Saturday, 7 February 20099.00am – 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-tellingPart 2: An Insight of STELLAR PedagogiesPart 3: Hands-on ExperiencePart 4: Q & A Session

First, a story…

What is STELLAR?

STELLAR: Strategies for English Language Learning

and Reading

The STELLAR Pedagogic Model(Lower Primary)

Scaffolding for Success

3

Shared experience followed by

Class Writing

4Group writing

5

Individual writing

Modified Language

Experience Approach

Shared Book

Approach

1

Reading for understandin

g 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

• music6 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 ReadingOr KWLOr 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 1Reading for Understanding and Enjoyment

Procedures1. 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.)

VideoSBA1

Questioning TechniquesWhen questioning and making predictionsKeep your child involvedStimulate his/her thinkingAid in developing comprehension strategyOpen-ended questions rather than “yes”-”no”

questions to encourage your child to talkAvoid killing interest in the story by asking too many

questions

What are some of the types of questions one can ask?

Shared Book Approach 2Explicit Teaching of Language

Procedures1.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.

VideoSBA2

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 print2. Identifying target vocabulary3. Teaching phonemic awareness4. Learning letters and sounds5. Developing reading comprehension with

riddles6. Learning language structures – a guessing

game7. Practising language through dramatisation

MLEA Experience & Class WritingProcedures 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

VideoMLEA 1b & 1c

Examples of Class Writing

MLEA 2Group Writing

ProceduresTuning 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 1BrainstormingGroup Writing (Mixed Ability GroupingMixed Ability Grouping): 1) Drafting 2) Editing 3) Publishing & illustrating Reading Group Story

VideoMLEA 2

MLEA 3Individual Writing

ProceduresTuning in: sing a song or recite a poemRereading a familiar Big BookRereading the current Big BookRereading Class Writing from Part 1Rereading the Group Writing from Part 2Individual Writing 1) Drafting 2) Conferencing 3) Publishing & illustratingReading Individual Writing

VideoMLEA 3

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 CentresThe Listening CentreThe Reading CentreThe Word Study Centre

Additional for upper primary:The Drama & Creativity CentreThe Computer CentreThe Writing Centre

VideoLC Lessons 1 to 3

Supported ReadingProcedures1.Sustained Silent Reading2.Setting a Purpose3.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

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.

A K-W-L ChartKnow Want to Know Learnt

Writing Process Cycle

The basic and interrelated steps of the writing process

cycle involve:PlanningWriting – includes word processingReviewing – rereading for revising (e.g.

redrafting, editing for correcting spelling, punctuation, changing word order, etc.)

Parents as Pupils

Please fill up the evaluation forms before you leave.Have a great day ahead!