2012 PSLE Discussions and Strategy
-
Just thought I'd share a little thought here. I'm impressed with this annotation method because I've never seen this before. Even in homeschooling, I have never used this.
My daughter managed to score A* for English as well without any of such help (from me or teacher and no tuition - she has never asked for help in English, used to top her school in the subject every year), and she scored close to full marks for her SAT exams reading and writing as well, a very difficult achievement for a then 14 year old. She has only one secret. She reads a lot, a lot. Practically eats books.
So there are many methods, and some times, just having a good grounding in the language can do wonders. Otherwise, using methods like these I'm sure can give heaps of advantage to the kids as well. Many roads to Rome, thanks for sharing all the different ones.
Also, one caution. The method might work wonders on some kids, and may not for others. Of my kids, I know at least 3 will get really angry if I use these on them, but 1 of my kids will definitely benefit.
If the kid is able to scan a piece of writing, can be newspaper article, books, novel etc, and understand it fully (not partly) without the need for such breaking down, then perhaps he will be frustrated. If we insist that he does this, he will hate to do compre or even read, if we keep bugging him to comply.
I know PSLE is important to parents and children. But take care of the passion for reading. If you kill that for them in the midst of getting an A* for English, I think it will be quite sad. In fact, some could get that good grade without our help.
Don't under estimate our little ones. Some kids are intuitive and know their way without us having to point them every single step. Don't stone me har... I still think it is an amazing effort, and I won't be able to even do/attempt a fraction of this. What an effort! :shock:
Go ahead and get that good grade, but most importantly, take care of that passion. :boogie: -
I think it’s only for those who don’t read much English literature. I am doing this VERBALLY with my two young kids when I read something to them that may be beyond their life experiences, not just with books, but movies. I can’t imagine having to do this for them at p6 for English. But for CHINESE, yes! Because there will be many phrases, references, and vocab they are unfamiliar with. Because they don’t understand the references, they won’t see the ‘hidden’ meaning. But for someone who is proficient in the tongue, it is clear as daylight.
I feel reading good books can be different from reading non fiction, or books that are more simplistic. So being very good at reading assessment books - or
Geronimo, Percy Jackson books - is not the same as reading a more textured and layered work that draws its material from a deeper philosophical question, or from a more complicated socio- economic background. The Giver for one, can be easily read by a P6, but not every 12 year old will be able to extract the themes from it. It remains one of the most controversial books on reading lists in the US. -
deminc:
Actually, I'm also in a similar situation. I've always had problems with Chinese when it comes to teaching the kids because they don't read enough Chinese books, and we don't speak it at home. But I devised a very simplistic compre method and they would score full marks for that PSLE paper (compre only) without understanding the passage at all! It even amazes the teachers.I think it's only for those who don't read much English literature. I am doing this VERBALLY with my two young kids when I read something to them that may be beyond their life experiences, not just with books, but movies. I can't imagine having to do this for them at p6 for English. But for CHINESE, yes! Because there will be many phrases, references, and vocab they are unfamiliar with. Because they don't understand the references, they won't see the 'hidden' meaning. But for someone who is proficient in the tongue, it is clear as daylight.
I feel reading good books can be different from reading non fiction, or books that are more simplistic. So being very good at reading assessment books - or
Geronimo, Percy Jackson books - is not the same as reading a more textured and layered work that draws its material from a deeper philosophical question, or from a more complicated socio- economic background. The Giver for one, can be easily read by a P6, but not every 12 year old will be able to extract the themes from it. It remains one of the most controversial books on reading lists in the US.
But since my kids has normally progressed from PSLE to a degree program, I don't really care about their Chinese beyond that PSLE (A is good enough for me, don't need A*) because they pick it up from scratch at uni. P6 level is enough to give them a headstart among real beginners. :rotflmao:
For English, I think the reading habit is very important, can't agree more. I don't really track what the kids read (which include management books and thick novels, comics, HBR and uni texts displayed on our shelves). In addition, I subscribe to a US reading list, and at the end of every book, they test comprehension of the book. DS2 reads at least a book or two from the reading list a day. I know that he comprehends the whole book (e.g. DS2 read Call of the Wild and Midsummer Night's Dream at 11) and answered all the comprehension questions correctly in an hour inclusive of reading. I am pretty sure he has read The Giver, but I am not sure if he got the themes. I believe my daughter only started looking into themes systematically at about 15 when required by the syllabus. Slowing down a kid might or might not work. If I were to slow DS2 down deliberately, he will be very angry with me. I am more worried about him thinking I do not trust him then him getting the grades. Therefore, if he loses one or two marks here or there, I don't really lose sleep because I want him to continue to love reading instead.
