ENGLISH LANGUAGE DEPARTMENT
Critical Readers, Competent Communicators, Purposeful Writers
To create opportunities for students to appreciate the English language
To promote effective and engaging language teaching and learning
To implement and review pedagogies to improve the instruction of language arts
To nurture critical literacy, communicative competence and awareness of purpose in writing
P1: Phonics & Reading Enrichment
P2: Story-telling & Drama Enrichment
P3: Stage It
P4: Stimulus-based Conversation Skills – Literacy Plus
P5: Public Speaking Enrichment – Literacy Plus
P6: Oral Presentation Skills – Literacy Plus
School-Wide: English Appreciation Day
Post-PSLE for P6: Secondary one English format
THE ENGLISH CURRICULUM
STELLAR – Strategies for English Language Learning And Reading
STELLAR aims to strengthen both language and reading skills as well as promote a positive attitude towards reading in the foundational years through the use of well-established, learner-centred and developmentally appropriate pedagogical approaches using authentic children’s literature.
The strategies used for lower primary:
Shared Book Approach (SBA)
Modified Language Experience
Learning Centres (LCs)
The Shared Book Approach (SBA) is an integrated and balanced language teaching approach that uses motivating and enjoyable “big books” of enlarged print and illustrations or “e-books”.
The goals of the Shared Book Approach are:
to provide an enjoyable experience with books for all pupils
to make the experience motivating enough for pupils to want to reread the story later in groups as well as independently
to teach and reinforce word identification skills, vocabulary and language structures
to enable pupils to interact effectively with peers and others
The Modified Language Experience Approach (MLEA) is an integrated and balanced language teaching approach that uses motivating and enjoyable experiences to extend and expand on the language skills learned from the Big Books of SBA.
The goals of the Modified Language Experience Approach are:
to provide enjoyable and motivating shared experiences that can be thought about, talked about, written about, read and reread
to use these shared experiences to generate oral communication about them
to encourage all pupils to practice oral communication in non-threatening situations
to write down oral contributions about the experience
to reinforce word identification skills, vocabulary and language structures taught in the SBA lessons and expose pupils to grammatical rules
to encourage pupils in their acquisition of writing skills
to encourage pupils to write in different genres
Learning Centres (LCs) are designated areas in the classroom where groups of pupils can gather for the reinforcement and extension of Shared Book Approach (SBA) and Modified Language Experience Approach (MLEA) lessons. Once the teacher has demonstrated to the pupils how to use these centres, they can work there independently with facilitation.
Teachers use various types of LCs for different purposes, but for STELLAR classes, there are at least three LCs: a Listening Centre, a Reading Centre and a Word Study Centre. Each centre is equipped with appropriate materials and equipment to facilitate independent activities that provide opportunities for the children to use the language skills they have acquired during the preceding unit’s work. In addition to practising their language skills, LCs help pupils develop leadership skills and generic social skills for group interaction such as co-operation, respect for others and responsibility while fostering independence from the teacher.
By P3, most pupils can already handle more independence in reading and writing and the support from the shared reading of Big Books becomes less necessary. Teachers would then use another approach that provides some support, but leads to further independence in reading and learning.
The strategies used for upper primary:
Supported Reading (SR)
Know-Want to know-Learnt (KWL)
Writing Process Cycle
Differentiated Instruction (DI)
A Supported Reading (SR) lesson hinges on the effective use of Questioning Techniques.
The goals of the Supported Reading with the use of Questioning Techniques and making predictions are:
to keep pupils involved
to stimulate their thinking
to aid in developing comprehension strategies
The Know-Want to Know-Learnt (KWL) strategy focuses on what pupils Know, what pupils Want to know, and what pupils have Learnt. KWL helps learners to approach text independently by teaching them a powerful comprehension strategy. Pupils will learn to connect reading, writing, listening and speaking in an authentic inquiry learning situation.
The goals of the Know-Want to Know-Learnt (KWL) strategy are:
to brainstorm with pupils everything they know about a topic
to categorise what pupils know under appropriate headings stimulate their thinking
to help pupils organise, access and remember information, understand and follow the logic of information shared in class, and distinguish between main ideas and details
The Writing Process Cycle involves the processes of planning, writing and reviewing. A series of writing lessons begins with Class Writing followed by Group Writing, and lastly Independent Writing. These processes provide pupils with scaffolding that promotes the acquisition of writing skills in a sequential manner.
Differentiated Instruction (DI) creates a responsive and personalised learning experience for pupils. Teachers guide pupils through activities rather than spend most of the time delivering content. Reading materials are selected according to pupils’ reading levels. Pupils are coached to work in teams to practise collaborative learning and self-directed learning.
Reading is an important key to unlock our pupils’ ability to be confident and effective communicators. It exposes our pupils to knowledge and experiences, widening their perspectives and enabling them to communicate confidently. Through reading, pupils gain an understanding of the beauty and power of words, giving them an edge in communicating and writing effectively.
Reading Materials and Programmes
Lower Primary – I love reading and Pages of knowledge (Junior)
Upper Primary – Pages of knowledge (Senior)
To encourage our pupils to read, we have done the following:
The MWTI Library
Our central library should be a place to for pupils to nourish their minds and quench their thirst for knowledge and inspiration. We have also included a Thinking Corner in the library where pupils are challenged by quizzes and to encourage pupils to be creative and think out of the box and promising them fun at the same time!
At the beginning of the year, each pupil was given a reading log which contains a suggested reading list and book reviews templates. We have included a page for parents to sign once their daughters have finished reading a book so that parents can be involved in encouraging reading. As an incentive, we are awarding certificates to pupils who have read and completed all the book reviews. Pupils are also eligible for lucky draws when they read and record the stipulated number of books in the reading log.
Online Learning – MC online
MConlinehas equipped the pupils with English components such as comprehension worksheets, grammar, vocabulary to be assigned to pupils during school holidays.
HOW PARENTS CAN HELP
(i) Encourage the love for reading
Read with your children and visit the library weekly so that they can have access to good reading materials.
(ii) Encourage the love for writing
Provide engaging experiences for them to write about their thoughts and feelings. Special family occasions such as a birthday celebration or a day at the park are great platforms for sharing experiences.
(iii) Encourage them to speak good English
Encourage your children to express their thoughts and views in the correct use of the language.
Head of Department
Mdm Aini Safuan
P4 English Representative
Mr Aidal Kelana
P5 English Representative
P6 English Representative
Mdm Mazda and MdmYusni