Primary ONE English Assignment
-
Reading the "Letter written to P1 parents" again.
FQW, you should then prepare you child to write simple descriptive sentences at home. Talk about a place of interest he/she has visited. -
I think it can be done as long as parents able to accept simple write-up from students.
I think what shock parents are the words use like learning tapestry experience and learning journey. But the exercise in itself is appropriate for P1, it’s very similar to the title "Where I would bring my friend to visit in Singapore?". Usually kids will bring them to their fav place, some might pick zoo, USS, etc.
As for Introd, body and concl, it’s to start the kids to organise their thoughts in such a manner. Although there are many lines, some kids’ write very big size words, so need to give them more space. It might be enough for only 2 sentences. The content can be simple like what Busymon had indicated.
Some kids will have simple plot, some more complicated (might not must be helped by parents, give them benefit of doubt lah, some can becos language ability is not limit by age, though some would be helped by parents).
My dd1 only started reading at the ok standard this year and even I think she can do this piece of work, there will be grammar mistakes, spelling error but the thought process of writing such topics in a specific manner can be trained at P1.
To share, my school lib prepared a reading programme bklet that help them to think abt the story that they have read in the components of writing a compo. For example, one excerise would be how the story make you feel, the next is for the kid to think about the story in terms of the plot like beginning, the middle, where all the action is and the end, conclusion. I might explain in a complicated manner but it can be done by the child. I do need to help becos she did not understand some words so I need to explain to her the meanings. I did not ask her to chk the dict herself becos only this yr her reading std is at ok level, so I’m helping her out. -
Sun_2010:
Nice sharing, Sun_2010! :hugs:autumnbronze:
Just wondering out loud and out of curiosity .....
Do Kindys/CCs prepare K2 for such exercises?
My son's(2 yrs ago) and daughter's preschool( 9 yrs ago) did, not so structured. Just the idea is to put into simple sentences what they Experienced.
No parental involvement . After school outing, teacher asks the children what they did, the enthusiastic ones tell . This the teacher guides to write down.
My son's current primary school does after every LJ in different forms. such a general write up are post LJ activity. They also have some written activities right after thr LJ like a questionnaire specific to the place they visited with Some Qs are about the facts they would have observed, some their opinion, some times they would have to draw what they liked, etc.
The below is my general opinion, not a reply to you , autumn.
I feel such activities are a step in the right direction. And strongly encourage it. It is far better than the picture compos that years ago formed the introduction to writing , enough to put kids off writing. Writing about some thing a chid has experienced is far far easier and meaningful than compo writing.
For such activities, Teachers guide and explain what is expected, ask questions and take answers from children to show what is needed, give them examples, the dos and the donts. And they do it soon after the LJ to tap in to the freshness. True not all children pay full attention, but all children are given the opportunity to learn and do. So to me that is good education.
If parents/tutors help with the sentences to write then it is a unfair. If the parents just guide then it should be ok. just because some kids who attend enrichment/ parental involve,it doesn't make it a wrong thing. The ones who do not have enrichment, or parents who have given a good exposure in the early years will pick up, very fast.
Like busymon said the write up can be pretty simple. the fact we parents tend to get upset our child's performance is not to the level we expect of our child or what we expect of the assignment is our flaw.
Don't let's deny the average kid the benefits of a good Learning exercise because we did not do it that way. It may seem out of comfortzone for us, but it doesnt mean it really is for the child. Things change , and when they do for the better , we must learn to embrace it.
Ok let the bashing begin, I am scooting off to the gardens by the bay. :siam:
May I also add to your thoughts that just because our child may not write as creatively or as perfectly (without spelling or grammatical errors) like their frenz... it doesn't mean they...
1...... cannot make it
2...... not intelligent enough
3...... are not on par
4...... \"need\" tuition!
Every child has their own strengths and capabilities, each unique to his own. -
SAHM_TAN:
I think it can be done as long as parents able to accept simple write-up from students.
I think what shock parents are the words use like learning tapestry experience and learning journey. But the exercise in itself is appropriate for P1, it's very similar to the title \"Where I would bring my friend to visit in Singapore?\". Usually kids will bring them to their fav place, some might pick zoo, USS, etc.
As for Introd, body and concl, it's to start the kids to organise their thoughts in such a manner. Although there are many lines, some kids' write very big size words, so need to give them more space. It might be enough for only 2 sentences. The content can be simple like what Busymon had indicated.
Some kids will have simple plot, some more complicated (might not must be helped by parents, give them benefit of doubt lah, some can becos language ability is not limit by age, though some would be helped by parents).
