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Similar to what Gerardo mentioned, the second column (from the left) of this template encourages us to recognise small (or big) successes. Like what both the video 🎞️🎥 and Shereen 🤩 shared - we highlight the positive notes - on top of those AFIs. 👍🏻🤗

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Aisah ( P1)
Pupils to bring home mini books of the big book eg Mrs Wishy washy. They can get their parents to help them to read the books. Can also do pair reading in class. Teacher can assess them by using the flashcards available and see if they are able to read all or most of the words.

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Focus on sentence structure: SVA & use of adjectives to add on some frills.

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Give specific instructions and scaffold by getting students to annotate texts to help make their thinking more visible.

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Re-teach referencing questions. Explain to pupils that they have to quote word for word when they have to identify the sentence that tells them the answer instead of rephrasing. Get them to annotate the passage.

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Recording in an excel template the progress of my students' strengths & AFI in their writing process. To be done after analyzing their writing piece for each theme. A data to check if they are moving forward.

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(Hamidah P5) Targeted or focused marking for students to work on rather than marking as a whole. 

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(Hamidah P5) Targeted or focused marking for students to work on rather than marking as a whole. 

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We will check the pupils’ entry points for oral. We will refer to their performance in Reading and ‘Pick & Tell’ which they did in P2.
We will then identify the pupils who need support.

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Annotation in the passage. Besides showing understanding of the text, students are to identify the contextual clues to the answers.

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Discuss with pupils types of sentences (simple to more complex) and get better pupils wo write those with one clause & containing at least one adjective.

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More positive reinforcement; celebrate little successes.

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Evaluate adherence of plan to the structure.
Check for elaboration and completeness of ideas.
Check for sentence structure and expression.
Evaluate use of vocab.
Provide individualised feedback on students' plans and compo referencing to anchor chart.

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Check for correct PAC.
Check for presence of the 5-6 pointers for TF. Highlight which are missing if any.
Check for additional info which should be included plus persuasive elements.
Check for clarity of purpose at the beginning and revisit of purpose at the end.
Evaluate language structures and organisation of ideas.

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Students must know my expectations well. When writing a composition, my basic expectation is that the story is aligned with the theme and they use the stimulus in a meaningful way. When marking their first drafts, I will write targeted feedback that can help them write a better second draft.

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P3 CT: Through written work such as our supp WS or Stellar LS...

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P3 CT: Through written work such as our supp WS or Stellar LS...

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Elicit students' analysis of the stimulus verbally or written.
Elicit students' ideas and elaboration and reference to the structure provided.

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I get students to produce a 'dirty' worksheet while guiding them.

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I get students to produce a 'dirty' worksheet while guiding them.

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First of all, are the students able to correctly identify the task as a formal or informal piece? Are they able to identify the purpose, audience and context correctly? Are they able to sieve out the 6 task fulfillment points accurately? And most importantly, are they able to do everything within 15 minutes?

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Many components in a story. Help them master each one by one.

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Many components in a story. Help them master each one by one.

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Do a simple creative writing which is guided and see how they complete the ending / resolution / conclusion.

This will give you a sense of what they can do, cannot do.

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P3 CT: elicit the meanings and getting them to use the words in sentences

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P3 CT: elicit the meanings and getting them to use the words in sentences

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(Hamidah P5) To see their label of the SW piece to check their understanding of Task fulfilment.

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(Hamidah P5) To see their label of the SW piece to check their understanding of Task fulfilment.

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Ability to write in proper sentence structures and the flow of the story

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Have students to present and read in class as well as submission of voice recordings.
Assess and communicate feedback with reference to rubric, relating to specific parts of text read.

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In marking their comprehension responses, look out for identification of CONTENT - Para and line number and separate credits for those and language.

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Ivory (P1)     Pp must circle the contextual clues and draw arrows in close passage. If they didn't get it right, there is  a gap in understanding the text.

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Ivory (P1)     Pp must circle the contextual clues and draw arrows in close passage. If they didn't get it right, there is  a gap in understanding the text.

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Have they gotten the contextual clues, word form, S-V agreement highlighted correctly?

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For vocabulary, I like to test the words that we've gone through in class during STELLAR lessons. I usually use blooket games or get them to form a sentence using the words that they've learnt.

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Students ability to write a coherent story.

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Students ability to write a coherent story.

