Learning Point - Discussion
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tsh0202:
Hi tsh0202
Hi phtthp,phtthp:
is there any 2013 K2 child (born 2007) by now still encounter problem trying to read ?
if Yes, Thomson Plaza starting new course commencing January 2013 to help this group of kids. But is going to be twice a week commitment. Thus, you need to stay committed to bring your child down, twice a week. They're trying to recruit pupils now.
This means the entire 8 module (for whole year) will cover :-
from Jan - June 2013: focus on phonics, reading.
from July - mid Nov 2013: become \"P1 Headstart\", ie. cover grammar, compreh, basic compo writing skills.
when enter P1 nowadays -
the primary school teachers are not going to teach your child How to read, nor going to teach your child phonics.
They expect your child to be able to read.
If your child can't read, school will send them to attend LSP (Learning Support program).
Is assessment required?
How do they assess?
My DS went for the assessment for K1 Read for Success Program sometime back and he was required to say the sounds of letters, write the letters (small/capital) and if the teacher sees that the kid can manage, she will go on to ask him to write 3-letter word eg cat, bat, map (as she reads out)... and even up to reading a simple book...
This is basically to ascertain which module he is going into (like what Ymy has mentioned). -
iLoveChubby:
My kid has not gone for his assessment yet but he would be sitting for the assessment for k1 read for success. And i believe what would be assessed would not deviate too much from what ilovechubby has shared. Looking at their course framework, these are necessary check points to understand where the child stand and which module the child should be placed into.
Hi tsh0202tsh0202:
Hi phtthp,
Is assessment required?
How do they assess?
My DS went for the assessment for K1 Read for Success Program sometime back and he was required to say the sounds of letters, write the letters (small/capital) and if the teacher sees that the kid can manage, she will go on to ask him to write 3-letter word eg cat, bat, map (as she reads out)... and even up to reading a simple book...
This is basically to ascertain which module he is going into (like what Ymy has mentioned).
This is, of course, only necessary if your child Has already earned some prerequisites. If a child is fresh, then all it is required is to be able to write, say and recognize the alphabet.
In my opinion, I appreciate that enrichment schools like lp are assessing the children prior to enrollment. It is not meant to discriminate any child. Rather, what they are looking at is the skills/knowledge already acquired/ are necessary by/for the children in order to benefit from their programs. Think of it this way - if one is very sick, one's body may not be able to take strong medication. when one is in good health, one can benefit more from all the supplements/tonics.
Not that my child has never been \"rejected\" though. Previously in another language school, he was assessed by a teacher (from the lower level) to be competent and recommended for promotion to the next level. Unfortunately, he was deemed \"not there yet\" by the higher level teacher. I was glad that the teacher from the higher level told me straight in the face that my child was not ready, instead of humoring me and let me waste my money by accepting my child into his class knowing fully well that my child would not benefit from the lessons.
No matter how good the programs are, how great the teachers are, how famous the schools are, if they cannot gel well with my child at his pace, they will not be able to help my child to progress. But that's my take, I know there are folks out there who think otherwise. -
iLoveChubby:
Hi tsh0202,
Hi tsh0202tsh0202:
Is assessment required?
How do they assess?
My DS went for the assessment for K1 Read for Success Program sometime back and he was required to say the sounds of letters, write the letters (small/capital) and if the teacher sees that the kid can manage, she will go on to ask him to write 3-letter word eg cat, bat, map (as she reads out)... and even up to reading a simple book...
This is basically to ascertain which module he is going into (like what Ymy has mentioned).
Yes ! what iLoveChubby said is correct.
for assessment into K1 (RFS) programme, entry into Module 1 :-
i)
child must know how to pronounce the 26 individual sounds (A to Z)
correctly.
ii)
child need to be able to write his / her own name in Capital and small letter(s).
Name begin with a Capital letter, the rest all lower case.
example:
Mathew Lee (correct)
MATHEW LEE (wrong - because all in capital letter) -
Hello all! Just an update. My child had gone through the assessment (or entry test) for rfs (k1 programme). The test started off with the examiner asking my kid’s name and then she asked my kid to write his name. Next, she tested my kid on the alphabet - she pointed to some letters and asked my kid to read out the name of the letters. She tested no less than 10 letters. If your child can do this, he/she can be enrolled for rfs, starting from module 1 lesson 1.