My dd1 only started reading at the ok standard this year and even I think she can do this piece of work, there will be grammar mistakes, spelling error but the thought process of writing such topics in a specific manner can be trained at P1.
To share, my school lib prepared a reading programme bklet that help them to think abt the story that they have read in the components of writing a compo. For example, one excerise would be how the story make you feel, the next is for the kid to think about the story in terms of the plot like beginning, the middle, where all the action is and the end, conclusion. I might explain in a complicated manner but it can be done by the child. I do need to help becos she did not understand some words so I need to explain to her the meanings. I did not ask her to chk the dict herself becos only this yr her reading std is at ok level, so I'm helping her out.
All true my dear and I read here that your dd seems to be coping well. :hugs:
Psst... you rcvd my reply abt the learning kit? -
FQW:
You're eagle-eye, Busymom [I was squinting at the pics thru my iphone previously]. Shall I proclaim you Queen of Eagle Wings or something similiarly tacky .... mabbe not.Busymom:
Limlim
Is this a paper test or is this a \"tell\" test?
Why I am wondering:
1) I see the word \"say\" instead of write.
2) the date of test is from 9 to 16 July?
If this is a paper test, why is it not done in school but brought home? If brought home, not fair to give any weightage to the marks.
As for your question whether a P1 is able to write a field report, my answer is yes, some would be able to do it even without enrichment, especially if they are good in the language or have been reading widely.
My DD's school has also never given this type of assignment or test in P1. In P1, all the writing that they do are on a group basis.
Yes, this definitely looks to me to be a show-and-tell. Why would an offical assessment [with 10% weightage] be allowed to be brought home?
Bro.. I got one. How abt Busy-eye?
Ok back to business..
DDs school prepares them for show n tell via written assignments as well. Something similar to the one shared by limlim for structure purposes. Some children can/tend to go out of topic when they do show n tell like my DD lar. So it's good preps really. Plus, align with Maria Montessori's quote... \"What goes thru the hands, goes to the mind...\" -
Dear buds,
I did rec you msg, am making my wish list from my research but kept being distracted by this and that. Bb’s growing independence is stressing and keeping me busy too.
YES, dd1 has come a long way in her reading skills. Not ashame to say that in mid K1 - K2, I cried in frustration and fear. I’m grateful to the efforts put in by her kindy, though I still qn them about their curriculum, I’m the never satisfied parent. Of course at home dd1 and I worked a lot on her reading. She’s still behind her peers but what a difference from a year and a half ago.
I’m encouraged.
I will pm my wish list by end this month bah. Heehee, I have to start working with dd1 soon so I cannot be too distracted LOL -
buds:
Nice sharing, Sun_2010! :hugs:Sun_2010:
[quote=\"autumnbronze\"]Just wondering out loud and out of curiosity .....
Do Kindys/CCs prepare K2 for such exercises?
My son's(2 yrs ago) and daughter's preschool( 9 yrs ago) did, not so structured. Just the idea is to put into simple sentences what they Experienced.
No parental involvement . After school outing, teacher asks the children what they did, the enthusiastic ones tell . This the teacher guides to write down.
My son's current primary school does after every LJ in different forms. such a general write up are post LJ activity. They also have some written activities right after thr LJ like a questionnaire specific to the place they visited with Some Qs are about the facts they would have observed, some their opinion, some times they would have to draw what they liked, etc.
The below is my general opinion, not a reply to you , autumn.
I feel such activities are a step in the right direction. And strongly encourage it. It is far better than the picture compos that years ago formed the introduction to writing , enough to put kids off writing. Writing about some thing a chid has experienced is far far easier and meaningful than compo writing.
For such activities, Teachers guide and explain what is expected, ask questions and take answers from children to show what is needed, give them examples, the dos and the donts. And they do it soon after the LJ to tap in to the freshness. True not all children pay full attention, but all children are given the opportunity to learn and do. So to me that is good education.
If parents/tutors help with the sentences to write then it is a unfair. If the parents just guide then it should be ok. just because some kids who attend enrichment/ parental involve,it doesn't make it a wrong thing. The ones who do not have enrichment, or parents who have given a good exposure in the early years will pick up, very fast.
Like busymon said the write up can be pretty simple. the fact we parents tend to get upset our child's performance is not to the level we expect of our child or what we expect of the assignment is our flaw.
Don't let's deny the average kid the benefits of a good Learning exercise because we did not do it that way. It may seem out of comfortzone for us, but it doesnt mean it really is for the child. Things change , and when they do for the better , we must learn to embrace it.
Ok let the bashing begin, I am scooting off to the gardens by the bay. :siam:
May I also add to your thoughts that just because our child may not write as creatively or as perfectly (without spelling or grammatical errors) like their frenz... it doesn't mean they...