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Same for group of 5 zoom in Oral - Reading

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Same for group of 5 zoom in Oral - Reading

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Have guiding questions and pointers to help them say more.

Reframe their sentences and words and what more you would like to hear from them.

From here, you can tell their needs.

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Providing students with a checklist for reading and getting them to use it to assess their recorded oral submissions with specific examples of where they went well/where they were struggling with.

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P3 CT: Checking their workings as well as the answers

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P3 CT: Checking their workings as well as the answers

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Depth and amount of interactive with the text; questioning, referencing, annotation etc
Students' ability to retell or summarise the text.
Accuracy and completeness of answers to the questions.

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Their ELI scores (3A/3B, 4 or 2), as well as their reading ages - give a good rough estimation of how strong or weak my children are, in order to find out why and how their grammar, vocab, oral, listening, written etc. are as such. This is because I don't have past year records to retrieve from.

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Check pupil’s ability to identify clues in the stem, for e.g. time markers, subject & verb agreement, noun phrases, etc.

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This is time consuming - do a group of 5 zoom session for all pupils in class

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This is time consuming - do a group of 5 zoom session for all pupils in class

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So that you can hear each one read aloud.

Group of 5 so that they can all learn from each other.

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Students' ability to retell the text they read. Students' answers to compre qns

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Students' ability to retell the text they read. Students' answers to compre qns

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Highlight the answer in the oassage and write the question number

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Conversations with other subject teachers, previous teachers and of course student profile data

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P3 CT: get pupils to verbalise during class and check against rubrics as well as SLS recordings

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P3 CT: get pupils to verbalise during class and check against rubrics as well as SLS recordings

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Do a comprehension practice with the varying question types and see how they perform.

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Do a comprehension practice with the varying question types and see how they perform.

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That will tell you which question type they could do, which they could not do.

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In order to conduct a quick check on whether students understood the passage they just read, I would ask them to retell the story using their own words.

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Consciously looking out for use of SEP in their responses.  And replaying their recordings in class and getting them to identify these 3 areas of focus. This way, they are aware of what they need to 'top up' in their responses.

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Annotation/working/ reasoning does not match answers

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Annotation/working/ reasoning does not match answers

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Check if students identify and anaylse language and contextual clues to determine vocab word, and form of the word.

Elicit meanings of words from students.

Assess appropriateness and variety of vocab used by students in writing.

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Do they use simple or 'better' vocabulary?

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Do they use simple or 'better' vocabulary?

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Through their written response on the oral booklet or their oral recording on SLS, I can identify if they are coherent in their sharing. If their response, elaboration and personal experiences are all over the places, then I know they need help.

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Students who are able to elaborate on their ideas vs students who are not able to / answer using one word answer.

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Students who are able to elaborate on their ideas vs students who are not able to / answer using one word answer.

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Every unit, new words will be taught. Pp to read these words aloud and if the pp unable to read, immediate intervention fr tr to assist this minor group of pupils 

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Every unit, new words will be taught. Pp to read these words aloud and if the pp unable to read, immediate intervention fr tr to assist this minor group of pupils 

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Vocab (MCQ): I get my students to highlight key words to show the meaning of the target word. Address the common errors or misconceptions.

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Diagnosing grammatical needs through writing

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Diagnosing grammatical needs through writing

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Have pupils to write a simple 1 paragraph of something, could be guided at first. From their writing, it will give you a sense of what to help them with.

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Record student's voice when they read a passage and check on P, I, F

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P3 CT: SLS recordings and some physical practices in class

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P3 CT: SLS recordings and some physical practices in class

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Words that students are not able to pronounce (age appropriate). Read without appropriate pauses/ignoring the punctuation 

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Words that students are not able to pronounce (age appropriate). Read without appropriate pauses/ignoring the punctuation 

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(Hamidah P5) Allowing them to do group discussions and peer feedback, and using the feedback to look for areas to work on for the class.

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(Hamidah P5) Allowing them to do group discussions and peer feedback, and using the feedback to look for areas to work on for the class.

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Look at the common errors and misconceptions that need to be addressed.

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Look at the common errors and misconceptions that need to be addressed.

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If this is a recurring issue, I plan more deliberate practices for them.

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Similar to Emi, I will always insist that students annotate through the highlighting of keywords or drawing arrows to indicate the contextual clues. From their annotations, it will be easier to tell whether there is a gap in their understanding.

