Supporting your Primary 5 child in

EL
What is new/different that your child is encountering
this year?
EL Workshop Outline
• Highlight new assessment items in P5 (PSLE) exam format
• Assessment items explained today:
1. Paper 4 Oral Communication: Stimulus-based Conversation (SBC)
2. Paper 1 [Situational Writing (SW) & Continuous Writing (CW)]
3. Paper 2: Comprehension Open-ended
 P5 & P6 EL SA Format
COMPONENT CONTENT ITEM TYPE NO. OF ITEMS MARKS
(weighting)
• Reading Aloud Open-ended 1 passage 10
• Stimulus-based Open-ended 1 item 20
(15%)
Oral

Conversation
• Listen to several texts and MCQ 20 items 20
Listening
Compreh

(10%)
ension

answer questions

• Situational writing Open-ended 1 item 15

1 item 40
(27.5%)
Writing

• Continuous writing -
Series of 3 picture prompts
based on a given topic with
guiding questions.
 P5 & P6 EL SA Format
COMPONENT CONTENT ITEM TYPE NO. OF ITEMS MARKS
(weighting)
Booklet A
Grammar MCQ 10 items 10
Vocabulary MCQ 5 items 5
Vocabulary Cloze MCQ 5 items 5
Visual Text MCQ 8 items 8
And Comprehension

Comprehension
Language Use

Booklet B
Grammar Cloze Open-ended 10 items 10
(47.5%)

Editing for Spelling and Open-ended 12 items 12

Grammar
Comprehension Cloze Open-ended 15 items 15
Synthesis/ Transformation Open-ended 5 items 10
A variety of items Up to 10 20
Comprehension e.g. open-ended, items
sequencing, graphic (1 to 4 marks
organizer each)
Stimulus-based Conversation
Paper 4 – Oral Communication
Assessment Objectives for Paper 4

• Express their personal opinions, ideas and experiences

clearly and effectively in conversing with the examiner.
• Speak fluently and with grammatical accuracy, using a
range of appropriate vocabulary and structures.
Reading Passage (10 marks/5%) SBC (20 marks/10%)

Paper 4 components
Sample 1
Sample 3
(Sample 2
deleted)
How you can support your child at home (SBC)
• Have quality conversations with him; ask open-ended questions that
make him think.
• Offer different and macro perspectives to him, that explain the rationale
or purpose for certain acts or events.
Situational Writing
Paper 1 Part 1
Assessment Objective for Paper 1 Part 1 (SW)

• Write to suit purpose, audience and context in a way that is

clear and effective.
• Use appropriate register and tone in a variety of texts.
STRUCTURE OF THE SITUATIONAL WRITING

a) STIMULUS
b) WRITING TASK
 SPECIFIED CONTEXT
 POINTS TO INCLUDE
POSSIBLE TEXT TYPES
• Informal
Email, letter or postcard
• Formal
Email (Email to Principal, DM, Manager of a Company etc)
Report (Eyewitness report, Proposal on Survey results)
Letter (Letter of Request, Complain, Apology, Commendation)
A Sample of the SW Task
Your Task

Imagine you are Ben.

Write an email to Roy to tell him of the

choice of the gift.

You are to refer to the information on page 4

for your email.

In your email, include the following

information:
• what you and your friends decided to buy
for Sally
• why Sally would find the gift useful
• who disagreed to buying a watch and why
• why Devi thought a purse was not a good
idea
• how you and your friends would make the
gift special

You may reorder the points. Write in

complete sentences.
Key Considerations
• Purpose: Is the writer writing to complain, express her
gratitude, inform, or appeal for help?
• Audience: Who are the writer and the recipient?
• Context: Is the writer writing to someone of authority or who
she is not familiar with? To decide whether to use a formal
or informal tone in the writing.
MARK SCHEME FOR SITUATIONAL WRITING

Task Fulfilment 6 marks

Language and
9 marks
Organisation

Total 15 marks
MARK SCHEME FOR SITUATIONAL WRITING

Task Fulfilment (6 marks)

All 6 content points are indicated accurately

Very clear purpose of writing, audience and context

MARK SCHEME FOR SITUATIONAL WRITING
Language and Organisation (9 marks)

Ideas are well-linked and content points are

presented in a logical flow.

Accurate Spelling, Punctuation and Grammar.

