Monday, 17 October 2016

Answers for Papers

Dear pupils,

Please spend this PSLE marking week wisely for your revision.
Below are the answers for your papers. If you need to clarify your answers with me, you may post as a reply or ask during your lesson on Friday.

Reminder to revise your spelling lists for the entire year, and to work on your targeted practice too.

Set C









































Set D




















Practice Paper 4









Sincerely,
Ms Chan

Saturday, 20 August 2016

Draw My Stamp Story exhibition

I'm posting this notice on behalf of Ms Bay:


Dear Parents,

Cedar Primary School is one of the five schools that took part in the 'Draw My Stamp Story' pilot project 2016 organised by the Singapore Philatelic Museum.
14 shortlisted entries of our pupils are put up on display for the public to view at
The Plaza, National Library (100 Victoria Street, Singapore 188064) on 19, 20 Aug (10am to 8pm) and 21 Aug (10am to 6pm). All pupils and their parents are welcome to enjoy viewing the exhibits.

Thank you and have a nice weekend.

Ms Eileen Bay
SH/Aesthetics


Thursday, 14 July 2016

T3W3 Science Updates

Pupils have started learning about magnets under the theme of “Interactions”. Over the past few weeks, pupils engaged in a series of activities such as using the magnet to identify magnetic and non-magnetic materials, finding out which part of the magnet had the strongest magnetic force and so on.

The key ideas that were covered so far are:
·         Only magnetic materials are attracted to a magnet (Pupils have been taught the acronym “CoINS” to help them remember that magnetic metals – “Cobalt, iron, nickel, steel”.
·         Unlike poles of a magnet attract while like poles of a magnet repel.
·         The poles of a magnet have the strongest magnetic force.

Some common MISCONCEPTIONS that some pupils may have are:
·         “The magnets stick to each other / Magnetic materials can stick to the magnet” vs “The magnets attracted each other / Magnetic materials are attracted to the magnet”  – In the first case, instead of using the term “attract”, pupils use the word “stick” which is inaccurate.

·         “The iron bar attracted the magnet” vs “The magnet attracted the iron bar” – the first sentence is a common error as the the magnet is the one which has magnetic force and is pulling the iron bar towards itself.

·         “The magnet did not attract Object A” vs “The magnet repelled Object A” – these two sentences have two different meanings though some pupils may think that they mean the same thing. In the first sentence, “Did not attract” could simply mean a lack of interaction between the magnet and object; while in the second sentence, “repelled” indicates that there is a pushing force exerted by the magnet on Object A. 

Do feel free to contact me if you have further queries regarding Science / answering techniques.

Thank you.


Ms Natalie Chan

Wednesday, 22 June 2016

Grammar Games

Dear Children and Parents,

I hope the holidays have been a great time for relaxation and family bonding.

There are some games I would like to recommend for English concept revision:

1) Verb Viper (for Subject-Verb Agreement)

Link: http://www.arcademics.com/games/viper/viper.html

It allows pupils to practise Past tense, Present tense, Past participle, as well as To be and Have verbs.


2) Past tense Lily (for Past tense)

Link: http://www.english-online.org.uk/games/pasttense.htm

Help the frog to get across to the lily by clicking the correct past tense form.


3) English Irregular Verbs

Link: https://www.quia.com/cb/8111.html

For 1 to 2 players. Type the correct past tense form of irregular verbs to earn points!


4) Spelling Bee Quiz

Link: https://www.quia.com/pop/13123.html

Choose the correctly spelled words from the given list.


Have fun!


Sincerely,
Ms Cindy Chan

Monday, 16 May 2016

Class reminders

Dear parents,

We are coming to the end of the term soon. Please be reminded to log in to MC Online to reserve your slot for the Parent-Child-Teacher-Conference (PCTC) on 26 May.

I have returned pupils their SA1 papers and have gone through the corrections with them today. Kindly look through your child's work and acknowledge with your signature on the cover pages of each paper.

Thank you.


Regards,
Ms Cindy Chan

Sunday, 24 April 2016

Preparing for Oral Exam

Dear Parents,

Your child will be having his/her Oral exam this Wednesday, 27 April. We have been practising the necessary skills in class. This post contains some tips for their preparation at home.

I will also return their books for preparation this week.

There are 2 parts to Oral -- Stimulus-based Conversation (10m) and Reading Aloud (6m). In the 5 minutes preparation time, start with passage first. Spend 3 minutes on it. The remaining time is for you to look carefully at the picture for SBC and think of the related topic and vocabulary you can speak about.

