STELLAR TALK FOR PARENTS Saturday, 7 February 2009 9.00am – 10.30am

The STELLAR Journey Welcome on board the STELLAR journey! In this journey, we hope to partner you in helping your children learn English well in an enjoyable manner.

Overview of Workshop Part 1: Story-telling Part 2: An Insight of STELLAR Pedagogies Part 3: Hands-on Experience Part 4: Q & A Session

First, a story…

STELLAR: Strategies for English Language Learning and Reading What is STELLAR? STELLAR: Strategies for English Language Learning and Reading

The STELLAR Pedagogic Model (Lower Primary) Modified Language Experience Approach Shared Book Approach 1 Reading for understanding and enjoyment 2 Explicit teaching of language items, structures and skills word study & phonics grammar & vocabulary media & visual literacy speech & drama Follow-up activities e.g. art & craft music 3 Shared experience followed by Class Writing 4 Group writing 5 Individual writing Scaffolding for Success 6 Differentiated Learning through Learning Centres: E.g. Reading Centre, Word Study Centre, Listening Centre

The STELLAR Unit Plan (Upper Primary) Part/Component 1 2 3 4 5 6 Activity Sustained Silent Reading Supported Reading Or KWL Or Retelling Language: Oral and Written Activities Class writing Group writing Individual writing Learning Centres Examples of Targeted Skills/Knowledge Reading strategies, thinking study skills Explicit instruction in oracy, word study Writing, both composing and editing processes with some opportunities for speaking, listening and visual literacy Differentiated practice of all language skills

Shared Book Approach 1 Reading for Understanding and Enjoyment Procedures 1. Tuning-in: Share a relevant poem or song. 2. Reread a familiar favourite Big Book. 3. Introduce the new Big Book. - Relate the cover content to prior knowledge. - Show cover and read the title, author and illustrator. - Ask questions/ask for predictions about the story. 4. First reading: - Read the book aloud, pointing to the words fluidly as you read. - Ask for predictions or ask questions to focus on illustrations. 5. Second Reading: - Reread the book straight through without stopping. - Have pupils respond to the story in some way (book-based.)

Shared Book Approach 1 Video SBA1

Questioning Techniques When questioning and making predictions Keep your child involved Stimulate his/her thinking Aid in developing comprehension strategy Open-ended questions rather than “yes”-”no” questions to encourage your child to talk Avoid killing interest in the story by asking too many questions What are some of the types of questions one can ask?

Shared Book Approach 2 Explicit Teaching of Language Procedures 1.Tuning-in: Share a relevant poem or song. 2.Reread a familiar favourite Big Book. 3.Rereading the current Big Book: Recall the story. Reread the book straight through without stopping. Have pupils relate their personal experiences to the book. 4.Follow-up activities.

Shared Book Approach 2 Video SBA2 As you view the video, take note of the types of follow-up activities shown.

Follow-up Activities From the video: 1. Identifying concepts of print 2. Identifying target vocabulary 3. Teaching phonemic awareness 4. Learning letters and sounds 5. Developing reading comprehension with riddles 6. Learning language structures – a guessing game 7. Practising language through dramatisation

MLEA Experience & Class Writing Procedures for MLEA 1 Tuning in: Sing a song or recite a poem related to the current Big Book. Reread a familiar Big Book chosen by the pupils. Reread the current Big Book. Provide a thematic link Provide experience Class writing Reading class writing

MLEA Experience & Class Writing Video MLEA 1b & 1c

Examples of Class Writing

MLEA 2 Group Writing Tuning in: sing a song or recite a poem. Procedures Tuning in: sing a song or recite a poem. Rereading a familiar Big Book chosen by the pupils. Rereading the current Big Book. Rereading the Class Writing from Part 1 Brainstorming Group Writing (Mixed Ability Grouping): 1) Drafting 2) Editing 3) Publishing & illustrating Reading Group Story

MLEA 2 Group Writing Video MLEA 2

MLEA 3 Individual Writing Procedures Tuning in: sing a song or recite a poem Rereading a familiar Big Book Rereading the current Big Book Rereading Class Writing from Part 1 Rereading the Group Writing from Part 2 Individual Writing 1) Drafting 2) Conferencing 3) Publishing & illustrating Reading Individual Writing

MLEA 3 Individual Writing Video MLEA 3

MLEA 3 Pointers for Individual Writing It is important that your child uses the target language in the writing. Encourage your child to be creative and vary his/her usage of the target language.

STELLAR Learning Centres The Listening Centre The Reading Centre The Word Study Centre Additional for upper primary: The Drama & Creativity Centre The Computer Centre The Writing Centre

STELLAR Learning Centres Video LC Lessons 1 to 3

Supported Reading Procedures Sustained Silent Reading Setting a Purpose Introduce the text – using PowerPoint slides or the text on a visualiser - Relate the cover content to prior knowledge. - Ask questions / ask for predictions about the story. - Have pupils read the text silently and discuss the text in sections. 4. Rereading - Give pupils the text. - Have pupils read the entire text again silently. - Elicit responses about the text.

K-W-L Know-Want-Learnt Begin by asking pupils to brainstorm on everything they Know about a topic. Ask pupils for questions about what they Want to Know about the topic. Any new information that they have Learnt is recorded. K-W-L

A K-W-L Chart Know Want to Know Learnt

Writing Process Cycle The basic and interrelated steps of the writing process cycle involve: Planning Writing – includes word processing Reviewing – rereading for revising (e.g. redrafting, editing for correcting spelling, punctuation, changing word order, etc.)

Hands-On Experience Parents as Pupils

Q & A Session

Thank you for your time & interest in the STELLAR Programme. Please fill up the evaluation forms before you leave. Have a great day ahead!