2016 PSLE Composition Topic

Our Primary 6 tutees were very happy after the English PSLE as we covered the PSLE Composition topic this year, A Secret, during our Writer's Craft classes. Some kids told us, "Bingo!" 

The pictures given for the PSLE examination were:

Picture 1 - girls whispering to each other

Pic 2 - a sealed envelope with the word secret on it

Pic 3 - out of bounds area with gate

After the PSLE, I checked with a few tutees on their story plots. Although we had done the same topic before, they did not write the same stories. Some of them adapted the story plot that we went through for the topic, "A secret" while others adapted story plots that we had gone through for other topics. Well done! We're really proud of their progress and achievement! 

P5/P6 Synthesis Revision - Questions requiring transformation of words

Here are some questions that your child can attempt for revision:

1)       David was reluctant to participate in the school concert. His teacher noticed it.

David’s__________________________________________________________

Ans: David's reluctance to participate in the school concert was noticed by his teacher.

Comment: There are two skills tested in this question:

(a) Transformation of word from adjective (reluctant) to noun (reluctance)

The word "David's" is in possessive form hence pupils have to transform the word "reluctant" to a noun. 

(b) Change the sentences from active voice to passive voice

2)      The maid was negligent. The baby fell down.

          Due to the maid's ____________________________________________________
  
         Ans: Due to the maid's negligence, the baby fell down.

Comment: (a) Transformation of word from adjective (negligent) to noun (negligence)

3)      Ben was disobedient. He was caned.

          As a result of Ben's __________________________________________________

 Ans: As a result of Ben's disobedience, he was caned.

Comment: (a) Transformation of word from adjective (disobedient) to noun (disobedience)

4)     Ben was sarcastic when he commented on the painting.

        ___________________________________________ with _____________________

Ans: Ben commented on the painting with sarcasm.

Comment: (a) Transformation of word from adjective (sarcastic) to noun (sarcasm)

5)     Pete and Tom are no longer friends. They argued heatedly over a minor issue.

         ______________________________________ because of  _____________________

Ans: Pete and Tom are no longer friends because of a heated argument over a minor issue.

Comment: (a) Transformation of word from verb (argued) to noun (argument). Do note that the word "argument" is a commonly misspelt word.

        

        

PSLE Oral: Stimulus-based Conversation (Part 2)

As this cohort of P6 pupils is the second batch to be tested with the new PSLE Oral Format, there are very few commercial resources on stimulus-bsed conversation available in the market. Here are a few Stimulus-based Conversation topics that my tutees were tested on in school:

(A) Theme: Physical Activities / Sports
Picture: Poster showing different activities during PE lessons (gymnastics, ball games, rock climbing)
Question 1: Which activity will you choose? Why?
Question 2: You have a friend who do not like to take part in physical activities. How can you persuade your friend to take part in some physical activities?
Question 3: How do you keep fit?

(B) Theme: Reading
Picture: Magazine on fun facts about animals
Question 1: Will you be interested to buy this magazine? Why or why not?
Question 2: What is your hobby?
Question 3: Why do you think reading is important?

(C) Theme: Bullying
Stimulus: Letter to Aunt from victim who is bullied in school
Question 1: Have you been bullied before in school?
Question 2: Do you think bullying is a wrong act?
Question 3: If you have a friend who is bullied in school, what will you do?

(D) Theme: Food
Picture: Advertisement on Instant Chicken Rice
Question 1: Would you like to buy this? Why or why not?
Question 2: Would you buy it for family members who live overseas?
Question 3: What other food would you recommend to a friend who is from overseas?

PSLE Oral Revision Workshop

Dear Parents,

We will be conducting a PSLE Oral Revision Workshop.  We will cover reading and stimulus-based conversation during the workshop. Please send an email to serenagreenhouse@gmail.com to make enquiries.

Date: 10 August (Wednesday)
Time: 9 am to 12 pm

Latest Update: FULL

2015 PSLE New English Composition Format - A Different Ball Game

In 2015, the P6 pupils were the first batch that had to write a story based on one. two or three random pictures given. The topic for the 2015 PSLE composition was "Being Considerate" and the pictures given were: reserved seating, tray return point and adjusting the volume of the television to the maximum.