SBC (10m)

Pupils will usually be shown a picture and the examiner will ask three main questions (prompts).

General Tips:
1. The first question is solely based on the given picture. Use the picture to help you start the conversation. Think about the broader theme and the possible questions that will be asked. You may use descriptive vocabulary related to your five senses to improve your responses.

2. Try to share a similar experience to what is shown in the picture. If possible, give suggestions or opinions related to the topic. Example: with a picture of different types of food, pupils can think about their experience eating at a food court.

3. Speak clearly and confidently during the conversation. Speak in complete sentences as much as possible.

4. Try to maintain eye contact as much as possible.


Reading Aloud (6m)

1. In the 2-3 minutes preparation time, first scan the passage for potential difficult words.

2. Secondly, read again and pause where necessary (look out for commas and full stops). If the sentences are too long, please pause at appropriate places so your reading makes more sense.

3. Pronounce all words clearly, especially at the ending sounds. You may read at an appropriate pace, not too slowly or quickly.

4. Be expressive and try to vary your tone, especially where there is direct speech. Look out for the emotions the character is conveying, i.e. for someone who exclaimed, you may speak in a slightly louder and excited voice.


Hope this helps!


Sincerely,
Ms Cindy Chan

Thursday, 21 April 2016

[Writing Tip] Avoid using boring words

Dear parents,

We have learnt in class that we can avoid using boring words in oral exams and composition writing Emotion words like 'happy' or 'sad' can be replaced with synonyms with different extent to accurately convey what we are feeling.

As a class, we listed out different words that can replace 'said' after working in clock buddies.



After that, pupils did a Word Cline in class (pair work). A word cline is a way of building vocabulary for them, by looking at words that all fit into a particular category, and arranging them in order of strength, or how strongly they represent the idea.

Some examples done by pupils:
Arranging by volume of voice (soft to loud)





Arranging by emotions:




I have found some synonym posters online to help your child expand on his/her vocabulary choice.

You may want to select a few words from each list for your child to learn, and consolidate learning through creating their own word clines. There is no right or wrong answers for word clines as they are based on the child's understanding of the words. However, it will be good if they understood the meaning of the words selected before attempting the word cline.

Poster credits to writeathome.com.



I will keep you posted with more resources and exam tips!


Sincerely,
Ms Cindy Chan

Tuesday, 12 April 2016

[Notes] Subject-Verb Agreement (SVA)

Dear parents,

I found a site online that explains Subject-Verb Agreement quite clearly.
This will be useful in your child's revision for grammar.
NOTE
We will use the standard of underlining subjects once and verbs twice.
Being able to find the right subject and verb will help you correct errors of subject-verb agreement.
Basic Rule. A singular subject (she, Bill, car) takes a singular verb (is, goes, shines), whereas a plural subject takes a plural verb.
Example: The list of items is/are on the desk.
If you know that list is the subject, then you will choose is for the verb.
Rule 1. A subject will come before a phrase beginning with of. This is a key rule for understanding subjects. The word of is the culprit in many, perhaps most, subject-verb mistakes.

