Learning Point - Discussion
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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:
-
[quote="Ran1977
I am also interested to know.
Any parent can share?[/quote]
I have not personally send my child for placement test before but I have been emailing with Thomson branch in regards to P1 Headstart programme. The child will be required to be able to read from Ladybird series level 10 and above. Peter & Jane series is appropriate. The child is also be asked to write one or two simple sentences during the placement test. There has been students who are good enough to join either the 2nd or 3rd module of P1 Headstart. However it is all subject to clearance of their written placement test as the child must be ready to join in between the modules. -
lovinglife:
I have not personally send my child for placement test before but I have been emailing with Thomson branch in regards to P1 Headstart programme. The child will be required to be able to read from Ladybird series level 10 and above. Peter & Jane series is appropriate. The child is also be asked to write one or two simple sentences during the placement test. There has been students who are good enough to join either the 2nd or 3rd module of P1 Headstart. However it is all subject to clearance of their written placement test as the child must be ready to join in between the modules.[/quote][quote=\"Ran1977
I am also interested to know.
Any parent can share?
My child went for the test mid this year. She was asked to read and finished a storybook. After that, the tester went on to ask her few questions on the storybook she read. And that's all.. She was not test on writing.. lucky..
I guess different tester, different requirements? -
lovinglife:
I have not personally send my child for placement test before but I have been emailing with Thomson branch in regards to P1 Headstart programme. The child will be required to be able to read from Ladybird series level 10 and above. Peter & Jane series is appropriate. The child is also be asked to write one or two simple sentences during the placement test. There has been students who are good enough to join either the 2nd or 3rd module of P1 Headstart. However it is all subject to clearance of their written placement test as the child must be ready to join in between the modules.[/quote][quote=\"Ran1977
I am also interested to know.
Any parent can share?
when i rang up to inquire initially in May this year -
the admin lady at Thomson Plaza branch said the child is required to read - around Ladybird series level 10.
My K1 child took the test in June this year (at Simei branch, P1 HeadStart programme). She did not attend the earlier Phonics (RFS) - because everyday she is exposed to another type of phonics (called Montessori phonics), at a Montessori kindergarten daily (Monday - Friday). i thought one type of phonics exposure is ... good enough.
Simei Teacher at first asked, \"can you tell me - how's your child's Phonics progress so far ?\" i replied that - her kindergarten English teacher feedback to me that she just started into beginning \"Green scheme\" stage, Montessori phonics.
Tr respond, \"All right, I shall test her reading then\".
so Tr took out one thin storybook, turned to page 1 and asked her begin reading. Tr bypassed testing her phonics. None of those consonants, short / long vowel, digraph, nor blending of sounds were tested. None of these. Tr just test her - go straight into reading.
initially, i was expecting a relatively thick storybook - since admin staff earlier told me - around Ladybird level 10 standard. Thus, i was fairly surprised to see that the storybook was thin. (I was pleased ) The storybook was about some kids having a Christmas sleigh ride in the snow with Santa Claus and later the chilren met some animals (wild bear, fox) . I can't recall exact book title, because i didn't purposely take notice of the exact Title of the book. I was more concerned whether she could read). As my girl began to read aloud, i thought the contents of the book is somewhat simple - equivalent to Ladybird standard ... level 5 at most; because the storybook was thin (less than 10 pages max.) and there were not many words per page.
after she finished reading, Tr asked her 5 questions test her comprehension. Tr turned to each page to ask. At each page, Tr paused and threw her a question regarding - Who, What are they doing ? , Where is the place ? , How did it happen ? Why do you think .... was the Conclusion good ?
she could answer the first 4 concerning (Who, What, Where, How).
but she couldn't Why ... because the Why part involve inference, reasoning skill.
after she finished Compreh, Tr asked her -
\"for the last question only, can you try to write down the answer for me ?
I would like to see your handwriting. \"
She took out a piece of white paper and told my girl to answer such that -
answer need to begin with a Capital letter and end with a full stop.
My girl ... attempt.
Certain words she couldn't spell, so Tr pointed to her that those spelling words she not sure could actually be found in the passage that she had just read. She pointed out those fewwords in that particular page / passage. Slowly my girl managed to write the answer word by word, in one full complete sentence.
with that, she said my girl cleared the test and can proceed to enrolment.
At that time, i wasn't aware that a child can skip certain module. I thought or assume that every child start from basic Module 1, and go through the momentum full course. So i didn't inquire about skipping module, nor did the Tr mention anything on this. So i just enrolled her for Module 1. She completed Module 4 in November, because was twice a week (Wed 7 pm and Sat 12.30 pm), 1.5 hrs duration per session.
overall, thought it was a good exposure because it taught her basic Grammar, Vocab, Compreh, Compo. (I don't have the energy to guide her in Compo)
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