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Upper Primary Strategies

The STELLAR Vision

Children Who Love Reading and Have a Strong Foundation in the English Language



In the Mid to Upper Primary curriculum, pupils will be able to consolidate and extend skills already learned in the earlier years as well as acquire new skills and knowledge about how language works. There will still be opportunities for cooperative learning but more emphasis will be placed on independence in listening, reading and viewing as well as speaking, presenting and writing. 


 STELLAR at Upper Primary  

What are the Upper Primary strategies?

Sustained Silent Reading (SSR)

Sustained Silent Reading (SSR) is a regularly scheduled, fixed period of time in which everyone in the room including the teacher reads a book of his/her choice quietly and uninterrupted. This strategy provides pupils with authentic opportunities to enjoy reading while practising their silent reading skills.


Supported Reading (SR)

Supported Reading provides a bridge between teacher-supported reading aloud and independent silent reading. It provides opportunities for pupils to make predictions, read assigned section silently, discuss the text and difficult words as a whole class, led by the teacher. This strategy is usually carried out for narrative and information texts. 


Know - Want to know - Learnt (KWL)

Know - Want to know - Learnt is used mainly for non-fiction texts such as information reports. This strategy helps pupils to extract information and relate it to what they  already know about the topic. Teachers guide pupils to organise, access and remember information. This enables pupils to understand and follow the logic of information presented in a text, recognise information that is repeated and distinguish between main ideas and details. The teacher’s support is gradually reduced as the pupils learn to be more independent in extracting information from what they read.


Retelling (RT)

Retelling is a reading comprehension strategy that engages pupils at different levels of language: from interpreting meaning at the whole text level, to individual words and phrases and back to the whole text again. It provides opportunities for pupils to engage in a whole range of important language and cognitive processes including recall of events/information, main points and characters, text structures and language features. It also provides opportunities for all of the major language skills to be applied - listening, reading and viewing as well as speaking, presenting and writing - as pupils actively make meaning of texts and share their understanding with their peers.


Language Activities and Sentence Manipulation

Oral and written activities will provide pupils with explicit instruction in oracy, word study, genre, grammar and language use at the various levels of language (word part, word, phrase, sentence, text, inter-textual).


Writing Process Cycle (WPC)

Building on the principles of the Modified Language Experience Approach (MLEA) at the Lower Primary, WPC continues to provide pupils with guidance in the processes of planning, writing and reviewing before they apply these skills in writing, independently. At the Upper Primary, the focus is more on the creative aspects of writing and encouraging the voice of the young writer.


Differentiated Instruction (DI)

Pupils are provided with differentiated support at various points of instruction to optimise their learning. Appropriate activities are designed to support, reinforce and extend their learning.