CHIJ (Kellock)
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This year’s P1 class also had no text or workbook. They worked in worksheets printed by the school.
At home, we practised with an assessment book. You may look at the options during Popular BookFest (18-27 Nov at Suntec) and choose one assessment book that appeals to you. More than one at P1 would be an overkill, imho. -
nansk:
I see, thank you so much, Nansk!!!This year's P1 class also had no text or workbook. They worked in worksheets printed by the school.
At home, we practised with an assessment book. You may look at the options during Popular BookFest (18-27 Nov at Suntec) and choose one assessment book that appeals to you. More than one at P1 would be an overkill, imho.
You have always been a great help !!!
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Pigrabbiit:
Btw, what does imho means?
I see, thank you so much, Nansk!!!nansk:
This year's P1 class also had no text or workbook. They worked in worksheets printed by the school.
At home, we practised with an assessment book. You may look at the options during Popular BookFest (18-27 Nov at Suntec) and choose one assessment book that appeals to you. More than one at P1 would be an overkill, imho. You have always been a great help !!!
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imho = in my humble opinion
As a true-blue kiasu mom, I went and acquired multiple assessment books and topic-wise practice books for P1. My dd only completed one assessment book this year. For P2 next year, my wise husband has permitted me to buy only one assessment book. -
nansk:
Heehee, so desu ne! By the way, are there a lot of tests for the P1 students?imho = in my humble opinion
As a true-blue kiasu mom, I went and acquired multiple assessment books and topic-wise practice books for P1. My dd only completed one assessment book this year. For P2 next year, my wise husband has permitted me to buy only one assessment book. -
They have topical tests every week or two weeks. For example, one week in Oct, they covered telling time (full hour, half hour and quarter hour). Then the next week, they had a topical test on telling time for 20 marks.
English is the same. One week they covered pronouns, the next week they had a topical test.
I vastly prefer this method of assessment over CA and SA exams. -
I see. But need constant revision for the weekly tests then. Oh, cannot be lazy! Heehee
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Wah! I feel so stressed already…
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I have been feeling stress too since P1 reg days. Worry if my gal can cope w new sch environment, making new frens and understanding sch work. The only ways I can do to make sure she can cope w sch work is to prep her now by making her do all the K2 assessment books and start teaching her on P1 grammar. No choice, I better be kiasu now then struggle w her later.
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Hi new P1 moms,
Rather than having the child do assessment books (which is rather boring), I would suggest you think out of the box and look for learning opportunties without the crutch of worksheets.
1. Teach your child phonics for about 10 mins a day. I used the free Blend Phonics booklet that I have posted about earlier in this thread.
2. Read to your child every day. I cannot stress this more emphatically. I read for atleast 15 mins on weekdays (more, if I can manage it) and an hour on weekends.
Look on this forum and on others for good book suggestions. For instance, I read on this forum that RGPS uses two Roald Dahl books for P1 and P2 English, so I bought them for my dd and read them to her.
When you read to your child, encourage her to interrupt you if she has questions about the story or the meaning of any word. If you come across a word that you think is new to her, pause and ask her if she knows what it means. If she doesn't, tell her the meaning, give an example of how the word is used, then continue reading. Even if you can only manage to read one page a day, this interactive method of reading aloud is very enriching.
3. Buy a regular 100-bead abacus or (even better) http://www.growingfun.com/product_details.cgi?PROD_ID=604 (or http://www.growingfun.com/product_details.cgi?PROD_ID=26) and have the child make number bonds (by making rod trains).
For instance, ask the child to show you which rod stands for 4 and then ask her which stick you should put after it to make a train of 10.
4. Talk to your child in complete sentences. Try to use your best English pronunciation and vocabulary.
Ask her to describe the scene before her. For instance, if you are at the food court, ask her to describe the items on display at the yong tau foo stall, describe the sights and smells and how it makes her feel. Suggest more descriptive language to paint a better picture. At home, show her a coloured picture from the newspaper or magazine and ask her to describe it. Get her to speculate what the characters may be doing or thinking or feeling. If she cannot spontaneously talk about it (which is rare with girls :-)) then prompt her with questions - use the 5Ws and 1H technique used in the school (Who, What, When, Where, Why, How). She will slowly recognize a pattern and structure her descriptions accordingly.
Once in a while, read a short story or passage to her and ask her to narrate it back to you. Again, if she cannot do it spontaneously, lead her with appropriate questions - what happened first, what happened after that, what happened at the end, how did the main character feel, was the character right/wrong, how would you behave if you were the character, etc.
5. Get your child to write a short sentence (3-4 words) every day in her best handwriting.
All the best!
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