• Click on the + button under the correct week/column.

• Add your name and class (e.g., Ali 6A).

• Upload your recording.

• Optionally, you can write a short reflection (e.g., "I need to improve my pacing"

• Listen to at least 2 classmates’ recordings.

• Leave a kind and helpful comment.

• Use the 2 Stars and 1 Wish format:

  • 🌟 Something they did well

  • 🌟 Another strength you noticed

  • 💭 One thing they could improve

• Be respectful and supportive.

• Use complete sentences.

• Focus on reading skills like clarity, expression, pacing, and pronunciation.

High Proficiency Level

Students at this level demonstrate:

• Excellent fluency and expressive reading

• Strong command of word stress and pacing

• Clear enunciation and pronunciation

• Minor areas for improvement mainly in specific consonant sounds or handling of longer sentences

• Consistent energy levels throughout the reading

Intermediate Proficiency Level

Students at this level show:

• Generally smooth and fluent reading

• Inconsistent maintenance of expression and rhythm

• Variable pacing that affects pronunciation

• Good awareness of areas needing improvement

• Occasional issues with energy maintenance

• Need for refinement in specific pronunciation and pausing patterns

Developing Proficiency Level

Students at this level require support with:

• Basic reading mechanics including punctuation observation

• Fundamental pronunciation skills

• Breath control and pacing

• Expression and word stress

• Clear articulation of words

Key Differentiating Factors:

• Ability to maintain consistent fluency throughout the reading

• Control over pacing and appropriate use of pauses

• Clarity and accuracy of pronunciation

• Sustained expression and energy levels

• Handling of complex sentences and challenging vocabulary

• Observation of punctuation marks

• Management of breath control

• Record and listen to model readings to observe natural pitch patterns

• Mark rising and falling tones on text with arrows (↗️ ↘️)

• Practice question intonation versus statement intonation

• Read dialogue with appropriate emotional expression

Use music or singing exercises to develop pitch awareness

Rhythm and Pacing

• Mark text with / for short pauses and // for longer pauses

Break long sentences into meaningful chunks

Breath Control

• Mark breathing points in text

• Read increasingly longer phrases in one breath

Practical Exercises

• Shadow reading with proficient readers

1. Charis

2. Athna

3. Kieran

4. Vishakan

5. Joshua

6. Aditya

7. Jasper

8. Amelia

9. Danish

10. Cherilyn

11. Lew Ying

12. Aqil

13. Dhia

14. Asfa

15. Max

16. Ezra

17. Rheanne

    
    

P - Position (SEE)

• Physical stance/location

• Posture details

• Placement of elements

A - Action (SEE → THINK)

• Activity shown

• Attitude displayed

• Atmosphere created

T - Time & Context (THINK)

• Timing of event

• Temporal setting

• Telling details

H - Human Element (THINK → WONDER)

• Human emotions

• Hidden meanings

• Historical/cultural significance

S - Story Beyond (WONDER)

• Sequence of events

• Social implications

• Subsequent possibilities

P - Position

• Physical stance: Player is in mid-air, body arched for smash

• Posture details: Arm raised high, racquet above head, legs bent

• Placement: Positioned near net/at rear court (depending on image)

A - Action

• Activity: Executing a powerful smash shot

• Attitude: Shows intense concentration and determination

• Atmosphere: Dynamic, high-energy competitive environment

T - Time & Context

• Timing: Crucial point in match/training

• Temporal setting: During competitive play/practice session

• Telling details: Sweat, focused expression, tournament setting

H - Human Element

• Human emotions: Determination, focus, competitive spirit

• Hidden meanings: Years of dedication, sacrifice for sport

• Historical/cultural significance: Badminton's importance in sports culture

S - Story Beyond

• Sequence: Training journey → competition → victory/defeat

• Social implications: Pursuit of excellence, breaking barriers

• Subsequent possibilities: Future tournaments, inspiring others

This framework helps students move from:

1. Basic observation (Position)

2. To interpretation (Action + Time)

3. To deeper analysis (Human element)

4. To broader implications (Story)

T - Thought

• Clear stand/opinion

R - Reason (supported by any 2-3):

• When? (Time)

• Where? (Place)

• Who? (People)

• What? (Action)

• How? (Method)

E - Example

• One clear, specific case

E - Experience

• Personal story

S - Summary

• Quick wrap-up

Example: "I enjoy reading books (T) because I can learn new things and relax my mind (R). For example, when I read Harry Potter (E), I learned about friendship and courage. Last month, I read a book about space before bedtime, and it helped me do better in my Science test (E). That's why I think reading is both fun and useful (S)."

Is this better - building on what students already know with TREES but adding the 4W1H support under the 'R' to help them expand their reasons?