Some pupils lamented that there was "nothing much to write about". However, when I asked some of my tutees, they told me that they were able to apply the writing skills that I had taught them. For example, many chose to write on the picture of "reserved seating". One wrote that a girl saw an elderly woman board a crowded MRT train. Nobody gave up their seat to the old lady. The girl had an internal conflict at first. In the end, she decided not to give up her seat. Just then, a younger child gave up the seat to the old lady and the girl was ashamed of her own actions. It took someone who was younger to teach her how to be considerate.

My tutee went on the tell me that she applied the technique of characterisation and elaborated on the elderly woman's physical appearance using vivid descriptions and similes. She also slowed down the moment when she described how the old lady was struggling to balance and steady herself while carrying a heavy grocery bag.

Another tutee wrote on the picture of the tray return point and managed to include an unexpected twist in the end. One more tutee managed to use two pictures, the one on someone adjusting the volume of the television to the maximum and reserved seating, appropriately.

In conclusion, for the new 2015 PSLE English Composition format, it is important that pupils be taught writing skills explicitly. The ball game had changed. It is no longer about memorising whole stories in the hope that they can use the whole story for the PSLE. It is about thinking on their feet and applying the writing techniques that they have learnt.

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.

PSLE Oral: Stimulus-based Conversation (Part 1)

As this cohort of P6 pupils is the first batch to be tested with the new PSLE Oral Format, there are very few commercial resources on stimulus-based conversation available in the market. Here is a list of sample stimulus-based conversation topics that parents can use as practice resources:

(A) Theme: Occupations
Picture: Assembly Talk on Four Occupations
Question 1: Will you attend this assembly talk? Why or why not?
Question 2: Which occupation will you be interested to find out more about? / Which occupation is the most challenging?
Question 3: What do you aspire to be when you grow up?

(B) Theme: Sports & Charity
Picture: Poster on POSB PAssion Run for Kids
Question 1: Will you take part in this event? Why or why not?
Question 2: Why do you think people will attend this event?
Question 3: Besides engaging in sports, how can we maintain a healthy lifestyle?

(C) Theme: Reading
Stimulus: Cover page and blurb of a children's story book
Question 1: Will you be interested to read this book? Why or why not?
Question 2: Tell me about your favourite book.
Question 3: You have a friend who does not like to read. How can you persuade your friend to read more books?

(D) Theme: Dengue Fever & Illness
Picture: Poster on Prevention of Dengue Fever and Breeding of Mosquitoes
Question 1: Do you think the poster is effective in preventing the breeding of Aedes mosquitoes?
Question 2: Tell me about a time when you were sick?
Question 3: Besides displaying posters, what else can be done to encourage Singaporeans to do their part to prevent dengue fever?

(E) Theme: Outdoor event & Family
Picture: Poster on Outdoor Family Carnival
Question 1: Will you be interested to take part in this event? Why or why not?
Question 2: Tell me about an outdoor activity that you enjoy.
Question 3: What activities do you and your family engage in on weekends?

Topics for New 2015 PSLE English Composition Format

Some parents have commented on the lack of available resources on the new PSLE English Composition format at the bookshops. I have compiled a few composition topics.

(1) A Mistake

What was the mistake?

What was the outcome?

(2) A Well-deserved Reward

What was the reward?

Why was the reward well-deserved?

(3) A Dream Come True

What was the dream?

How did the person realise the dream?

(4) A Surprise

What was the surprise?

What happened in the end?

(5) A Disappointing Experience

What was the disappointing experience?

Why was it disappointing?

As educators or parents, you can create your own composition questions based on these topics to better prepare your pupils or children for the new composition format for the PSLE. You can think of three random pictures that can be linked to the topic and include them in the question for your pupils or child to attempt.

For example, for the topic, "A Mistake", the pictures can be the following:

- an ajar door

- a man whose hands are handcuffed

- a pedestrian crossing

Brainstorm with your pupils or child some possible plots. Include a conflict in the story (if possible). Then discuss the merits and shortcomings of each plot and how each plot can be improved on.

Remember, a story with a creative plot will have a higher score. 

Writer's Craft: Types of Conflict in Narratives

Many parents and pupils are jittery about the new 2015 PSLE English syllabus. For example, many have expressed concern about the new format for English Paper 1.

We believe that it is important to teach pupils the craft of writing explicitly and to show them models of good writing. We will be blogging about some of these writing skills.For instance, pupils attending our Writer's Craft classes are introduced to the elements of a narrative. One of the elements of a narrative is a conflict/ problem. In this post, we'll be sharing more about what a conflict is.

