a revised English Language syllabus next year. In addition, the English Language Paper for the PSLE will be tweaked for the 2015 PSLE cohort.

Being an ex-teacher in school, I find that the textbooks and workbooks written for the previous syllabus are inadequate to address the learning needs of the pupils. Of course, they are even more inadequate when it comes to preparation for the PSLE.

MOE came up with the revised English Language syllabus in 2010. The STELLAR programme is aligned to the syllabus and is designed to address the learning needs of the pupils. As part of the programme, English is taught through stories and texts that appeal to children, with explicit grammar instruction. I think the STELLAR resources are gems.

Questions on parents' minds will likely be: Are schools ready for the changes? Are teachers equipped with the necessary skills to implement the changes?

There will definitely be some teething problems. I sincerely hope that MOE will look into teacher training to better equip teachers with the necessary content knowledge and skills so that they can impart their knowledge to their young charges. Why do I say that?

Let me share with you two situations that occurred last year. One of my P6 tutees was questioned about his use of a fragmented sentence in his composition. He had deliberately used the fragmented sentence for impact. Another P6 tutee was questioned when she used personification in her story. They were from different schools. The two children were confused as they were taught literary devices in my English classes and they had come across similar phrases in the story books that they had read. They wondered why they were questioned by their teachers.

I can understand why the above situations occurred. Some of the English teachers may not have taken English Literature in secondary schools. Hence they may not be as aware of literary devices as the rest of the teachers who have taken the subject before.

To implement the revised syllabus effectively, we must first ensure that the teachers are on a level playing field. The two anecdotes are a clear indication that at the moment, the playing field is not level yet. If we read through the revised 2010 English syllabus, in the focus area of writing,  pupils are expected to be able to appreciate and use literary language (metaphors, similes etc) at the Upper Primary level. Instead of being lauded for using literary devices, the two kids were questioned by their teachers.

The revised 2010 English syllabus clearly outlines the learning outcomes at the different levels. I am excited about its implementation. Let's hope that with adequate teacher training, all the children benefit from its implementation.

Click on the following link to read the announcement made by MOE on the tweaking of PSLE English Language Paper for 2015:
MOE tweaks PSLE English Language paper for 2015 cohort - Channel NewsAsia

Click on the following link to find out about the revisions that will be made to the PSLE English Language Examinations.
http://www.moe.gov.sg/media/press/files/2012/09/annex-b-pri-el-curr.pdf

Phobias

What is a phobia? A phobia is a strong unreasonable fear of something. It comes from a Greek word meaning "to be frightened." 


Below is a list of some phobias:
Arachnophobia - the fear of spiders
Agoraphobia—the fear of being in open spaces
Claustrophobia - the fear of being in a small enclosed place
Glossophobia—the fear of speaking in public
Acrophobia—the fear of heights
Phasmophobia—the fear of ghosts
Zoophobia - the fear of animals
Chromophobia - the fear of colours
Acousticphobia - the fear of sounds and voice
Aquaphobia - the fear of water
Xenophobia - the fear of strangers
Photophobia - the fear of light
Triskaidekaphobia—the fear of the number 13


~ Serena's Greenhouse

Portmanteau Words

During an English lesson today, my pupils came across the word "breathalyser" when they were reading a Comprehension passage about a drunk passenger attacking a taxi driver. I introduced blend words or portmanteau words to them to make them appreciate that the English language can be interesting. 

What is a portmanteau word? A portmanteau word or a blend word is a blend of two or more separate words. 

Examples of portmanteau words:

Brunch           Breakfast + Lunch

Chortle           Chuckle   + Snort

Cyborg           Cybernetic + Organism

Motel              Motor + Hotel

Smog              Smoke + Fog

Infotainment   Information + Entertainment

Camcorder      Camera + Recorder

Emoticon        Emotion + Icon

Pixel               Picture + Element

Twirl              Twist + Whirl

Glimmer        Gleam + Shimmer

Breathalyser  Breath + Analyser
Advertorial    Advertisement + Editorial
Telethon        Television + Marathon
Sitcom           Situation + Comedy
Paratroop       Parachute + Troop
Multiplex       Multiple + Complex
Smash            Smack + Mash
Guesstimate   Guess + Estimate

Differences between British and American Spelling

Which spelling is correct, "recognise" or "recognize"? What is the difference between "color" and "colour"? Have you ever wondered why there are different versions of a word? Essentially, the differences arise due to the differences in convention between British and American spelling.