S - State the two things

• Clearly name what you're comparing

• Show which one you prefer (if asked)

P - Plus points (Good things)

For each point, add ONE:

• When? or

• Where? or

• Who? or

• How?

O - Other side (Challenges)

Same strategy:

• Pick main challenge

• Support with ONE W/H detail

T - Tie it together

• Your final choice

• Main reason why

Example

"Do you prefer reading books or watching movies?"

"I prefer reading books over watching movies (S). Books let me imagine the characters myself, and I can read anytime before bed without disturbing others (P + When). However, books take longer to finish (O). Movies are exciting with special effects, especially when watching with friends at the cinema (P + Where/Who). But movies can't be paused easily in the cinema, and we might miss important parts (O + How). Overall, I choose books because I can enjoy them at my own pace (T)."

P – Position

• Physical stance: Two male students are standing side by side near a table. One is wiping the table with a tissue, while the other is carrying a tray of used food containers.

• Placement: They are in a fast-food restaurant or café, possibly after having a meal.

A – Action

• Attitude: Responsible and considerate. They are not leaving a mess behind.

T – Time & Context

• Timing: Likely after school, during lunch or snack

• Telling details: School uniforms, backpacks, and the tray with rubbish suggest the end of a meal after school.

H – Human Element

• Cultural significance: Reflects good character and upbringing, possibly part of school values or national campaigns promoting kindness and responsibility.

S – Story Beyond

• Social implications: Encourages others to follow good habits in public places.

• Subsequent possibilities: These students may become role models for peers, promoting responsibility and civic-mindedness.

1.

Do you think children should be allowed to use smartphones?

1. Thought: I think children should be allowed, but with certain limits.

2. Reason: Smartphones can be useful for emergencies and staying connected.

3. Example: For example, if a child is lost, they can call their parents right away.

4. Experience: (Student’s own)

5. Suggestion: I hope parents guide their children on how to use phones responsibly.

2.

How do you think schools can encourage students to practise gratitude?

1. Thought: Schools can encourage gratitude by creating meaningful experiences.

2. Reason: Gratitude helps students build positive relationships and stay humble.

3. Example: For example, writing thank-you letters to teachers and staff shows appreciation.

4. Experience:

5. Suggestion: I hope our school can start a “Gratitude Wall” where students post messages.

3.

What do you think are the disadvantages of being addicted to gadgets?

1. Thought: Gadget addiction can harm both our mind and body.

2. Reason: It reduces face-to-face interaction and affects our eyesight.

3. Example: For example, too much screen time can lead to wearing glasses or feeling tired.

4. Experience:

5. Suggestion: I hope more people learn to balance online and offline activities.

4.

How would you keep your school canteen clean?

1. Thought: I would clean up after myself and remind others to do the same.

2. Reason: It shows responsibility and respect for shared spaces.

3. Example: For instance, after eating, I can return the tray and wipe the table.

4. Experience:

5. Suggestion: I hope students take initiative without waiting to be told.

5.

Do you maintain a healthy lifestyle? Why or why not?

1. Thought: Yes, I try to maintain a healthy lifestyle.

2. Reason: It helps me focus better and prevents me from falling sick.

3. Example: For example, I eat fruits daily and go for a jog every evening.

4. Experience:

5. Suggestion: I hope more students will join in healthy activities after school.

6.

What good deed have you seen before in public transport?

1. Thought: I saw someone giving up their seat to an elderly person.

2. Reason: It shows respect and care for others.

3. Example: The elderly person looked very tired and was thankful for the seat.

4. Experience:

5. Suggestion: I hope more people are aware and kind when taking public transport.

7.

Do you think professional athletes should be role models?

1. Thought: Yes, athletes should be role models because many young people look up to them.

2. Reason: Their actions can influence fans, especially children.

3. Example: For example, when an athlete promotes healthy living, fans are likely to follow.

4. Experience:

5. Suggestion: I hope athletes continue to show good character both on and off the field.

8.

How would you cope with examination stress?

1. Thought: I try to cope by planning my time and taking breaks.

2. Reason: Too much stress can affect my performance and health.

3. Example: For example, I revise a little every day and listen to music to relax.

4. Experience:

5. Suggestion: I hope schools can provide more tips on stress management.

9.

Do you think saving money is important?

1. Thought: Yes, I think saving money is very important.

2. Reason: It teaches us how to be responsible and prepared for the future.

3. Example: For example, if I save regularly, I can afford something I want without asking my parents.

4. Experience:

5. Suggestion: I hope students learn to save from a young age, even small amounts.

10.

Do you think showing gratitude is important?

1. Thought: Yes, showing gratitude is important because it builds kindness.

2. Reason: When we appreciate others, they feel respected and valued.

3. Example: For instance, thanking a friend who helps you in class can strengthen your friendship.

4. Experience:

5. Suggestion: I hope we remember to thank people even for the small things.