For reluctant readers, like DD3, I think annotation method would work, since I am not sure if he really comprehends (inferences etc) everything he reads and he is still young (P3) to think I know nothing. :skeptical: Yet, I am cautious, I might want him to find a method for himself, just like him to for Math. Having said that, I still think those who use this annotation method are excellent educators! What a wonderful way to break a huge piece into bite size pieces!
Same caution. If we tell the kid everything they need to know, they might stop exploring. I shudder to think the next generation might ask us the right method to learn to walk properly. Something that should come from instinct. :xedfingers: So I'd say let the kid try first, if he can, then leave him alone. Otherwise, whip this up and help him. I'm going to copy all of these annotation thingy and keep it in case I'll ever need it one day.
Thank you psle2011mum. What selfless sharing! :thankyou: -
2ppaamm:
Hi 2ppaamm,
Actually, I'm also in a similar situation. I've always had problems with Chinese when it comes to teaching the kids because they don't read enough Chinese books, and we don't speak it at home. But I devised a very simplistic compre method and they would score full marks for that PSLE paper (compre only) without understanding the passage at all! It even amazes the teachers.deminc:
I think it's only for those who don't read much English literature. I am doing this VERBALLY with my two young kids when I read something to them that may be beyond their life experiences, not just with books, but movies. I can't imagine having to do this for them at p6 for English. But for CHINESE, yes! Because there will be many phrases, references, and vocab they are unfamiliar with. Because they don't understand the references, they won't see the 'hidden' meaning. But for someone who is proficient in the tongue, it is clear as daylight.
I feel reading good books can be different from reading non fiction, or books that are more simplistic. So being very good at reading assessment books - or
Geronimo, Percy Jackson books - is not the same as reading a more textured and layered work that draws its material from a deeper philosophical question, or from a more complicated socio- economic background. The Giver for one, can be easily read by a P6, but not every 12 year old will be able to extract the themes from it. It remains one of the most controversial books on reading lists in the US. But since my kids has normally progressed from PSLE to a degree program, I don't really care about their Chinese beyond that PSLE (A is good enough for me, don't need A*) because they pick it up from scratch at uni. P6 level is enough to give them a headstart among real beginners. :rotflmao:
For English, I think the reading habit is very important, can't agree more. I don't really track what the kids read (which include management books and thick novels, comics, HBR and uni texts displayed on our shelves). In addition, I subscribe to a US reading list, and at the end of every book, they test comprehension of the book. DS2 reads at least a book or two from the reading list a day. I know that he comprehends the whole book (e.g. DS2 read Call of the Wild and Midsummer Night's Dream at 11) and answered all the comprehension questions correctly in an hour inclusive of reading. I am pretty sure he has read The Giver, but I am not sure if he got the themes. I believe my daughter only started looking into themes systematically at about 15 when required by the syllabus. Slowing down a kid might or might not work. If I were to slow DS2 down deliberately, he will be very angry with me. I am more worried about him thinking I do not trust him then him getting the grades. Therefore, if he loses one or two marks here or there, I don't really lose sleep because I want him to continue to love reading instead.
For reluctant readers, like DD3, I think annotation method would work, since I am not sure if he really comprehends (inferences etc) everything he reads and he is still young (P3) to think I know nothing. :skeptical: Yet, I am cautious, I might want him to find a method for himself, just like him to for Math. Having said that, I still think those who use this annotation method are excellent educators! What a wonderful way to break a huge piece into bite size pieces!
Same caution. If we tell the kid everything they need to know, they might stop exploring. I shudder to think the next generation might ask us the right method to learn to walk properly. Something that should come from instinct. :xedfingers: So I'd say let the kid try first, if he can, then leave him alone. Otherwise, whip this up and help him. I'm going to copy all of these annotation thingy and keep it in case I'll ever need it one day.
Thank you psle2011mum. What selfless sharing! :thankyou:
Would u able to share with us the simplistic method that u devised? -
DS1 reads voraciously yet has not been doing well for comprehension, compositions and cloze passages. On the other hand, DD2 reads vey little, relies only on audio CDs and yet fares better for grammar, comprehension and compositions. I’ve been rather puzzled by this. I started to observe DS1, and realized that he reads alot for pleasure without really consciously noticing vocabulary, sentence structures, etc. Hence I’ve started to teach him annotation skills, drawing his attention specifically to grammar structures and teaching him explicitly how the English language is constructed. So far, he seems to be benefiting from this explicit unpacking of the language.