Next she tested my kid on first sounds of the letters. Both vowels and consonants were tested. Brownie points given when my kid was able to identify the long vowels and short vowels. She tested slightly more than 50% of the alphabet.
Next she moved on the blends. The child must be able to pronounce all the blends. What followed was single syllabus words which comprised of one consonant and a blend eg cat, mat, mop etc.
If the kid could do all the words (about 6-8 words from various word family, total more than 50 words), she would moved to digraphs. And then same thing, the kid would be expected to break the words and sound out the vowels/consonants/blends/digraphs. There are significantly more words to pronounce this time.
For the above, the child needs to show speed and confidence. Any hint of hesitation, the test would stop and the point in which the kid stops, would determine the lesson/module the child would start with.
Clearing all the above at the speed they are looking for means the kid has a solid foundation in phonics. Next the kid would be asked to read a simple reader. This is to gauge how fluent the child can read. This is the final and very good test to see if the child is really good in phonic knowledge. Because all the above tests can be learned and regurgitated. It is only through getting the child to read a reader that he/she has never read before that one can see the real proficiency. My child could read the reader well, but he went blank with words like " experience" and "tremendous". I don’t fault him, even though these are words that he should familiar with. He has already done very well. How do I know? Because the tester said my child could skip a significant chunk of the syllabus.
Finally, the tester would show the parent the syllabus, specially what would be taught in each lesson and I got to give my opinion on how my kid was assessed.
I agreed with the tester 's assessment on my kid’s proficiency, strength and weaknesses and most importantly, how much of the rfs modules could he skip. -
Imami:
WOW! Your kid is good:)Hello all! Just an update. My child had gone through the assessment (or entry test) for rfs (k1 programme). The test started off with the examiner asking my kid's name and then she asked my kid to write his name. Next, she tested my kid on the alphabet - she pointed to some letters and asked my kid to read out the name of the letters. She tested no less than 10 letters. If your child can do this, he/she can be enrolled for rfs, starting from module 1 lesson 1.
Next she tested my kid on first sounds of the letters. Both vowels and consonants were tested. Brownie points given when my kid was able to identify the long vowels and short vowels. She tested slightly more than 50% of the alphabet.
Next she moved on the blends. The child must be able to pronounce all the blends. What followed was single syllabus words which comprised of one consonant and a blend eg cat, mat, mop etc.
If the kid could do all the words (about 6-8 words from various word family, total more than 50 words), she would moved to digraphs. And then same thing, the kid would be expected to break the words and sound out the vowels/consonants/blends/digraphs. There are significantly more words to pronounce this time.
For the above, the child needs to show speed and confidence. Any hint of hesitation, the test would stop and the point in which the kid stops, would determine the lesson/module the child would start with.
Clearing all the above at the speed they are looking for means the kid has a solid foundation in phonics. Next the kid would be asked to read a simple reader. This is to gauge how fluent the child can read. This is the final and very good test to see if the child is really good in phonic knowledge. Because all the above tests can be learned and regurgitated. It is only through getting the child to read a reader that he/she has never read before that one can see the real proficiency. My child could read the reader well, but he went blank with words like \" experience\" and \"tremendous\". I don't fault him, even though these are words that he should familiar with. He has already done very well. How do I know? Because the tester said my child could skip a significant chunk of the syllabus.
Finally, the tester would show the parent the syllabus, specially what would be taught in each lesson and I got to give my opinion on how my kid was assessed.
I agreed with the tester 's assessment on my kid's proficiency, strength and weaknesses and most importantly, how much of the rfs modules could he skip. -
Actually my Intention of sharing is not to boast how good my kid is or along that line.
When I was finding our about learning point, I could not find a "complete picture" of how the assessment is going to be like. But it seems like many folks are asking for more information. Hence I decided to make a mental note of the test should my kid be sitting for it. -
Imami:
Hi dear thanks for update.Hello all! Just an update. My child had gone through the assessment (or entry test) for rfs (k1 programme). The test started off with the examiner asking my kid's name and then she asked my kid to write his name. Next, she tested my kid on the alphabet - she pointed to some letters and asked my kid to read out the name of the letters. She tested no less than 10 letters. If your child can do this, he/she can be enrolled for rfs, starting from module 1 lesson 1.
