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🌟 G – Gathering insight: What connections did you observe between the teaching strategies and student engagement in this lesson?

"One thing I observe was..."
"It was great to see how the students responded when..."
"I found the use of _____ very effective because..."

💡 L – Learn from a moment

"A strategy I’d like to try in my own classroom is..."
"This session made me reflect on how I could..."
"I learnt that using _____ can help to..."

❓ O – Offer a question

"I’m curious to know more about how you..."
"Have you tried this approach with ____? I wonder if..."
"What would you suggest if I want to adapt this for..."

💬 W – Words of encouragement

"Thank you for sharing your classroom with us – I really appreciate..."
"Your effort and creativity in the lesson really showed through..."
"Keep up the great work! It’s inspiring to see..."

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G.L.O.W. Reflection Prompts:

🌟 G – Gathering insight:

What connections did you observe between the teaching strategies and student engagement in this lesson?

L – Learn from a moment.
What is one strategy or idea you’ll take away and try in your own classroom?

O – Offer a question.
Is there anything you’re curious to know more about or wondering how it can be adapted?

W – Words of encouragement.
What words of affirmation or encouragement would you like to share with the teacher or team?

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[Lesson Plan] P3 ML Comprehensiusing Visual Scaffolds

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[Slides] P3 ML Comprehension using Visual Scaffolds

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2025 P3/3 EL U7 Reading Comprehension Click and Clunk Strategy PPT

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2025 P3/3 U7 Click and Clunk WS

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2025 P3/3 EL U7 Refreshed Lesson Plan Open Classroom_Meera

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G:

1. The teacher manages the class very well. Teacher will correct students behaviour immediately.

2. There is good monitoring of students. Teacher walks around to check on students during pair work.

3. The students know their routines and classroom expectations well.

4. The students are well-versed with classpoint and the strategies used.

5. Teacher gives feedback based on class submission via classpoint.

6. I like that the teacher check on students feelings.

L:

1. I am interested to try the strategy.

O:

1. Maybe the lesson plan can indicate the students' profile (students' readiness & SEN students).

2. I am curious to know how the strategy impact students of different level of readiness.

3. Maybe can also indicate how the students are paired , eg is there any pair that has a SEN student?

4. I am curious to know how the visual scaffolds help SEN students .

5. I am curious to know how the teacher checks on the understanding of the students after conducting the pair work using KUNCI strategy.

W:

1. Thank you for sharing the class / lesson with us.

2. I can see a lot of effort has been put in to plan the lesson.

3. Great job!

Najiyyah (Greenwood Pri)

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QHPS P1/3 EL Lesson Plan [N5 Open Classroom]

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1. QHPS P1-3 EL Lesson Plan_Mdm Anushia_17July2025

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QHPS P1/3 EL Teaching Slides [N5 Open Classroom]

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2. QHPS P1-3 EL U10 SBA 1_Click&Clunk Strategy_Mdm Anushia_17July2025

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QHPS P1/3 EL Practice Worksheet [N5 Open Classroom]

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3. QHPS P1-3 EL_Click & Clunk Student WS_Mdm Anushia_17July2025

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Lesson plan

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Teaching slides

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Lisan - S.O.A.L

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Lisan - Pemula Ayat

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G : Lesson was engaging, with varied activities (e.g. SLS, Woksheets, Pair work, Padlet) for students throughout.

L : Click and Clunk

O : Do you still need to complete the STELLAR wkshts or can you choose between the two?

W : Thank you for inviting us to your classroom. Your lesson was very structured and engaging. I learnt a lot!

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G

1. Students are engaged throughout the lesson. It is evident that established routines are set in place.

2. Teacher set expectations at the beginning of the lesson and share the learning intentions of the lesson with the class.

3. I really like the use of ICT to enhance student's learning. Students are confident in using tech in learning.

4. There is inclusivity with the use of the cards for everyone. Not just for students with needs.

L

I will definitely share the strategies learnt from the sharing with my ML unit.