DD2 however, gets overwhelmed if I tried to unpack and teach her specific skills. She somehow has internalized the English language rules with little explicit teaching and has unconscious competence that enables her to deal with grammar tests and comprehension passages. Besides audio CDs, I haven’t been able to get her "read" physical books.
So I agree with 2ppaamm that you need to use these strategies for the right child. Our brains are very complex especially for language mastery and some of us need explicit teaching while others just need alot of immersion and exposure. -
You are all very welcome to the annotated pieces - just my very, very small contribution back to a community that has helped me so much since 2008.
Most definitely - different strokes for different folks and yes, some of us do this mining for meaning exercise subconsciously because it is second nature, while others are not quite at that stage yet. Some will benefit from this more structured method, and some will need other methods.
I shared what worked for DD to pull her grades for OEC up; she is an able reader but one who reads solely for pleasure – her love for reading was not translating into her better understanding of compre passages.
Yes, totally agree that reading is the key for both the languages too; both DDs are doing HMT now but I can see them really struggling because we speak none of it at home.
At the end of the day, as parents, I guess we all need to look hard at our DC, sieve through the sharings and decide what works best for them since each one of us knows our own DC best and have their best interests at heart, above everyone else.
Have a great week ahead! -
hshs:
Ok, let me try. Like I said, it is simplistic, so I am not sure if I can manage to describe it well here.
Hi 2ppaamm,
Would u able to share with us the simplistic method that u devised?
I get the child to break the passage into parts, look for words that look important (most of the time, my kids do not recognize or understand these words), guess the meaning and context of the passage. Then, look at the questions. Figure out which part of the passage fit into which question the best, using brackets (over bracket better than under).
Then, just copy the bracketed answers into the questions.
A bit hard to describe but I hope you know what I mean. Mostly because my children do not understand a lot of the Chinese comprehension, so I have devised this method. Surprisingly, all 3 of my older ones who took PSLE got full marks for their Chinese compre consistently from P5. Even their teachers found this 'phenomenon' so remarkable. Because most kids will do well for the MCQ, but not Compre. My kids score for compre but MCQ... erhm... When you cannot understand, guess lor, I teach intelligent guessing. Two of them did HMT, and even got credit leh... :rotflmao: :evil:
Seriously, intelligent guessing is a very important exam skill. The higher you go the more important it becomes.
Even though I am very good at the language myself, I saw no point in forcing them to excel in the language as I believe it has to come from the heart. I also did not sign them up for tuition. There will be plenty of opportunities to do well, like now. My two girls are picking Chinese for their uni courses. :imcool: Better late than never. I teach them to skim through the system and use short cuts so that they don't hate the subject. Now they enjoy the culture, and can excel some more amongst ang mos...
I also teach Maths short cuts (I don't use those strange, long methods taught in schools). Heheh... all three got A* leh... I think I am the short cut mum, and I devise short cuts for my kids to handle exams. Only need one 1 hour session for Chinese, and 1 week for Maths for PSLE. I do this around P5. Results consistent leh. :rotflmao:
I did the same for my own O levels and A levels, and SAT. All ok and good results leh. I don't believe in just studying hard the whole year round lor... so got to study smart. :yikes:
-
2ppaamm:
Err.....you might want to note there are some changes to Chinese Comprehension section....nowadays, kids are not allowed to copy \"wholesale\" from the text. In cases when they \"over-bracketed\" and answered more than required (basically without understanding), they are marked wrong for the answer. My DS experienced that in his prelims just last year, and the teacher informed them this was the PSLE standard marking!
Ok, let me try. Like I said, it is simplistic, so I am not sure if I can manage to describe it well here.hshs:
Hi 2ppaamm,
Would u able to share with us the simplistic method that u devised?
I get the child to break the passage into parts, look for words that look important (most of the time, my kids do not recognize or understand these words), guess the meaning and context of the passage. Then, look at the questions. Figure out which part of the passage fit into which question the best, using brackets (over bracket better than under).
Then, just copy the bracketed answers into the questions.