Next she tested my kid on first sounds of the letters. Both vowels and consonants were tested. Brownie points given when my kid was able to identify the long vowels and short vowels. She tested slightly more than 50% of the alphabet.
Next she moved on the blends. The child must be able to pronounce all the blends. What followed was single syllabus words which comprised of one consonant and a blend eg cat, mat, mop etc.
If the kid could do all the words (about 6-8 words from various word family, total more than 50 words), she would moved to digraphs. And then same thing, the kid would be expected to break the words and sound out the vowels/consonants/blends/digraphs. There are significantly more words to pronounce this time.
For the above, the child needs to show speed and confidence. Any hint of hesitation, the test would stop and the point in which the kid stops, would determine the lesson/module the child would start with.
Clearing all the above at the speed they are looking for means the kid has a solid foundation in phonics. Next the kid would be asked to read a simple reader. This is to gauge how fluent the child can read. This is the final and very good test to see if the child is really good in phonic knowledge. Because all the above tests can be learned and regurgitated. It is only through getting the child to read a reader that he/she has never read before that one can see the real proficiency. My child could read the reader well, but he went blank with words like \" experience\" and \"tremendous\". I don't fault him, even though these are words that he should familiar with. He has already done very well. How do I know? Because the tester said my child could skip a significant chunk of the syllabus.
Finally, the tester would show the parent the syllabus, specially what would be taught in each lesson and I got to give my opinion on how my kid was assessed.
I agreed with the tester 's assessment on my kid's proficiency, strength and weaknesses and most importantly, how much of the rfs modules could he skip.
Could any parents who has gone through the P! Headstart for their child share what the assessment was about
(just like in detail as above)?
Thanks -
Parents staying in the east, may note:-
January 2013 -
lessons still conducted at Simei.
wef February 2013 :-
lessons commence at Parkway centre (Marine Parade).
LP occupy two floor - level 4 and 5. -
sweet.girl:
I am also interested to know.
Hi dear thanks for update.Imami:
Hello all! Just an update. My child had gone through the assessment (or entry test) for rfs (k1 programme). The test started off with the examiner asking my kid's name and then she asked my kid to write his name. Next, she tested my kid on the alphabet - she pointed to some letters and asked my kid to read out the name of the letters. She tested no less than 10 letters. If your child can do this, he/she can be enrolled for rfs, starting from module 1 lesson 1.
Next she tested my kid on first sounds of the letters. Both vowels and consonants were tested. Brownie points given when my kid was able to identify the long vowels and short vowels. She tested slightly more than 50% of the alphabet.
Next she moved on the blends. The child must be able to pronounce all the blends. What followed was single syllabus words which comprised of one consonant and a blend eg cat, mat, mop etc.
If the kid could do all the words (about 6-8 words from various word family, total more than 50 words), she would moved to digraphs. And then same thing, the kid would be expected to break the words and sound out the vowels/consonants/blends/digraphs. There are significantly more words to pronounce this time.
For the above, the child needs to show speed and confidence. Any hint of hesitation, the test would stop and the point in which the kid stops, would determine the lesson/module the child would start with.
Clearing all the above at the speed they are looking for means the kid has a solid foundation in phonics. Next the kid would be asked to read a simple reader. This is to gauge how fluent the child can read. This is the final and very good test to see if the child is really good in phonic knowledge. Because all the above tests can be learned and regurgitated. It is only through getting the child to read a reader that he/she has never read before that one can see the real proficiency. My child could read the reader well, but he went blank with words like \" experience\" and \"tremendous\". I don't fault him, even though these are words that he should familiar with. He has already done very well. How do I know? Because the tester said my child could skip a significant chunk of the syllabus.
Finally, the tester would show the parent the syllabus, specially what would be taught in each lesson and I got to give my opinion on how my kid was assessed.
I agreed with the tester 's assessment on my kid's proficiency, strength and weaknesses and most importantly, how much of the rfs modules could he skip.
Could any parents who has gone through the P! Headstart for their child share what the assessment was about
(just like in detail as above)?
Thanks
Any parent can share? -
May I check the course fees like? :please:
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