pku3105 teaching writing skill
TRANSCRIPT
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Cloze
Spelling
Simple sentences
Teaching writing skill
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Cloze
y Distribute the cloze passage only.
y Instruct students to read the selection, even though there are missing words
y Tell students to guess or predict which word belongs in each blank. Tell
them to use context clues and to pay attention to parts of speech that are
missing from the sentence. Important: Tell students they will have an
opportunity to check their work with the complete passage. Their guesses
should not be graded for correctness. (If a grade is given for this activity, it
should be for completion only.)When they are finished, tell them to turn
their cloze over.
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y Distribute the complete passage.Instruct students to read the
complete passage silently. Here, they should pay attention to
the words that were missing in their cloze text. Important:
Again, they should only have one paper on their desk at a
time. At this point, they are not to be "checking their work"
by comparing their answers side-by-side. Having the pages
side by side eliminates the objective of this strategy.
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yInstruct students to turn the complete passage over and to return
to their cloze.Students now have the opportunity to make
corrections, if necessary, to their guesses or predictions. If a
student is having trouble "remembering" which words to corrector needs to refer back to the complete passage, he or she may turn
the cloze over, re-read the complete passage, turn the complete
passage over and return to the cloze. Both documents should notbe face-up at the same time.
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Spelling
Develop Phonemic Awareness
y I find that children develop the ability to hear sounds in words
when I involve them in lots of shared reading of poems, chants,
songs, and big books with repetitive refrains and rhyme. I ask
children to listen for and identify rhyming words, and clap when
they hear them.
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y Select words children know from books, rhymes, songs, and
so on and discover together how knowing one word can help
with the recognition or writing of others, just by changing the
beginning letter(s). For example, when reading the chant "Mary
Mack" or the book Zoo-looking by Mem Fox (Mondo, 1996), write
the words Mack, black, back, crack, quack on a chart. Invite
children to suggest other words with the same sound: pack, sack,
whack, track. Ask children, "How will this help you with your
reading and writing?"
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Explore Sounds
y Tell children you have noticed them listening for sounds in
words they are trying to write so you will help them
discover how different sounds can be written. Reread
familiar books, rhymes, chants, and songs, asking children to
listen for words with a particular sound. List these on a
chart; for example, words with a /k/ sound: kite, cat, school,
bike,Christine,truck,cake,back
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y Help children to identify the letter(s) that represent this sound.
Underline these and ask children to group the words according to
the different ways the sound is represented. For example:
y kite, bike, cake
cat, cake
school, Christine
truck, back
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y During the next few days, ask children to find other words
they know with this sound and add them to the class list. I
usually explain that kids must say a word to listen for the
sound, and I do not confuse them by referring to the soundby a particular letter name. As other sounds are explored, ask
children how this will help them with their writing.
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Discover Spelling Patterns
y Tell the children that thinking about what a word looks like is
a useful spelling strategy, so you are going to explore some
common spelling patterns together. Reread a familiar bigbook, poem, or so on, selecting a particular spelling pattern
to look for. For example, look for and list words with ea,
such as: bead,bread,dead,instead,great,read,treat,break.
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y Ask children to identify and underline the ea spelling pattern in
each word, say the words, and group them according to their
pronunciation, such as:
y bead, read, treatbread, dead, instead, readgreat, break
y Select one of the words and show how knowing it can help with
the spelling of other words in that word family. For example, great:
greater, greatest, greatly, or break: breaking, breaks. Ask children to try
this with the other words you've found. Talk about how thinking
about spelling patterns and building on word families can help
with reading and writing.
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Simple sentences
y Teach, or review, the alphabet with the students. Help them
understand that the letters they are learning form the
sentences you will be teaching them.
y Have each student write a letter of the alphabet on the board
and read it aloud to ensure proper understanding.
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y Write a very simple word on the board, such as "cat." Have the
students say the word repeatedly.
y Write a word relating to the first word on the board. For
example, if the first word was "cat," the second word may be
"meow." Have the students say the new word, in addition to the
first one.
y
Add the filling words in the sentence. Instead of simply "cat"and "meow," complete the sentence. It may read: "The cat says
meow."
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y Encourage the students to read the sentence and copy it on
paper, one word at a time. Praise the students who are doing
well and calmly correct any who are struggling. Have the
students place two fingers from their non-writing hand to the
right of each word. The next word should begin after a "two
finger" space.
y Repeat this process with other sentences until the students
are comfortable writing simple sentences.
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Example sim ple sentences
Example worksheet of cloze
Example worksheet of spelling