O

1. I was wondering if there could be time for student's voice. This could be a way for teacher to check for student's understanding and give feedback.

W

1. Thank you Cikgu Elyyah for opening the classroom and sharing the resources with us. It is definitely an enriching experience.

Fahizah (Admiralty Pri)

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G - One thing I observe was how the teacher intentionally made the lesson very visual by writing down the various stages of the lesson on the whiteboard and striking each stage out when it is completed. This allows both the teacher and the students to keep track of the progress of the lesson, and the students know what to expect next.

L - I learnt that using the Click and Clunk strategy can help students make sense of unfamiliar words better.

O - Have you tried this approach with the lower progress students? I wonder if they would have problems identifying the clues to the meaning of the unfamiliar words.

W - Thank you for sharing your classroom with us and showing us how to apply the Click and Clunk strategy in an authentic setting. I was truly impressed by the students' attentiveness and participation during the lesson!

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Slides for participants

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N5_Phonics and spelling strategies_25 July 2025

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Handouts for participants

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I have learnt the different strategies which were very useful to teach spelling. I am interested to try finger spelling with the students in class.

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G: Clear presentation with manageable learning points for an hour session

L: id like to try out the elkonin box!

O: might we be able to have a workshop for parents of lsp& nonlsp students so they can support learning at home?

W: thank so much for an enriching session!

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Lesley

I have learnt the various ways to teach spelling. For example, the use of Elkonin boxes, finger spelling, LSCWC and word sorts. I will be adapting some of the strategies to teach my students during IEP/ GEP sessions. First and above all, it’s impt to learn the basics. I will make use of the resources available and probably share them with fellow teachers too.

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Si Ying

G: clear and useful strategy

L: Scaffolded instruction, manageable for students. Let them experience success

O: ‘Bus’ for Floss rule

W: Very clear instructions and sharing. Thank you!

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G- There many strategies we use in our classrooms and thank you for reaffirmation that these strategies work!

L-I like the throwing and catching of the words!

O- No questions for now

W- Thank you for the sharing!! Hope to have more such sessions!

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W: practical & engaging workshop, direct & clear instructions given

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G: I am intrigued to see that there are many strategies to teach lower progress students how to spell.

L: I learn that we can adapt these strategies into our Malay spelling lessons

O: Is there a sequence on which sounds to learn first? Do we move from A to Z.

W: Thank you so much😃

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G - During the lesson, there was a clear connection between the hands-on phonics strategies and "student"(which is us) engagement. We get to try too as students and teachers and how to throw and catch words with one of the strategies, Elkonin boxes.

L - I learn new method of learning spelling and phonics which I feel can help to reinforce students' phonics awareness especially for those who are struggling with blending and segmenting sounds.

O - Some of the students might feel that the strategies are repetitive, how do we use these strategies to make it more catchy and attractive to learn with different words?

W - It was a fun experience to learn together with clear and engaging approach you have in place. THANK YOU! This kind of session will also allow new teachers to be more interested to learn too. :) Oh, thank you for the individual inspirational note too! I appreciate you.

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G - it was interesting to learn about how the different strategies helps in guiding our students to spell. Such strategies are useful. explicitly teaching the students to identify and link the sounds and letters. These strategies are indeed essentials for some and definitely good for all.

L - I would like to try the Elkonin box with my slow readers :) Something visual. carefully scaffolded for learning and sustained learning and understanding.

0 - i am curious to know whether these strategies are effective for students who are Dyslexic (severe)

W - Thank you for sharing Hadzar :) Short, sweet and engaging session.

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Wani- Marsiling primary School

G – Gathering Insight

I find that the use of cue cards is very effective in helping students structure their responses. They provide a clear framework and serve as a form of guidance that students can refer to whenever needed. This keeps them focused and reassured, knowing that support is readily available.

