WE 5: A Fall At The Park

 WE 5: A Fall At The Park

On a balmy Sunday morning, the two best friends Emerald and Lavender were excited as their parents allowed them to play together at the playground. Emerald and Lavender ran to the playground, hand in hand.

 

Just then, Emerald tripped on a pebble and tumbled forward. Tears welled up in her eyes as she hurt her knee. Lavender was shocked as she shouted, “Emerald, are you okay?” Emerald didn’t respond but she continued to cry miserably.

 

Lavender tried to comfort her as the pain was excruciating, but to no avail, as she sobbed continuously. They tried to stop the bleeding by cleaning it and wiping it, but it did not work.

 

Lavender had no idea how to ease her pain, so she helped Emerald to the bench and called her parents to the doctor for treatment.

 

From that day onwards, Emerald tried not to run and fall down again.

My First Day of School

 My First Day of School

On 4 January, my sister, brother and mother sent me to school. I was very anxious but excited. I wondered who my teachers were and if I would make any friends.

At the entrance of the school, I saw a few teachers. They were friendly and guided me to my classroom. I saw my two form teachers, Mrs Heng and Mdm Rasyidah. There were also many girls at their seats.

We introduced ourselves and played many games. We then had a school tour. Our school was bigger than my kindergarten. We had two big halls – the Multi-Purpose Hall (MPH) in the second level and the Indoor Sports Hall (ISH) in the fifth level. After a snack break, we sang some songs with actions and received our class timetable.

It was a fun and memorable first day of school. I made some friends and looked forward to learning new things in school.

By Lauren Koh (MO1)

Vocabulary P1

 

1	How words are formed & Deduce the meaning of words from how they relate to one another - compounding (Compound Nouns)  (e.g.,  workbook, basketball, keyboard) - synonyms  (e.g.,  quick/ fast)                   - near-synonyms  (e.g.,  in  the  word  cline:  cool–cold–freezing)        - words with  opposite  meaning : -  antonyms    (e.g.,     far  /  near)
2	Deduce how semiotic modes convey meaning in texts     ◦    linguistic   (e.g.,     word     choice,  punctuation,      grammar)            ◦    visual        (e.g.,     colour,  lighting,                images) ◦    gestural     (e.g.,     facial expression,       body language,   movement)        ◦    audio         (e.g.,     volume,  sound  effects, silence)
3	• Develop rich vocabulary through:          ◦  building  a  repertoire of  strategies  for  learning  new words  ◦  sorting  words  into  categories              ◦  substituting  selected nouns,  verbs,  or  adjectives  in a text  with  synonyms/ near-synonyms ◦  inferring  meaning  of words  using  contextual  clues ◦  keeping  a  record  of  words  (e.g.,  word  wall,  word bank,  word  cards,  picture  dictionary)            ◦ listening,  reading  and  viewing  widely  and  extensively  for  different purposes             ◦ selecting  and  monitoring  strategies  for  learning  words  purposefully  in  the course  of listening,  reading,  viewing,  speaking,  writing  and  representing
4	Use words suitable for purpose, audience, context and culture in relation to:        ◦  medium           (e.g.,     spoken, written,  multimodal) ◦  types of  texts  for  different  purposes
5	Use words meaningfully in conjunction with semiotic modes ◦   linguistic   (e.g.,  repeated  use  of  exclamation  marks could  mean  that  the  speaker  is  angry  or  shocked)         ◦  visual   (e.g.,   overt  use  of  the  colour,  red, in  an  image could  signify  danger/  violence/  passion/  love)              ◦   gestural   (e.g.,  setting  one’s arms  akimbo  could  show  defiance  or  a  display  of  authority)            ◦   audio   (e.g.,  use  of   a  pause  or  silence  could  create suspense  in  a  thriller)