Hasty writers, speakers, readers, and listeners might miss the all-too-common mistake in the following sentence:
Incorrect: A bouquet of yellow roses lend color and fragrance to the room.
Correct: bouquet of yellow roses lends . . . (bouquet lends, not roses lend)
Rule 2. Two singular subjects connected by or, either/or, or neither/nor require a singular verb.
Examples:
My aunt or my uncle is arriving by train today.
Neither Juan nor Carmen is available.
Either Kiana or Casey is helping today with stage decorations.
Rule 3. The verb in an or, either/or, or neither/nor sentence agrees with the noun or pronoun closest to it.
Examples:
Neither the plates nor the serving bowl goes on that shelf.
Neither the serving bowl nor the platego on that shelf.
This rule can lead to bumps in the road. For example, if I is one of two (or more) subjects, it could lead to this odd sentence:
Awkward: Neither she, my friends, nor I am going to the festival.
If possible, it's best to reword such grammatically correct but awkward sentences.
Better:
Neither she, I, nor my friends are going to the festival.OR
She, my friends, and I are not going to the festival.
Rule 4. As a general rule, use a plural verb with two or more subjects when they are connected by and.
Example: car and a bike are my means of transportation.
But note these exceptions:
Exceptions:
Breaking and entering is against the law.
The bed and breakfast was charming.
In those sentences, breaking and entering and bed and breakfast are compound nouns.
Rule 5. Sometimes the subject is separated from the verb by such words as along with, as well as, besides, not, etc. These words and phrases are not part of the subject. Ignore them and use a singular verb when the subject is singular.
Examples:
The politician, along with the newsmen, is expected shortly.
Excitement, as well as nervousness, is the cause of her shaking.
Rule 6. In sentences beginning with here or there, the true subject follows the verb.
Examples:
There are four hurdles to jump.
There is a high hurdle to jump.
Here are the keys.
NOTE:
The word there's, a contraction of there is, leads to bad habits in informal sentences like There's a lot of people here today, because it's easier to say "there's" than "there are." Take care never to use there's with a plural subject.
Rule 7. Use a singular verb with distances, periods of time, sums of money, etc., when considered as a unit.
Examples:
Three miles is too far to walk.
Five years is the maximum sentence for that offense.
Ten dollars is a high price to pay.
BUT
Ten dollars (i.e., dollar bills) were scattered on the floor.
Rule 8. With words that indicate portions—e.g., a lot, a majority, some, all—Rule 1 given earlier in this section is reversed, and we are guided by the noun after of. If the noun after of is singular, use a singular verb. If it is plural, use a plural verb.
Examples:
A lot of the pie has disappeared.
A lot of the pies have disappeared.
third of the city is unemployed.
third of the people are unemployed.
All of the pie is gone.
All of the pies are gone.
Some of the pie is missing.
Some of the pies are missing.
NOTE
In recent years, the SAT testing service has considered none to be strictly singular. However, according to Merriam-Webster's Dictionary of English Usage: "Clearly none has been both singular and plural since Old English and still is. The notion that it is singular only is a myth of unknown origin that appears to have arisen in the 19th century. If in context it seems like a singular to you, use a singular verb; if it seems like a plural, use a plural verb. Both are acceptable beyond serious criticism." When none is clearly intended to mean "not one," it is followed by a singular verb.
Rule 9. With collective nouns such as groupjuryfamilyaudiencepopulation, the verb might be singular or plural, depending on the writer's intent.
Examples:
All of my family has arrived OR have arrived.
Most of the jury is here
 OR are here.
third of the population was not in favor
 OR were not in favor of the bill.
NOTE
Anyone who uses a plural verb with a collective noun must take care to be accurate—and also consistent. It must not be done carelessly. The following is the sort of flawed sentence one sees and hears a lot these days:
The staff is deciding how they want to vote.
Careful speakers and writers would avoid assigning the singular is and the plural they to staff in the same sentence.
Consistent: The staff are deciding how they want to vote.
Rewriting such sentences is recommended whenever possible. The preceding sentence would read even better as:
The staff members are deciding how they want to vote.
Rule 10. The word were replaces was in sentences that express a wish or are contrary to fact:
Example: If Joe were here, you'd be sorry.
Shouldn't Joe be followed by was, not were, given that Joe is singular? But Joe isn't actually here, so we say were, not was. The sentence demonstrates the subjunctive mood, which is used to express things that are hypothetical, wishful, imaginary, or factually contradictory. The subjunctive mood pairs singular subjects with what we usually think of as plural verbs.
Examples:
I wish it were Friday.
She requested that he raise his hand.
In the first example, a wishful statement, not a fact, is being expressed; therefore, were, which we usually think of as a plural verb, is used with the singular subject I.

Normally, he raise would sound terrible to us. However, in the second example, where a request is being expressed, the subjunctive mood is correct.

Note: The subjunctive mood is losing ground in spoken English but should still be used in formal speech and writing.

Taken from: http://www.grammarbook.com/grammar/subjectVerbAgree.asp
Hope this helps!

Sincerely,
Ms Cindy Chan

T2W4 - Science Update

In the past few weeks, we have covered the topics of Fungi & Bacteria, as well as the Diversity of Materials.

Fungi & Bacteria
Pupils carried out an experiment to find out if water affected the growth of mould. Pupils observed their bread in the classrooms for a week before recording their observations in their Science journals. Pupils were all excited about the experiment and were eagerly checking on their bread daily. For ideas on an extension of this experiment, pupils can also try out similar experiments at home (eg: using biscuits/rice) but with the use of other changing variables (eg: varying the presence of light, varying temperature etc).