1...... cannot make it
2...... not intelligent enough
3...... are not on par
4...... \"need\" tuition!
Every child has their own strengths and capabilities, each unique to his own.[/quote]Dear parents,
I just want to say that even if our children do not seem to be as intelligent as \"so n so kids\", we do not give up.
Agree w buds. I think i have shared this in this forum before. My dd1 could read very well, speak fluently at the age of 2. By age 5, she could write pretty well for her age. While..... dd2 cant even read or write at age 5. DD2 in GEP. DD1 miss the P3 GEP exams. -
I voted yes. That is assuming the teacher would have gone through with the kids what is intro, body and conclusion and would have done a few exercises with them.
It also depends on what is the extent to which you expect the kids to be writing. At P1, like someone suggested, a single sentence intro would suffice, a body with 2-3 sentences and a single sentence conclusion would be considered complete.
If your kids’ schools practise journal writing, this is not that much different, just put into a more structured format.
If the teacher is grading base on the basic capabilities of children this age (basic grammer, sentence structure, spelling, basic vocab), I will have no issue with it. But if the teacher is grading it based on comparison with higher abilities children, I will have issue with it.
My kids are doing this at K2. They start with mindmapping followed by putting their ideas into structured sentences. We cannot keep thinking that the kids cannot and not even expose them to the task. A lot of parents balk at the idea as they themselves expect a complete piece of work that includes an intro that captivates, a body that elaborates instead of just relate and an indepth conclusion the provokes or emotes. We forget that kids have to start somewhere. They do not suddenly start writing without the 1st few tentative, fumbling steps. -
Funz:
I voted yes. That is assuming the teacher would have gone through with the kids what is intro, body and conclusion and would have done a few exercises with them.
It also depends on what is the extent to which you expect the kids to be writing. At P1, like someone suggested, a single sentence intro would suffice, a body with 2-3 sentences and a single sentence conclusion would be considered complete.
If your kids' schools practise journal writing, this is not that much different, just put into a more structured format.
If the teacher is grading base on the basic capabilities of children this age (basic grammer, sentence structure, spelling, basic vocab), I will have no issue with it. But if the teacher is grading it based on comparison with higher abilities children, I will have issue with it.
My kids are doing this at K2. They start with mindmapping followed by putting their ideas into structured sentences. We cannot keep thinking that the kids cannot and not even expose them to the task. A lot of parents balk at the idea as they themselves expect a complete piece of work that includes an intro that captivates, a body that elaborates instead of just relate and an indepth conclusion the provokes or emotes. We forget that kids have to start somewhere. They do not suddenly start writing without the 1st few tentative, fumbling steps.
We have to confirm if the assignment can be brought home. If indeed so, it's anybody's guess who'll end up being the main \"contributor\" of the piece of work.(Not saying all parents huh) It's then utterly unfair if they are graded . The problem comes a full circle again. With external help (tuition, parents etc) , these kids will score better. :siam:
The less priviledged children who may not have access to such help or who may not even have presch education (due to parents' ignorance as it's not compulsory, or cost becoz they are already living from hand to mouth). With some of these kids struggling to pick up reading in P1, it's really a tall order to tackle such assignments. I'm thinking along the line of the lower-income group families.
The assignment is not the bone of contention but the timing. P1 is still a transitional period for many kids, we do not need to rush the process. Maybe end of P1 will be a more ideal time or leave out the grading? -
Just to share the writing assignment my P1 DS was given this past week. Earlier in the week, Kids were asked to bring slices of bread with different items eg lettuce, ham, cheese, peanut butter, etc, with spreading knife.
On Fri, DS came home with a recipe template and was asked to write out the "recipe" for his sandwich.
I thought this was a reasonable assignment as it was based on his concrete experience. Well scaffolded, I must say and DS was able to complete his assignment in less than 15 min with a little help from his older P5 sister. I was totally hands-off. The worksheet had at least 25 empty lines provided but I wasn’t going to get my child to complete every line. He wrote like 3-4 lines. Will see how his teacher will grade it.
I think at P1, writing assignments need to be based on concrete experiences, hopefully recent ones, Recalling details can be quite difficult for this age if he is to write about his past experiences.
Writing structure should be taught explicitly because it’s about organisational skills, flow of thought and I think it would be too much to expect a P1 child to know how to know how to begin, what goes in middle of a compo and what goes at the end. If the child has been taught the structure, writing 10-12 lines would be fine for an outing to a zoo, or place of interest.
But a title like learning tapestry sounds rather obscure, unless the class has already been taught what the term refers to.
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