Today, I will be listing down some differences between British and American spelling. It is useful for learners of the English language to know the differences. On 6 September 2011, Mr Lee Kuan Yew said at the official opening of the English Language Institute of English (Elis) that there is a need to teach pupils to recognise American English. The growing dominance of the American media means that Singaporeans are increasingly exposed to American English, both in the spoken and written forms. 

Currently, pupils are not penalised for using American English in schools and in national examinations, so long as they are consistent. 

Some differences between British and American spelling:

(1) -our vs -or

British                               American

colour                                 color

favourite                             favorite

honour                                honor

(2) -re vs -er

British                                American

centre                                  center

metre                                   meter

theatre                                 theater

(3) -l vs -ll

British                                American

enrolment                            enrollment

fulfil                                    fulfill

skilful                                  skillful

(4) -ogue vs -og

British                                 American

catalogue                              catalog

dialogue                                dialog                              

(5) - ck or -k vs -que
British                                American
cheque                                check


(6) -ce vs -se

British                                American

defence                               defense

licence                                license

(7) - se vs -ze

British                                American

analyse                                analyze

criticise                                criticize

memorise                             memorize

organise                               organize

(8) - e vs - oe or -ae
British                                American
encyclopaedia                     encyclopedia
maneuver                            manoeuvre


I will be posting an entry on some differences between American and British vocabulary at a later date. 


~ By Serena's Greenhouse

Have fun with REBUS!

A REBUS is a picture representation of a name, work, or phrase.  Here's an example of a rebus puzzle.

                                                                HEAD
                                                                HEELS

                                                    Answer: Head over heels

Here are more rebus puzzles:
(A)
GIVE    GET
GIVE    GET
GIVE    GET
GIVE    GET

(B)

SECRET

SECRET

SECRET

(C) 

HERRING

(D)

TICKLED

(E)

AGEDAGEDAGED

(F)

STOOD

MISS

(G)

MILL1ON

(H)

historyhistory

ANSWERS:

(A) Forgive and forget

(B) Top secret

(C) Red herring

(D) Tickled pink

(E) Middle-aged

(F) Misunderstood

(G) One in a million

(H) History repeats itself

Commonly Misspelt Words

As the school Preliminary Examinations are just round the corner, I thought it would be timely and useful to share with everyone some words that are commonly misspelt.

Commonly Misspelt Words in English - Spot the Mistakes!


- Seperate
- Definately
- Manover
- Occurence
- Unneccessarry
- Questionair
- Consience
- Curiousity
- Enviroment
- Beleive
- Arguement
- Embarassment
- Explaination
- Desribtion

Let's find out what the correct spelling should be...Commonly Misspelt Words in English - Spot the Mistakes! Usually I tell my pupils to think of a one-sentence story to remember the tricky words.

- Seperate            - Separate
- Definately          -  Definitely
- Manover   - Manoeuvre
- Occurence        - Occurrence
- Unneccessarry - Unnecessary
- Questionair - Questionnaire
- Consience           - Conscience
- Curiousity   - Curiosity
- Enviroment          - Environment
- Beleive             - Believe
- Arguement    - Argument
- Embarassment     - Embarrasssment
- Explaination - Explanation
- Decsribtion           - Description

Strategy
There are strategies to help with spelling. You can think of a one-sentence story to remember how to spell the tricky words. Try this strategy. My pupils have found it very useful.

Separate              -  I am sad to be Separated from my Pa (father)
Conscience  - Science has no conscience.

Search for commonly misspelt words on Google to learn more about them. Have fun!

~ Serena's Greenhouse