While carrying out the experiment, I also introduced concepts of “aim of the experiment” as well as “changed/constant” variables.

One answering technique tip for the concept of variables is that the answer that pupils give should be measurable. For example, for the fungi experiment conducted in class, pupils should state that the changed variable is the “presence of water” and not just “water”.  I will be going through more examples of such questions with the class in future.


Diversity of Materials
Pupils engaged in a series of experiments to discover the properties of given materials. Pupils should be able to identify the type of test that is used to test for a property of material.

Pupils should also be able to explain (using the properties of materials they have learnt) why a certain material is used to make an object. For example, given that material X absorbs water and material Y does not absorb water, pupils should be able to identify and explain that the material Y is more suitable to make a raincoat as it is waterproof. 


Revision
We will be starting on revision for SA1 in the next few weeks, and I will be focusing on answering techniques with the class to better prepare them for the upcoming examination.

Some revision techniques for Science (which your child can do in his/her own time) include: Mindmapping, drawing concept cartoons, making concise notes & revising / understanding previous mistakes and how to improve on them.


Thank you.



Ms Natalie Chan

Monday, 28 March 2016

Welcome to Term 2

Dear parents,

A warm welcome back to school, and we will embrace a fresh start in the new term!


Administrative Matters

1. This term, P3A will have their Math supplementary classes (opt-in) and English remedial (selected pupils) just like in Term 1. There is no Science remedial/supplementary. As for MT classes, please check with the respective MT teachers directly.

2.  I have requested all pupils to have a green pen ready as they will be doing their corrections in green. Work will still be done using a pencil.

3. As we close Term 1's work, I will be returning the pupils their files. Your signature as a sign of acknowledgement is required.

4. Please note that the EL SA1 Paper 1 will be conducted on 28 April instead of 20 April.


English

We will be starting on our new story "The Blink-Off" this term. In this term, my focus will be on writing and oral.

In the coming week, we will continue to work with '2 stars and a wish' for writing.


Thank you.


Sincerely,
Ms Cindy Chan

Sunday, 28 February 2016

[T1W8] English Updates

Dear Parents/Guardians,

1. The class have done their group-constructed mindmaps and pupils have learnt to provide feedback using the strategy "2 stars and a wish".

In this strategy, they tell their peers two things they like about their work (2 stars) and one thing that their peers can work on improving (wish). An example for the 2 stars and a wish for the group mind-map looks like this:

  • (STAR) Very detailed mind-map.
  • (STAR) Very neat handwriting.
  • (WISH) I wish you can write more examples.

To consolidate the pupils' learning, they are each tasked to do up their personal mind-map on parts of speech using an A4 sized paper. They have been given 2 weeks to work on it and it will be due on 1 March.


2. We have started on the next big book 'What's This', a non-fiction text where pupils learnt more about the different parts of a frog. There are many content-specific vocabulary words related to frogs, such as snout, webbed fingers, sticky discs etc.


3. Last week, we had a Learning Fest in school for English, Math and Science. The pupils had a talk conducted by the NLB, with the librarian sharing interesting facts about Roald Dahl. This year celebrates his 100th year anniversary as a children Literature author, and our pupils learnt more about his works like The Twits, The BFG, Charlie and the Chocolate Factory and Matilda.

We were engaged in the class activities where the pupils watched excerpts of The BFG (the older animated movie, available on YouTube) as well as the trailer for the upcoming live movie of The BFG. Working with their clock buddies, they discussed to plot a nightmare that will be presented to the Queen of England to convince her of preventing the human-eating giants from entering their country,

Pupils also had an experience of designing a writing quote poster with the materials provided for them.


4. Pupils learnt more about words with suffix-y as having or being. Suffix -y usually changes a noun (thing) or verb (action) into an adjective (describing word). For example:

  • cloud à cloudy
  • dust à dusty
  • jump à jumpy


5. The class was taught how to write a personal recount on the topic of Fear.

I shared with them my experience of fear and demonstrated how I plan for my story. The pupils were then given 15 minutes to list down their experience of fear in their class notebooks (free-writing). They wrote about why they experienced fear in these events.

Using a mentor text, I discussed the key features of a personal recount and how the writing plan translated into the actual writing.

Selecting one idea from their free-writing, pupils organized their thoughts using the personal recount plan. An additional vocabulary list on the varied degrees of fear was also given to pupils.

Pupils are then given three days to complete their personal recount (due 26 Feb).