Informal Email
Date of email

1st Paragraph - State the purpose of email

2nd Paragraph - Write the details of email. (To include the 6 content points)
3rd Paragraph - Action that you require from the reader.

Sign off
Note: it is not necessary to write in 3 paragraphs.
As this is a functional writing, the message should be succinct with correct Purpose, Audience,
Context.
Dear Paul,

How are you? I am writing to tell you about the exciting weekend that we
have planned for you.( Purpose of letter ) We are looking forward to your visit in
December. Here is what my family and I have planned for your visit.

My father will go to the airport from his office to receive you. He will then
take you back to our place where you will be staying for the entire weekend. We
will take you to Sentosa where we can enjoy sporting activities like swimming
and cycling. My mother said you have never been on a cable car before. Well,
you are in for a treat as we will return to mainland from Sentosa by cable car,
allowing us to enjoy the beautiful view from the elevated height. (Details of
letter; Points 1 to 6 in the task)

What do you think of our plan? I hope you will like it. I cannot wait to see you.
(Spell out the action you want from the reader and thank the reader
for reading the letter)

Best Regards( Signing off )

Jim
16 August 2013

Dear Mr Lee,

Incident Involving Two Boys Vandalising at Void Deck

The purpose of this email is to inform you about two of our school boys’ misdeed
that I had witnessed. (State purpose of email)

On 16 August 2013 (Friday), at 2.30 pm, I witnessed two boys vandalising the
walls at the void deck of Block 524, Pasir Ris Street 52. The names of the culprits
are John Tan and Mark Loh, both of whom are from our school. They are from
class 6 Unity. They were drawing some pictures and playing tic-tac-toe on the
wall. I strongly feel that the boys should be punished as they were wearing school
uniforms and their acts had tarnished our school’s good reputation. (Details of
email, 6 Content points)

I hope the information provided in this email would be useful for you to take the
appropriate disciplinary action against the boys. Thank you for your attention.
(Action you want from reader)

Yours sincerely,
Linda
School Prefect
Formal Letter
18 July 2016
Sender’s Address
Reader’s Address
Dear Sir/Mdm,
Complaint on……./ Request for ……..
1st Paragraph - Self-introduction and state the purpose of letter
2nd Paragraph - Write the details
3rd Paragraph - Action that you require from the reader.
Yours faithfully/Yours sincerely
Formal Letter
• Paragraph 1 (Intro)
• The purpose of this email/report/letter is to
inform/alert you …
to seek your assistance…
to seek permission/approval
to request for…
to commend you/one of your staff…
Formal Letter
• Paragraph 3 (Ending)
• I would appreciate it if you could consider my request and
reply to my email/letter. Looking forward to your favourable
reply.
• I hope the information provided in this email/report/letter will
assist you in your investigations.
• I hope you will consider my recommendation/proposal to
introduce Basketball as the new CCA in the school.
Report
Date of report
Proposal on. . . . / Accident on Basketball Court . . .

1st Paragraph - State the purpose of report

2nd Paragraph - Write the results of your findings or Recount of
what actually happened
3rd Paragraph - Based on the results, what are your
recommendations / Action that you require from the reader.

Reported by ____________
2 August 2012

To : Mr Lee
Discipline Master (Name and post/designation of reader)

CRUELTY TO ANIMALS (Title to give main idea of report)

I am writing this report to inform/alert you about the misdeeds of three boys from
Primary 6B. (Purpose of report. No need for self-introduction for report)

The incident happened on 1 August 2012 at 2.15 pm at the playground beside Blk 504
Pasir Ris Street 52. Rachel and I spotted Samad, Ravi and Teck Chong from Primary
6B throwing stones at a helpless puppy. Rachel and I asked them to stop immediately.
After the boys left, we realised that the puppy was injured and we took it to the vet.
Fortunately the puppy was not seriously injured. (Details of report, Points 1 to 6 of Qn)

The boys should be punished for animal abuse. I hope the information provided will
help you in your investigations in this matter. (Action you want from reader. Reports
should not have personal opinions and comments. Just spell out the facts and state
the recommendations as required by the Qn)

Reported by
Linda
Hands-on Activity
Refer to the SW task on handout (SEAB Specimen not
attached here).
SITUATIONAL WRITING
• Purpose:

• Audience :