I also appreciate how you used Padlet extensively in your class. It allows students and parents to revisit lessons anytime, reinforcing learning beyond the classroom. Beyond academic use, you’ve creatively used Padlet to check in and stay connected with students during the holidays. This truly reflects a strong sense of trust and partnership between teachers and parents.

L – Learn from a Moment

Learning from peers is such a powerful process. It helps students realise that valuable feedback doesn’t only come from teachers but from classmates too. While I’ve tried peer feedback in my own lessons, I often felt the feedback lacked depth. However, after reading some of your students’ responses, I noticed how structured and thoughtful their comments were—providing both encouragement and a clear suggestion for improvement. I’m inspired to continue incorporating peer feedback, especially during oral conversation practices in my class.

O – Offer a Question

Oral practice often involves students recording their responses and having peers listen and give feedback—almost like a conversation. How might we create or maintain a safe space for students with selective mutism during these sessions? How do we ensure they are still included and supported in the oral learning process?

W – Word of Encouragement

Thank you for opening up your classroom for us to observe. Your willingness to share your expertise and practices has been incredibly valuable. I truly appreciate the inclusive and safe learning environment you’ve created—one where every student has the opportunity to thrive.

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Hamimah - Admiralty Primary School

G - Gathering Insight

I noticed that the students handled the use of technology really smoothly and didn’t face any issues completing the online tasks given by the teacher. It seems that technology is used regularly in their lessons, which could explain why they’re so engaged and confident — they’re becoming quite independent learners.

Also, the use of cue cards was really helpful — they gave students a quick and clear way to recap what they had learned before starting on any assigned tasks.

L - Learn from a moment

A strategy that I would like to try is when i noticed the teacher used Padlet as an icebreaker to get students more comfortable with sharing. This strategy helped create a safe space where students could gradually open up and build the confidence to express their thoughts with others. It also enhance TSR - great strategy!

The teacher also made it a point to check in on her students’ understanding regularly, ensuring that no one was left behind. It made me reflect on how important it is to give students sufficient wait time during daily teaching and learning — especially in a class that includes students with special educational needs (SEN). The lesson was thoughtfully designed to include everyone, fostering a truly inclusive learning environment.

O - Offer a question

Given that the class includes students with special educational needs (SEN), I’m curious to learn how the teacher supports both their learning and emotional well-being during lessons. For instance, in situations where an SEN student faces difficulty or experiences an emotional meltdown, how does the teacher manage the situation while also attending to the needs of the rest of the class?

Since the lesson focuses on oral skills, I’m curious about how the teacher helps the other students support SEN students to join in and talk with their classmates. Besides writing their views, reflections, and peer assessments, and talking with their buddy on Padlet, are there other ways the teacher encourages everyone to interact and feel included during the lesson?

W - Words of encouragement

Thank you for graciously opening your classroom to us. The sharing has been truly enriching, and I’ve gained a lot from the experience. I believe it’s no easy task to manage the students, especially with a class that includes SEN learners, yet you make it look effortless. Looking at the various differentiated support given to the students, your lesson clearly showed that inclusivity matters, ensuring that no student is left behind. Great job and effort, Cikgu Juliana!

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Quek Sr Ling

G: Lesson structure was systematic with intentional actions for targetted learning goals.

L: Possible use of SDR structures even at P1.

O: How you like to make further modifications to prioritise or pace the SDR resources/structure/process/materials to better support your target learners?

W: It is not an easy task to infuse SDR processes into a P1 class but it is a commendable effort without a doubt. Please do soldier on to continue to make tweaks for these evident based materials work for your students.

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G: One aspect that stood out to me was how effectively the Fix-Up Strategies empowered students to become more aware of their own thinking. The cards acted as useful prompts helping them navigate the text more confidently.

L: I also learnt that the integration of technology can be helpful for maintaining students’ attention during SBA, and the use of a reward system was effective in promoting active participation.

O: I wonder if we could help keep students more focused during whole-class discussions or frontal teaching by incorporating a routine where they close their iPads or place them face-down at key moments such as when giving instructions or directing attention to the whiteboard.