In the coming week, pupils will be learning to do peer editing and feedback, and we will be using the strategy "2 stars and a wish".


Thank you.

Sincerely,
Ms Cindy Chan

Monday, 22 February 2016

T1W7 – Science Update

1) Diversity of Animals
Pupils have been introduced to 6 groups of animals - Amphibians, Birds, Fish, Insects, Mammals and Reptiles last week.
For this topic, pupils are expected to be able to state the characteristics that each group of animals have eg. amphibians have moist skin, birds lay eggs etc. and be able to apply that knowledge in answering questions, eg: in comparing the similarities and differences among the different animal groups.
Pupils were also taught how to draw concept cartoons in their Science Journals for this topic. Through their drawings, pupils are able to make their thinking visible. This also allows me to check on their understanding for the topic. Drawing a concept cartoon is a good way of getting pupils to revise on concepts covered previously.

2) Science Toy Project
Pupils were taught how to make an introductory toy boat in class last week. To promote the idea that toy-making is a continuous process of making and tinkering (to improve the toy), I have also introduced the CEDAR Idea Generator to pupils.

C – Combine : Eg. What ideas can I combine together to make my toy better?
E – Eliminate : Eg. What can I remove from my toy? Can I make my toy smaller / slower?
D – Displace : Eg. What parts can I substitute/replace in my toy to further improve on it?
A – Adapt : Eg. How can I improve on my toy so that it fits another context?
R – Reverse / Rearrange : Eg. How can I rearrange various parts of my toy to make it better? Can I do something to change the movement of my toy?

Points to note:
·         The actual Science toy should only be submitted after the March holidays, by 28th March 2016 (Monday). Pupils should jot down their starting ideas on Milestone Check (1) and submit it to me by Thursday, 25th February. Feedback will be provided to pupils.
·         Please remind your child/ward to refer to the rubrics (attached with the school letter given previously) when he/she is generating ideas for the project.
·         As the Science Toy project is a part of Science formative assessment, all pupils are expected to submit their milestone checks and toys by the given deadlines.

Ms Natalie Chan

Wednesday, 10 February 2016

[T1W6] English updates - Suffix (-ful) and Parts of Speech

Dear Parents,

A Happy Lunar New Year to all! Hope you had a great time spent with your loved ones over the long weekend.

As mentioned previously, below is the class compiled list of words that end with the suffix -ful.

Also available for downloading at:
https://drive.google.com/file/d/0B_DkAx8tuB7fMXhaVTV2N3FOV3M/view?usp=sharing



Before the Chinese New Year break, we learnt about the different parts of speech. The different parts of speech are the various word classes with different roles to play in sentences.

The pupils experienced how to take quick notes within a short amount of time that I have given them. They learnt not to take notes word-for-word, but the main points that help them understand concepts.

They also worked in groups of four with assigned roles to construct a mind-map on parts of speech collectively. I will post pictures of their mind-maps in the next post when they are done polishing up their work.

Below is my Powerpoint slides that I use to teach the class, for your child's revision at home:


Parts of Speech from Cindy Chan


Thank you!


Sincerely,
Ms Cindy Chan

Thursday, 4 February 2016

[Song] Everything at once - Lenka

Dear Children,

This is the song we sang together in Music lesson.
You can learn up the song and the similes in it!



There are some grammatical errors in the video above.

Here's the lyrics for sing-along:

As sly as a fox, as strong as an ox
As fast as a hare, as brave as a bear
As free as a bird, as neat as a word
As quiet as a mouse, as big as a house

All I wanna be, all I wanna be, oh
All I wanna be is everything

As mean as a wolf, as sharp as a tooth
As deep as a bite, as dark as the night
As sweet as a song, as right as a wrong
As long as a road, as ugly as a toad

As pretty as a picture hanging from a fixture
Strong like a family, strong as I wanna be
Bright as day, as light as play
As hard as nails, as grand as a whale

All I wanna be, oh, all I wanna be, oh
All I wanna be is everything, everything at once
Everything at once, oh, everything at once

As warm as the sun, as silly as fun
As cool as a tree, as scary as the sea
As hot as fire, cold as ice
Sweet as sugar and everything nice

As old as time, as straight as a line
As royal as a queen, as buzzed as a bee
As stealth as a tiger, smooth as a glider
Pure as a melody, pure as I wanna be

All I wanna be, oh, all I wanna be, oh
All I wanna be is everything, everything at once


Have fun!

Cheers,
Ms Chan :D