Dear 1F,
I have just assigned a few online assignments to you in MConline E-learning Portal.
2 English :
- Singular Pronouns
- Plural Pronouns
2 Mathematics :
- Comparison (Numbers to 20)
- Solving Word Problems (Numbers to 20)
I hope you will complete these by 14 August 2011.
Click on : http://www.mconline.sg/
Login ID : [birthcert number] (found on Ezlink card as well)
Sch ID : esps
Homework on Friday 22/7/2011:
Racial Harmony Day Worksheet - Colour the Kolam
For Parents :
Please sign on Editing ( Term 3 Week 3 and Week 4 ).
They have been filed up in the English file, which was returned on Friday, 22/7.
Friday, July 22, 2011
Phonic Songs - /c/ /k/ /h/ /r/ /m/ /d/
Song of /c/ : (Tune : She'll be Coming Round the Mountain)
We are clicking castanets,/c/-/c/-/c/.
We are clicking castanets./c/-/c/-/c/.
We are clicking castanets, clicking castanets.......
we are clicking castanets,/c/-/c/-/c/.
(Action : Raise your hands and snap your fingers together, as if playing castanets)
Song of /e/ : (Tune : Skip to My Lou)
Eggs in the pan, /e/-/e/-/e/.
Eggs in the pan, /e/-/e/-/e/.
Eggs in the pab, /e/-/e/-/e/.
Crack the egg like this... /e/!
(Action : Pretend to crack an egg and use both hands to open the shell)
Song of /h/ : (Tune : Apples and Bananas)
I like to hop, hop,hop,
up and down
I like to hop, hop, hop,
all around.
I like to hop, hop, hop,
up and down -/h/-/h/-/h/-/h/-/h/!
(Action : Hold a hand up to your mouth, panting as if you are out of breath)
Song of /r/ : (Tune : The Muffin Man)
See my puppy rip the rag.
/rrr/! /rrr/!
See my puppy rip the rag,
when he pulls so hard.
(Action : Pretend to be a puppy pulling the rag)
Song of /m/ : (Tune: The Wheels on The Bus)
The mum and the dad
make many meals.
/mmm/ /mmm/
The mum and the dad
make many meals.
For their hungry children.
(Action : Rubbing tummy as if you just have a good meal)
Song of /d/ : (Tune:This Old Man)
See me play on my drum.
Playing drum is lots of fun.
With a /d/ /d/ /d/ /d/,
/d/ /d/ /d/ /d/ /d/.
Playing drum is lots of fun.
(Action: Pretend to be playing a drum)
We are clicking castanets,/c/-/c/-/c/.
We are clicking castanets./c/-/c/-/c/.
We are clicking castanets, clicking castanets.......
we are clicking castanets,/c/-/c/-/c/.
(Action : Raise your hands and snap your fingers together, as if playing castanets)
Song of /e/ : (Tune : Skip to My Lou)
Eggs in the pan, /e/-/e/-/e/.
Eggs in the pan, /e/-/e/-/e/.
Eggs in the pab, /e/-/e/-/e/.
Crack the egg like this... /e/!
(Action : Pretend to crack an egg and use both hands to open the shell)
Song of /h/ : (Tune : Apples and Bananas)
I like to hop, hop,hop,
up and down
I like to hop, hop, hop,
all around.
I like to hop, hop, hop,
up and down -/h/-/h/-/h/-/h/-/h/!
(Action : Hold a hand up to your mouth, panting as if you are out of breath)
Song of /r/ : (Tune : The Muffin Man)
See my puppy rip the rag.
/rrr/! /rrr/!
See my puppy rip the rag,
when he pulls so hard.
(Action : Pretend to be a puppy pulling the rag)
Song of /m/ : (Tune: The Wheels on The Bus)
The mum and the dad
make many meals.
/mmm/ /mmm/
The mum and the dad
make many meals.
For their hungry children.
(Action : Rubbing tummy as if you just have a good meal)
Song of /d/ : (Tune:This Old Man)
See me play on my drum.
Playing drum is lots of fun.
With a /d/ /d/ /d/ /d/,
/d/ /d/ /d/ /d/ /d/.
Playing drum is lots of fun.
(Action: Pretend to be playing a drum)
Saturday, July 16, 2011
Friday, July 15, 2011
English Lesson : 'Find My Partner' ( Present and Past Tense)
Last week, we played a game 'Find My Partner'. Each pupil is given a small word card with a verb written on it. They have to walk about to find the matching 'partner'. The aim of this game is to match a present tense verb to its past tense form.
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P1 English : Rhyme Time (1)
We are introducing poems to our P1 pupils during English lessons this term.
