Stellar talk for parents
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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

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STELLAR TALK FOR PARENTS

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Stellar talk for parents

STELLAR TALK FOR PARENTS

Saturday, 7 February 2009

9.00am – 10.30am


The stellar journey

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

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

First, a story…


What is stellar

What is STELLAR?

STELLAR: Strategies for English Language Learning and Reading


The stellar pedagogic model lower primary

Shared Book Approach

Modified Language Experience 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

The STELLAR Pedagogic Model(Lower Primary)

6 Differentiated Learning through Learning Centres: E.g. Reading Centre, Word Study Centre, Listening Centre


The stellar unit plan upper primary

The STELLAR Unit Plan(Upper Primary)


Shared book approach 1 reading for understanding and enjoyment

Shared Book Approach 1Reading 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

Shared Book Approach 1

Video

SBA1


Questioning techniques

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

Shared Book Approach 2Explicit 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

Shared Book Approach 2

Video

SBA2

As you view the video, take note of the types of follow-up activities shown.


Follow up activities

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

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 writing1

MLEA Experience & Class Writing

Video

MLEA 1b & 1c


Examples of class writing

Examples of Class Writing


Mlea 2 group writing

MLEA 2Group Writing

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 writing1

MLEA 2Group Writing

Video

MLEA 2


Mlea 3 individual writing

MLEA 3Individual 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 writing1

MLEA 3Individual Writing

Video

MLEA 3


Mlea 3 pointers for individual writing

MLEA 3Pointers 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

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 centres1

STELLAR Learning Centres

Video

LC Lessons 1 to 3


Supported reading

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.


Know want learnt

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

A K-W-L Chart


Writing process cycle

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

Hands-On Experience

Parents as Pupils


Q a session

Q & A Session


Thank you for your time interest in the stellar programme

Thank you for your time & interest in the STELLAR Programme.

Please fill up the evaluation forms before you leave.

Have a great day ahead!


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