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Pre-writing Activity (P1 EL Writing lesson)
P1 students were tasked to write about their personal experiences in 3 sentences  at a park. To encourage generation of ideas, I have used ITT for sharing of their own personal experiences. These were taken back to class for a fruitful discussion before they embarked on writing individually in class.

They could share in different modes using a picture or a drawing to illustrate their personal experiences. They could even type their ideas through ITT. Parents collaborated to help in the overall learning experience as the students were still picking up basic computer skills at the time of implementation.

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The P6 students were tasked to watch a video and to express their views based on CSQ. As the abilities vary, some students require more help than others. I thus provided reference words, online dictionary, and voice recorded instructions for students to have the freedom of choice to select the guide they required. Students were more confident to complete the task on their own.

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I use the recording function in SLS where the pupils record a piece of reading. It can be a good way to assess their reading especially during HBL period. It is also less intimidating as the pupils can do it in the comfort of their home and they can practise first before they record. I also play some of the good recordings of reading for the pupils to listen when we are back in school so they would know what good reading should sound like.

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For pre-writing activity, I will get peers to comment and offer suggestions of the ideas that their classmates have come up with. We will then discuss these ideas in class together. In this way i get to tap on my students as learning resource and empower their voices.

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I like the idea of uploading the Children's Day BYD slides onto SLS for pupils to run through the slides on their own. Their parents could have a clearer understanding of the expectations for BYD and provide assistance to them. The pupils could take photos of themselves in their costumes with more ease since they were at home. I was also able to look through and assess their entries faster as compared to looking through each one in a physical classroom.

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Let pupils record their reading or express their thoughts in Padlet. They self-assess first before submitting. They may proceed to peer assessment whereby they voice how their peers have done well and where they could improve on.

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The theme for my p3 pupils composition writing was on 'cleaning classroom'. So, for pre-writing activity, my P3 pupils were required to watch a video that is related to classroom cleaning. Then, they were tasked to list down the words related to the video using ITT. From this activity, pupils get to see the responses from their peers and familiarise with the words that will be used in their composition writing.

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Pupils were tasked to input their answers in SLS to do self-check and corrections where necessary and were given up to 9 tries to input their answers so they would be prompted upon any input of wrong answers to review their answers and try again to get the correct answers before solutions were shown.

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As my class had limited vocab to elaborate in their oral responses as well as expressing themselves during oral, I leveraged Nearpod to further reinforce techniques on how to tackle the first qn in their oral practice as well as inserted activities on vocab building. I got the students' responses in real time and was able to know who needed extra support. Feedback was immediate too.

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During HBL, I did a pre-writing discussion via breakout rooms in Zoom with my P3 class. The leader in each group led in the discussion based on the questions in the google slides. Each member in the grps contributed their ideas and the scriber in each grp typed in all their grp members' responses. A few grps presented their ideas and the follow up was group writing which they presented when they came back to school.
I was surprised that 2 boys in the p3 class got together and came up with another story on their own. And they presented it too.

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Pupils were required to reflect and report on their understanding and learning.

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Incorporated teacher's teaching video in the SLS Activity. There are intentional pauses and questions at different segments to scaffold the LR pupils’ learning on how to find an amount of discount.

While the LR pupils are engaging in the E-learning, teacher would use this opportunity to facilitate the HR/MR group discussion and address any of their learning gaps.

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Pupils were shown two videos to help them understand the context of the comprehension passage.

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Reading Practices in IMTL Portal (Mei Woon)

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Reading Practices in IMTL Portal (Mei Woon)

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I let my P2 pupils do their reading practices through the IMTL Portal. I assign it through the SLS and the pupils simply enjoy the practices. Usually the practices are 100% completed.
The computer will do the grading of their reading by giving individual pupils a mark. The teacher can set the rubrics based on accuracy, fluency etc. There are reading passages available in the resource bank. The teacher can set her own passages too. Usually i will assign passages with varied level of difficulty. HA pupils do reading of long passages, MA do reading of shorter passages and LA do reading with Hanyu Pinyin provided.

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Pupils could access the meanings of the advanced words easily in the comprehension text to help them understand the passage better.

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The PE dept uses the SEE-SAW app to capture and showcase student's learning. DI vids were also shared on this platform by our fellow PE colleagues which helps the dept to learn from each other. Students get to see and comment on each other's video which enables collaborative learning as well.

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iMTL helps low ability pupils to understand the passage through reading function and dictionary function in the application.

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Using the ITT, my class could make their choice of parallel tasks put up in SLS. They could also make their thinking visible when they explain their answers. This is also a way to encourage metacognition.

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Classkicks and Plickers were used in class to check on students' learning. Immediate feedback and clarification were given. Students were also able to explain their solutions to the their peers.

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P5 has a SLS D.I. lesson on seed dispersal. It encourages self-directed learning and peer collaboration. It also gives the students autonomy to choose their preferred learning mode and based on their readiness level, they chose their own task to complete.