What is a conflict / problem in a narrative?
A conflict/ problem arises when the main character wants something but something else stands in his or her way.


Why is a conflict important?
Most of the action centres around the main character trying to find a solution to solve the conflict. A conflict drives the plot. It makes the story more interesting.

How do we identify a conflict?
The easiest way to identify a conflict is to write a conflict statement. A conflict statement is a statement that briefly tells us what the main character wants and what is preventing him  from getting what he wants.
Example:
Cinderella wants to go to the ball but her evil stepmother does not allow her to do so.

Types of conflict
There are five main types of conflict.
(1) Person versus Self
The main character has trouble deciding what action he should take.
Example:
Tim saw his friend stealing. He was in a dilemma. Should he tell his teacher about his friend's misdeed or should he just feign ignorance?

(2) Person versus Person
The main character has a problem with one or more characters.
Example:
Ben and his best friend saw a gang abusing an animal. Ben did not want to get into trouble and suggested walking away. However, his friend wanted to stop the gang. As a result, Ben and his friend argued.

(3) Person versus Society
The main character does something that he wants to do but it is against the law or the school rule or is an unaccepted behaviour.
Example:
Ben's parents were very busy and neglected him. Ben decided to use a spray can to spray graffiti to get his parents' attention but this action was against the law.

(4)Person versus Nature
The main character struggles with the elements of nature such as a thunderstorm, an earthquake, a wild animal etc
Example:
Pete was hiking in the forest when he encountered a wild bear.

(5) Person versus Fate
The main character comes face to face with a situation that is beyond his control.
Example:
Mary was involved in a serious accident and the doctors did not think she would pull through. Miraculously, she survived.

Once pupils know what the different conflicts are, they can decide for themselves the type of conflict that they will include in their own narrative. This will lead to a more interesting story plot.

We hope you have a good understanding of what a conflict is in a narrative and what some types of conflicts are. Tune in to our next post. We'll be writing a post on how parents can help their child to be better prepared for the new PSLE Oral format.

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. 

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

PSLE Oral Exam Tip - Commonly Mispronounced Words in Singapore

Let us share a tip for the PSLE Oral Exam. There are some words that pupils have difficulty in pronouncing.

I have found a list of commonly mispronounced words in Singapore compiled by Associate Professor David Deterding from National Institute of Education. Kiddos are able to listen to the correct pronunciation by clicking on the words in the list.
http://videoweb.nie.edu.sg/phonetic/words-ipa/index.htm

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.

Common Mistake (1): Live vs stay

I was marking a pupil's assignment when I spotted this common mistake. I decided to highlight it during my lessons. This is a common mistake made by adults too.

When we ask someone where he or she resides, we should ask, "Where do you live?" instead of "Where do you stay?"

Note the difference in meaning between "stay" and "live"
Stay: Live in a place temporarily
Example: I stayed at ABC Hotel when I was on holiday in Paris.

Live: reside in a place permanently
Example: I live in a flat in Jurong West.

How good is your English?

The Speak Good English Movement has collaborated with the British Council to develop a quiz to test how good your English is. Click on the link below to take the quiz:

http://www.goodenglish.org.sg/improve/quizzes/good-english

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

Difference between may and might

One of my tutees asked me, "Teacher Serena, what is the difference between 'may' and 'might'?" Do you know the difference?

Both the words are auxiliary verbs. They are used to either express possibility or seek / give permission.

Examples of usage:

(1) I may be able to attend the party tonight. (express possibility)

(2) You may leave the hall now. (give permission)

(3) May I go to the toilet? (seek permission)

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(A) "May" expresses a possibility that is stronger than that expressed by "might".

A.1 I may attend the party tonight. (express a possibility)

A.2 I might attend the party tonight. (express a lower possibility)

(B) As "may" expresses a higher possibility, it will be used in expressions of good wishes instead of "might". If we use "might", we will appear insincere.

B.1 May you have a good trip. (Correct)

B.2 Might you have a good trip. (Incorrect)

(C) When we change a sentence from direct speech to indirect speech, if the reporting verb is in the past tense, "might" is used in the indirect speech in place of "may" because of backshifting.

Example:

C.1 Direct Speech: Mrs Tay said, "The match may be postponed."

Indirect Speech: Mrs Tay said that the match might be postponed.

(D) Use "may" in concessions.

D.1 I may not be pretty but I am kind-hearted.

~ Serena's Greenhouse