W: Thank you for sharing your time and strategies. I feel inspired by your lesson and am excited to adapt the ‘Click and Clunk’ strategy for my own P2 students. I also want to add that the SBA process can sometimes be lengthy for P1 students, but incorporating technology and providing the Fix-Up Strategy cards have made the experience more engaging and manageable for them.

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G: I saw how engaged students were in the story because of the teacher's effort to activate prior knowledge about the topic, through linking it with students' experiences and even bringing in a lantern!

L: I learnt that at P1 level, many word meanings can be guessed through looking at the pictures for clues. That could explain why students said they were most confident in applying fix-up strategy 1.

O: I'm wondering if it would be helpful to introduce Click and Clunk as a strategy to use once the pictures are removed, e.g. if P1 or P2 students need to work with text-only comprehension towards the end of the year. Would those texts allow for fix-up strategies 2 and 3 to be applied? (Would teachers need to specially 'plant' clues?)

W: Thank you for inviting me into your classroom to see how P1s learn! I am so heartened that you are trying to equip students with these explicit comprehension strategies right from the very beginning. Keep up the good work!

-Hannah

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G: I observed how the students were engaged through many different modes - SLS activity, pairwork, worksheets - and teacher elicited verbal responses from them, which she wrote on the board (e.g. example words). That allowed students to feel like their contributions mattered.

L: The visual agenda on the board was so clear - I really like how it kept both the teacher and students aware of what was being done, and what was remaining in the lesson.

O: Do the Click & Clunk strategies work with the STELLAR texts, or is it only possible with the SDR texts (where clues have been intentionally 'planted')?

W: Thank you for allowing me to see how Tier 1 application of our SDR strategies can be done. I appreciated seeing the resources you created and how you carried it out in an authentic classroom!

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🌟 G – Gathering insight: What connections did you observe between the teaching strategies and student engagement in this lesson?

"One thing I observe was..."

"It was great to see how the students responded when..."

"I found the use of _____ very effective because..."

💡 L – Learn from a moment

"A strategy I’d like to try in my own classroom is..."

"This session made me reflect on how I could..."

"I learnt that using _____ can help to..."

❓ O – Offer a question

"I’m curious to know more about how you..."

"Have you tried this approach with ____? I wonder if..."

"What would you suggest if I want to adapt this for..."

💬 W – Words of encouragement

"Thank you for sharing your classroom with us – I really appreciate..."

"Your effort and creativity in the lesson really showed through..."

"Keep up the great work! It’s inspiring to see..."

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I truly like how the visuals were so clear and direct — it made the learning meaningful and easy to connect with. One key takeaway for me is to try implementing level voices and using a timer during calm-down sessions. I believe this will help children understand when their time is up, while still feeling supported and calm.

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WDCO1 – Ms Izzah

1. Gathering Insights:
The Zones of Regulation reminders were given to the children, and I find this strategy effective. It helps students quickly check in with themselves, regulate, and stay focused on the activity.

2. Learn from a Moment:
Our centre adopted the Whole Body Listening approach this year after the visit from CNY. This helps children do a body scan to understand if their body parts are ready for the upcoming instruction or activity. We would like to try introducing Voice Levels next.

3. Offer a Question:
The children in the infused lesson earlier were those who were not diagnosed. How do teachers in QHPS manage if such behaviours or symptoms were not assessed/ addressed in preschool? (Question was asked during the sharing session.)

4. Words of Encouragement:
Thank you for being our source of inspiration and for teaching us different strategies that we could apply in the preschool setting. It was heartwarming to see the dedication you have put in for these children. Your hard work has not gone unnoticed. <3

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WDC 05 - Ms Darshaini

I learned plenty from today's class. It was wonderful to see how the children were rewarded at the end of the class. It really motivated the children and encouraged them to do better for the next lesson!

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Thank you for the opportunity to be able to observe and learn in the classroom today. It was truly heartwarming and encouraging to see that children with additional learning needs are well-supported as they transition into Primary School.