A bit hard to describe but I hope you know what I mean. Mostly because my children do not understand a lot of the Chinese comprehension, so I have devised this method. Surprisingly, all 3 of my older ones who took PSLE got full marks for their Chinese compre consistently from P5. Even their teachers found this 'phenomenon' so remarkable. Because most kids will do well for the MCQ, but not Compre. My kids score for compre but MCQ... erhm... When you cannot understand, guess lor, I teach intelligent guessing. Two of them did HMT, and even got credit leh... :rotflmao: :evil:
Seriously, intelligent guessing is a very important exam skill. The higher you go the more important it becomes.
Even though I am very good at the language myself, I saw no point in forcing them to excel in the language as I believe it has to come from the heart. I also did not sign them up for tuition. There will be plenty of opportunities to do well, like now. My two girls are picking Chinese for their uni courses. :imcool: Better late than never. I teach them to skim through the system and use short cuts so that they don't hate the subject. Now they enjoy the culture, and can excel some more amongst ang mos...
I also teach Maths short cuts (I don't use those strange, long methods taught in schools). Heheh... all three got A* leh... I think I am the short cut mum. Only need one 1 hour session for Chinese, and 1 week for Maths. I do this around P5. Results consistent leh. :rotflmao: -
Pen88n:
Err.....you might want to note there are some changes to Chinese Comprehension section....nowadays, kids are not allowed to copy \"wholesale\" from the text. In cases when they \"over-bracketed\" and answered more than required (basically without understanding), they are marked wrong for the answer. My DS experienced that in his prelims just last year, and the teacher informed them this was the PSLE standard marking![/quote]Don't know leh... DD2 took PSLE in 2009, used this method and still managed to get that A and merit. I'm just sharing, and don't know what MOE standard is. Her prelims was also ok (SAP school). I guess she didn't over bracket? Normally, her answers were about 2 to 3 lines, and most of the time, she does not know what her answers really mean, but she'll have a vague idea.
Ok, let me try. Like I said, it is simplistic, so I am not sure if I can manage to describe it well here.2ppaamm:
[quote=\"hshs\"]
Hi 2ppaamm,
Would u able to share with us the simplistic method that u devised?
I get the child to break the passage into parts, look for words that look important (most of the time, my kids do not recognize or understand these words), guess the meaning and context of the passage. Then, look at the questions. Figure out which part of the passage fit into which question the best, using brackets (over bracket better than under).
Then, just copy the bracketed answers into the questions.
A bit hard to describe but I hope you know what I mean. Mostly because my children do not understand a lot of the Chinese comprehension, so I have devised this method. Surprisingly, all 3 of my older ones who took PSLE got full marks for their Chinese compre consistently from P5. Even their teachers found this 'phenomenon' so remarkable. Because most kids will do well for the MCQ, but not Compre. My kids score for compre but MCQ... erhm... When you cannot understand, guess lor, I teach intelligent guessing. Two of them did HMT, and even got credit leh... :rotflmao: :evil:
Seriously, intelligent guessing is a very important exam skill. The higher you go the more important it becomes.
Even though I am very good at the language myself, I saw no point in forcing them to excel in the language as I believe it has to come from the heart. I also did not sign them up for tuition. There will be plenty of opportunities to do well, like now. My two girls are picking Chinese for their uni courses. :imcool: Better late than never. I teach them to skim through the system and use short cuts so that they don't hate the subject. Now they enjoy the culture, and can excel some more amongst ang mos...
I also teach Maths short cuts (I don't use those strange, long methods taught in schools). Heheh... all three got A* leh... I think I am the short cut mum. Only need one 1 hour session for Chinese, and 1 week for Maths. I do this around P5. Results consistent leh. :rotflmao:
One thing for sure, this is not for students who are already good at the language, but for those who would otherwise score only a few marks. Most of the time, when I read their answers, they sound intelligent. Only those were not their own words. But are they expected to use their own words, like in English? My method won't work for English. I venture to guess that if all answers must not be lifted for Chinese, many students will fail. In any case, if no lifting is allowed, I would have devised another method to go around that. :evil: Paraphrase lor...
There's no book about intelligent guessing for PSLE, but you can always find such books for other standardized tests at more advanced levels.
Caution: Don't use my method, because it is not tried and tested, and only worked for my kids so far... -
CA1 is round the corner…how are you preparing your kids for it ? Will CA1 be a wake up call?
Hello! It looks like you're interested in this conversation, but you don't have an account yet.
Getting fed up of having to scroll through the same posts each visit? When you register for an account, you'll always come back to exactly where you were before, and choose to be notified of new replies (either via email, or push notification). You'll also be able to save bookmarks and upvote posts to show your appreciation to other community members.
With your input, this post could be even better 💗
Register Login