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Ability to share their own ideas instead of just listening/repeating someone else's ideas.

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Ability to share their own ideas instead of just listening/repeating someone else's ideas.

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I get students to read aloud and do recording in SLS.  I get to know which students are weak in their reading and which are very good.

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I get students to read aloud and do recording in SLS.  I get to know which students are weak in their reading and which are very good.

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Getting pupils to sieve out main idea in each paragraph; asking them to rephrase what the question wants.

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I will talk to their last year teacher and also look at the student's profile to get more ideas on what are their challenges.

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I will talk to their last year teacher and also look at the student's profile to get more ideas on what are their challenges.

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I’ll ask questions about the passage - elicit responses.

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Other than looking at how they derived their answers by looking at their annotation and highlighting of key words in the questions, I can tell if they truly understood the demands of the question from the way they write their answers. For example, for true/false questions, are they able to give a reason to explain why that statement is true/false? Some students copy paste chunks from the text and hope that they somehow managed to include the correct answer in it.

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Through vocabulary MCQ, fill-in-the-blanks or compo writing, I get to see the choices of words they pick or did not use (compo), then I would know they struggle with the use of vocabulary words.

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(Hamidah P5) Check their annotations to identify whether or not they have the necessary comprehension skills. 

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(Hamidah P5) Check their annotations to identify whether or not they have the necessary comprehension skills. 

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I check for any misconceptions through their written assignments or oral feedback. Then I clarify my diagnosis by questioning them and testing them again.

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Able to identify and link questions to the correct information in the passage.

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As I mark their work, eg in sentence re-arranging, I note the common errors and see the possible links the pupils could be making that are misconceptions like ending a question with a full-stop.  I address these when I review the work with them.

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As I mark their work, eg in sentence re-arranging, I note the common errors and see the possible links the pupils could be making that are misconceptions like ending a question with a full-stop.  I address these when I review the work with them.

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Ivory (P1) identified the wrong clues in the Qn stem & got the answer wrong. Fr there, I will know pp has a gap I understand the qn. 

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Ivory (P1) identified the wrong clues in the Qn stem & got the answer wrong. Fr there, I will know pp has a gap I understand the qn. 

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Ability to read words from the schonel list

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Ability to read words from the schonel list

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Marking STELLAR LS on Grammar

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During Shared reading lessons, peer reading and reading aloud in class. Those who I have identified, I will get them to read the flashcards that are available to further reinforce if they need help in reading

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I get students to read in class and gave them oral practice in SLS. I will know which students are weak and those who have difficulty in elaborating their ideas for stimulus-based conversation.

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I get students to read in class and gave them oral practice in SLS. I will know which students are weak and those who have difficulty in elaborating their ideas for stimulus-based conversation.

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(Hamidah P5) Looking at the marks that the students get in the past examinations, and identify areas that they need support in.

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(Hamidah P5) Looking at the marks that the students get in the past examinations, and identify areas that they need support in.

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Able to read familiar words coming from texts/big books read.

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Highlighting or underlining the answers in the passage. If they are able to do so, it shows that they understand the passage and questions asked.

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Highlighting or underlining the answers in the passage. If they are able to do so, it shows that they understand the passage and questions asked.

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Identify and analyse language and contextual clues to determine form and/or tense of word.

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From their daily work, as well as through formative n summative assessment.

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From their daily work, as well as through formative n summative assessment.

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I get pp to identify and mark out clues within each question such as SVA and time markers. If they are able to do so accurately and get the correct answer, it shows they have understood the rule of grammar. If they obtain the correct answer without identifying these clues correctly, then I do not think they have a complete understanding of the grammar rule.

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Mastura(P1)For signs of flipped/upside down letters of the alphabets. I will get them to write the word again, but this time, with me.

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Mastura(P1)For signs of flipped/upside down letters of the alphabets. I will get them to write the word again, but this time, with me.

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Making observations during oracy group discussions

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During practice, I will require students to highlight the keywords leading to their answers. If they highlighted the correct keywords but still gave the wrong answer or if they highlight the wrong keyword, then I know there is a gap in their understanding.

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Getting my students to write a piece of writing about themselves as I am getting to know the class for a start. From the writing, I may be able to tease out issues in the child's writing needs.