The Zones of Regulation, with their clear colour codes, are both helpful and easy to understand for students and teachers alike. In addition, the use of mindful breathing and body scan techniques provides children with practical strategies to check in with themselves, regulate their emotions, and stay focused during lessons. Personally, I found these approaches highly effective in promoting self-regulation and sustained engagement in learning.

Thank you once again for the dedication and thoughtful work you have put in for the benefit of the children.

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WDC08

I truly like how the visuals were so clear and direct — it made the learning meaningful and easy to connect with. One key takeaway for me is to try implementing level voices and using a timer during calm-down sessions. I believe this may help my children understand when their time is up, while still feeling supported and calm.

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👋 Welcome to our Open Classroom Reflection Space!
Thank you for joining us and being part of this shared learning experience.

We’d love to hear your thoughts, questions, and takeaways!

Your reflections will help us grow as a teaching community 🌱
Take a moment to share your voice below — we’re all learning together!

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G - It was great to see how students were able to seamlessly transition from one activity to another. This shows that routines have been placed.

L - I would really like to use Classpoint in my classroom.

O - Would you be keen to share how you use Classpoint to prepare for this lesson?

W - I observed that you used open-ended questions consistently to make your students' learning visible. I also observed a strong culture of error in your class. Students feel safe ro learn from their mistakes.

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I have enjoyed the lesson. Mdm Rages plans it well, imbued with good classroom routines and excellent questioning techniques. Her attention to her students' learning behaviours is commendable, giving them lots of scaffolding and support. The use of class point ICT tool value-adds to her lesson by collecting live evidence of her students' understanding.

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🌟 G – Gathering insight: What connections did you observe between the teaching strategies and student engagement in this lesson?

One thing I observe was students engaged and wanting to answer. Students know their role and willing to carry it out guiding friends in the group.

"It was great to see how the students responded when they are excited to get their teacher's signature as a "reward" in the track quest cards/booklet.

"I found the use of the CSR booklets very effective because it guides students on using the strategies effectively.

They are guided visually on what CSR means and what needs to be done during reading.

I am so intrigued at how Ms Sarina empower the different role to take charge during the lesson segment. This shows consistency of routines in class.

💡 L – Learn from a moment

"A strategy I’d like to try in my own classroom is 1) track quest reward 2) CSR strategy for comprehension in my lesson.."

❓ O – Offer a question

"I’m curious to know more about how long does it take you to help students understand their role in the group and building their confidence to facilitate the discussion in group"

"Will capturing the kids inputs in classpoint helps others to see and learn from their peers?

💬 W – Words of encouragement

"Thank you for sharing your classroom with us! I really appreciate. Can see, hear and FEEL your passion! Love your personal stories too!

"Keep up the great work! It’s inspiring to see how G1 students in secondary school understand and use SDR strategy

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G – Gathering Insight

Positive classroom environment established through encouraging and affirming language.

Clear routines helped maintain structure and focus.

ClassPoint provided immediate feedback for targeted remediation.

Bag of resources supported hands-on, active learning.

L – Learn from a Moment

Plan to adopt the four-step problem-solving process: Understand, Plan, Solve, Check.

Intend to explore ClassPoint to gather instant feedback, moving beyond whiteboards.

O – Offer a Question

How do you ensure equal engagement from all students during ClassPoint activities, especially those reluctant to respond?

W – Words of Encouragement

Keep up the great work in setting a positive tone, integrating ICT effectively, and fostering student confidence.

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G - Students were very engaged and could all participate in the discussions. Could see everyone putting on their thinking caps.

L - Using CSR strategy which is used in SDR in primary school, in EL lessons to help all learners be able to participate and learn.

O - curious whether all EL teachers use this CSR strategy

W - I love your energy during the lesson and the immediate feedback you provided to the students and the use of track quest and movement breaks to keep students engaged as well. Thank you for sharing and pls continue to share these good practices! :)

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Teaching Slides