• Context :
SITUATIONAL WRITING
• Purpose: Writing to appeal for help

• Audience : Writer - Yourself

Recipient- Residents In Neighbourhood

• Context : To use a formal tone in the writing. Writing to

someone he is not familiar with
Content
• Identify the 6 Content Points (Task )

• Highlight the 6 Content Points in the stimulus. ( Picture)

6 Content Points
In your letter, include the following information:
1
• the date you lost your rabbit
2
• where you were when you found out your rabbit was missing
• some physical features of your rabbit 3 & 4
• why your rabbit is in need of care 5
• how you can be contacted 6
17/18 October 2011
This is a
Dear Residents, (No need to put names and addresses since the letter is for all sample
residents in the neighbourhood)
answer only.
Lost pet rabbit

My name is Adam Lee, a resident of Blk 53. I am writing this letter to

seek your help in looking for my pet rabbit. (Self-introduction and purpose of letter)

I lost my pet rabbit, Dottie, on 17 October 2011 at around 1.55pm. I was

carrying my pet rabbit in a cage and was walking home from my school. I had
brought my pet rabbit to school for a “Show-and-Tell” session. I was at the lift
lobby of Blk 53 when I realised that my rabbit was no longer in her cage. My pet
rabbit, Dottie, is a female rabbit and has white and brown fur. I am worried for my
rabbit as it has a heart condition and is in need of medical care. (Details of letter;
Points 1 to 6 in the task)

I would appreciate it if you would return my pet rabbit to me if it is found.

Please contact me at 9876 5432 or email me at adam_lee@gmail.com. Thank you
for your kind attention and assistance. (Spell out the action you want from the reader
and thank the reader for reading the letter)

Yours sincerely,
Adam Lee
Continuous Writing
Paper 1 Part 2
Assessment Objectives for Paper 1 Part 2 (CW)

• Generate and select relevant ideas, organising and expressing

them in a coherent and cohesive manner.
• Use correct grammar, spelling and punctuation.
• Use a variety of vocabulary appropriately, with clarity and
precision.
MARK SCHEME FOR CONTINUOUS WRITING

Content 20 marks

Language,
Organisation & 20 marks
Context

Total 40 marks
CW SAMPLE
Write a composition of at least 150 words about
a challenging experience.

The pictures are provided to help you think about

this topic. Your composition should be based on
one or more of these pictures.

Consider the following points when you plan

your composition.

• What was the experience?

• Why was the experience challenging for
you?

You may use the points in any order and include

other relevant points as well.
CONTINUOUS WRITING
• The emphasis in class will be on the planning stage and
brainstorming of ideas.
• Students will be taught how to make links between the given
theme/topic and each of the given pictures. Students are not
required to link all 3 pictures.
• Students can write in any genre which they are comfortable
with e.g. expository text, narrative, journal entry etc.
• Students are encouraged to use first person narrative as
there will be more scope for development i.e. writer’s
thoughts, feelings and vivid descriptions.
Writing Process Cycle (A scaffolding process)

Writing Process Cycle

Class Group Individual

Writing Writing Writing
EPPS Teaching Strategy
Individual Writing: Conferencing and Editing
 Teacher provides constructive suggestion for
improvement.

Students are therefore able to:

 Organise their ideas

 Generate and improve their ideas and content

 Use correct punctuation, spelling and grammar

Writing Curve/ Story Mountain
Climax
This is the peak in your story, include
suspense or twist to your story.

Problem
Include the conflicts, problems in the story- Conclusion
character development, excitement, tension Include resolution to the
and actual story should also be building up. problems or conflicts.
This is the section where you must grip your
reader.

Coda
The coda is a reflective statement
often related to the theme that may
Orientation occur anytime within the story, but
Create the setting for usually at the end. Include relevant
your story. values.
How you can support your child at home (CW)
• Guide them in the planning stage. Did they have a complete Story Mountain?
People, Place, Plot
• Discuss various ideas with your child. “Show, not Tell”
• Get your child to think through whether their ideas are realistic.
• Suggest alternative words and phrases to make the composition interesting.
Comprehension Open-ended
Paper 2 Booklet B
Question Types
Assessment Objective:
• True/False statement
• Inferential Be able to understand the implied
comprehension question meaning and make a judgement
based on the given details
through close reading.
True/False Statement
Comprehension Open-ended
Based on the passage, state whether each statement in the table
below is true or false, then give one reason why you think so. (3 m)
True/False Reason
Roger was born in Bath.

