Step 2: Intonation, Rhythm Teacher guides pupils in identifying the & Fluency appropriate pauses (/) (//) and words ending with /-s/ and /-ed/ for the few lines or one paragraph. Note: Teacher may choose to guide pupils throughout the whole passage if pupils need more guidance. Step 3: Teacher goes through the passage Intonation, Rhythm & with the class and gets pupils to Fluency identify the appropriate pauses and words ending with /-s/ and /-ed/. Step 4: Teacher models the reading, pausing Modelling appropriately at the identified pauses and pronouncing the inflectional suffix /-s/ and /-ed/ clearly and/or followed by selected pupils to read to the class. Step 5: Individual Reading. Pupils should Individual Reading a few any word that they tend to stumble. Step 6: Peer Reading. Each pair to read to Peer Feedback each other. ANG MO KIO PRIMARY SCHOOL English Language Reading Passage / Class Assignment 1 Primary 1 Teacher’s Guide
Step 2: Intonation, Rhythm & Fluency Teacher guides pupils in identifying the appropriate pauses (/) (//) and words ending with /-s/ and /-ed/ for the few lines or one paragraph. Note: Teacher may choose to guide pupils throughout the whole passage if pupils need more guidance. Step 3: Intonation, Rhythm & Fluency Teacher goes through the passage with the class and gets pupils to identify the appropriate pauses and words ending with /-s/ and /-ed/. Step 4: Modelling Teacher models the reading, pausing appropriately at the identified pauses and pronouncing the inflectional suffix /-s/ and /-ed/ clearly and/or followed by selected pupils to read to the class. Step 5: Individual Reading Individual Reading. Pupils should a few any word that they tend to stumble. Step 6: Peer Feedback Peer Reading. Each pair to read to each other. ANG MO KIO PRIMARY SCHOOL English Language Reading Passage / Class Assignment 1 Primary 1 Teacher’s Guide
P1%20Oral%20Pkg_guide_2014_Sem2_hb.docx