Learning Objectives : Pupils will be able to
- enjoy and appreciate poems
- learn how to read with expressions
- learn how their tone can bring across different meaning
- project their voice
- know when to pause
We have been practising Poetry Recitation with the 3 poems below.
Get your child to read to you at home. :)
If I Were A Bird
If I were a bird, I'd sing a song
And fly about the whole day long
And when the night came
Go to rest, up in my cozy little nest
Giraffe
Of all the animals in the zoo,
I am the tallest. That is true.
Who am I? I am the giraffe.
I am brown and white with a little red,
And I have two knobs on the top of my head.
Big Grey Elephant
The big grey elephant slowly walks.
She doesn't make a sound.
She swings her trunk from left to right.
When she puts her feet on the ground.
Swing, swing, left and right,
She doesn't make a sound.
Learning Objectives : Pupils will be able to
- enjoy and appreciate poems
- learn how to read with expressions
- learn how their tone can bring across different meaning
- project their voice
- know when to pause
We have been practising Poetry Recitation with the 3 poems below.
Get your child to read to you at home. :)
If I Were A Bird
If I were a bird, I'd sing a song
And fly about the whole day long
And when the night came
Go to rest, up in my cozy little nest
Giraffe
Of all the animals in the zoo,
I am the tallest. That is true.
Who am I? I am the giraffe.
I am brown and white with a little red,
And I have two knobs on the top of my head.
Big Grey Elephant
The big grey elephant slowly walks.
She doesn't make a sound.
She swings her trunk from left to right.
When she puts her feet on the ground.
Swing, swing, left and right,
She doesn't make a sound.
Tuesday, July 12, 2011
Spelling List Term 3
Dear Parents,
The Spelling list for Term 3 was given to the pupils yesterday. I'm sorry we have to cancel Week 2's Spelling as it is already week 3 now. We will have Week 3 Spelling this Friday. Subsequently, we will have spelling every Tuesday (Week 4 to Week 10).
Best regards,
Mrs Lee
The Spelling list for Term 3 was given to the pupils yesterday. I'm sorry we have to cancel Week 2's Spelling as it is already week 3 now. We will have Week 3 Spelling this Friday. Subsequently, we will have spelling every Tuesday (Week 4 to Week 10).
Best regards,
Mrs Lee
Saturday, July 9, 2011
Sharing : How to guide your child in Maths Problem Solving?
Dear Parents,
Some parents have approached me, asking me how they can teach their children model drawing at home.
Though model-drawing is introduced in P2 (in our current publisher's (My Pal) books), I feel that it is good if the pupils (and parents) know the transition from pictorial to model.
I went through Test 4 in Maths Test book last week. I asked a lot of questions to let pupils understand what they know (from the question) and finally what they need to find. One strategy I got pupils to do was to highlight (or draw boxes and circles) when we broke the whole word problems into smaller chunks. (as shown in the picture below).
With this, I hope parents can reinforce problem solving at home, using the same strategy so that pupils will not be confused. A very common (and big) mistake is to equate more to plus. Some pupils are taught, "when you see more, you plus" or " when you see fewer, you minus". This will cause the pupils to make mistakes during problem solving.
Get the pupils to break down the problems into smaller chunks, by asking themselves :
- how many does Peter have?
- how many does Jane have? ( it is 3 more than Peter, not just 3)
- if Jane has 3 more, it means? (Peter has 3 less)
- what do I need to find? (find how many Jane has, Jane has more, so I need to find MORE, then I plus)
- how to show this in number sentence ( 3 + 8 )
Find the one that has more --> then I plus
[Mistake : I see the word 'more' --> then I plus ]
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Some parents have approached me, asking me how they can teach their children model drawing at home.
Though model-drawing is introduced in P2 (in our current publisher's (My Pal) books), I feel that it is good if the pupils (and parents) know the transition from pictorial to model.
I went through Test 4 in Maths Test book last week. I asked a lot of questions to let pupils understand what they know (from the question) and finally what they need to find. One strategy I got pupils to do was to highlight (or draw boxes and circles) when we broke the whole word problems into smaller chunks. (as shown in the picture below).
With this, I hope parents can reinforce problem solving at home, using the same strategy so that pupils will not be confused. A very common (and big) mistake is to equate more to plus. Some pupils are taught, "when you see more, you plus" or " when you see fewer, you minus". This will cause the pupils to make mistakes during problem solving.
Get the pupils to break down the problems into smaller chunks, by asking themselves :
- how many does Peter have?
- how many does Jane have? ( it is 3 more than Peter, not just 3)
- if Jane has 3 more, it means? (Peter has 3 less)
- what do I need to find? (find how many Jane has, Jane has more, so I need to find MORE, then I plus)
- how to show this in number sentence ( 3 + 8 )
Find the one that has more --> then I plus
[Mistake : I see the word 'more' --> then I plus ]
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