Roger was a good team

leader of the Oxford-
Cambridge team.

Roger won his first race

when he was eleven.

STELLAR UNIT 2
Based on the passage, state whether each statement in the table
below is true or false, then give one reason why you think so. (3 m)
True/False Reason
Hana was allowed to meet
her brother daily at the
camp.

George was tortured in

Poland.
It took George a year to
reach home after his
release.

PRACTICE PAPER 1
Based on the passage, state whether each statement in the table
below is true or false, then give one reason why you think so. (3 m)
True/False Reason
Mrs Ho heard Ben crying
when she was inside her
house.
Mrs Ho was not interested
in Ben’s apology.

Ben was pleased that he

had categorised fifty
books on the first
morning.

PSLE 2016
Hands-on Activity
Refer to the Comprehension Texts on the handouts.
Based on the passage, state whether each statement in the table
below is true or false, then give one reason why you think so. (3 m)
True/False Reason
Hana was allowed to meet
her brother daily at the
camp.

PRACTICE PAPER 1
Justifying ‘False’ statements
• Identify the error in the statement.
• Refer to the text. Identify the details that provide the correct information to
the statement.
• Under ‘Reason’, put in the correct details.
True/False Reason
Hana was False Hana was allowed to meet her brother once
allowed to meet a week.
her brother daily
at the camp.

Hana longed to see her brother but only after several weeks she was
allowed to meet him for two precious hours a week. (lines 14 to 15).
Based on the passage, state whether each statement in the table
below is true or false, then give one reason why you think so. (3 m)
True/False Reason
Mrs Ho heard Ben crying
when she was inside her
house.

PSLE 2016
Based on the passage, state whether each statement in the table
below is true or false, then give one reason why you think so. (3 m)
True/False Reason
Mrs Ho heard Ben False The storm was
crying when she was thundering while Ben
inside her house. was crying thus
masking his wails

…he wept as the storm thundered, masking his wails.

(lines 7 to 8)

PSLE 2016
Based on the passage, state whether each statement in the table
below is true or false, then give one reason why you think so. (3 m)
True/False Reason
Roger was a good team
leader of the Oxford-
Cambridge team.

STELLAR UNIT 2
Justifying ‘True’ statements
• Identify the details that explain why the statement is true.

True/False Reason
Roger was a good team True He encouraged others to
leader of the Oxford- train as hard as he did.
Cambridge team.

As a leader of the team, he encouraged others to train as hard

as he did. (lines 25 to 27)
Based on the passage, state whether each statement in the table
below is true or false, then give one reason why you think so. (3 m)
True/False Reason
George was tortured in
Poland.

PRACTICE PAPER 1
Justifying ‘True’ statements
True/False Reason
George was tortured in True He had to tolerate hours of
Poland. back-breaking labour and
was given very little food.

…enduring long hours of back-breaking labour on a starvation

diet… (lines 24 to 26)
Inferential Comprehension
Question
Answering The Inferential Comprehension Question

• The extent to which the student deals with the

ideas/details rather than the concrete.
• Students need to monitor their answers for relevance and
linguistic accuracy.
 Practice Paper 1

Practice Paper 1 Booklet B

Use an adjective each to describe the two main characters. Give a reason for your answers
using information from the passage.
Character: Hana Adjective: ________________
Reason: _________________________________________________

• To infer the character traits, the student needs to synthesize pieces of

information.
• Actions, words, thoughts, behaviour
Practice Paper 1 Booklet B
Use an adjective each to describe the two main characters. Give a reason for your answers
using information from the passage.
Character: Hana Adjective: caring
Reason: She was worried about George not getting enough so she would bring some
of her bread ration to share with him.

Hana always brought some of her bread ration to share with George,
whom she felt needed it more than she did. (lines 16 to 17).
Practice Paper 1 Booklet B
Use an adjective each to describe the two main characters. Give a reason for your answers
using information from the passage.
Character: George Adjective: determined / hopeful
Reason: Although months passed, George did not give up on his search for Hana.

For months, George searched for his sister. He asked everyone he

knew but no one could help. Deep down he suspected she had not
survived. But he kept hoping. (lines 31 to 32)
Thank you.