writing readiness (revision).pptx

7/27/2019 Writing readiness (revision).pptx

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Writing readiness: Early writing

Revision


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The stages in early writing

Sentence building

Paragraph writing


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Do you know what are they?

Phrase?

Sentence?

Fragmented sentence?

Paragraph?


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Do you know what are they?

Phrase: a small group of words standing together as aconceptual unit, typically forming a component of aclause

Sentence: a set of words that is complete in itself,

typically containing a subject and predicate, conveyinga statement, question, exclamation, or command, andconsisting of a main clause and sometimes one ormore subordinate clauses

Fragmented sentence: incomplete sentence

Paragraph: a distinct section of a piece of writing,usually dealing with a single theme and indicated by anew line, indentation, or numbering.


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Early writing: Focus on writing a

sentence

Why?

Sentences are the backbone of all writing.

How? Teacher must explain that sentences are:

A complete thought, not a partial one

A statement, question or exclamation Must end with an appropriate punctuation


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Early writing: Focus on writing a

sentence

Teacher must explain that sentences are:

Proper sentence that should say

who did something

What they did

Who or what they did it to

Teacher should guide pupils to rewrite if they

produce a fragmented sentence


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Part of sentence

Teacher need to discuss with the students

about part of sentences the structure

Teacher need to provide examples of

sentences

Teacher need to provide enough practice


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Why pupils should practice writing

complete sentence?

Its an important writing skill

The pupils can write more smoothly and able

to convey their ideas

Good writing lead to good verbal skills.

Children who understand the concept of

complete sentences tend to use bettergrammar and syntax


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Teachers role:

1. Read to Them!

Writing and reading are closely related

Read to them will help to increase their knowledge of vocabulary

Pointing to words as you read them in stories or writing words said in aconversation will help them understand the link between spoken words

and written text.

Read a variety of things : to develop the pupils natural curiosity and

thinking skill

A considerable body of research confirms the link between being read toand learning to read and write successfully.


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Teachers role:

2. Play rhyming and word games

Children begin to learn about the sounds oflanguage as they enjoy nursery rhymes and wordgames.

Knowledge of nursery rhymes helps buildphonological awareness later on - the ability tohear similarities and differences in words.

Phonemic awareness refers to a child'sunderstanding that speech is composed ofidentifiable units, including spoken words,syllables, and sounds.


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Teachers role:

3. Support Invented Spelling

Invented spelling = phonic spelling

Example: a child may initially write b or bkfor the word book to be followed by a more

conventional form later on.

As children engage in writing, they are

learning to break down the words they wish to

spell into their corresponding sounds.


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Teachers role

4. Offer Writing Opportunities

Writing helps children understand that there is a systematicrelationship between letters and sounds. They learn that thealphabet includes a limited set of letters, and that these letters

stand for the sounds that make up spoken words. They can grab this knowledge and skill through various of writing

activities.

Therefore, teacher need to provide meaningful context for learningthe mechanics of learning

Why? Learner learn best through something that they can relate to Example: use pupils own oral composition for giving them insights

into writing


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Example of writing activity in early

writing stage:


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Sentences Writing Activities

Picture Card Simple Sentences

Steps:

1. Show a picture card to the wholeclass.

2. Get each pupil to write a sentence.

3. Pupils share their answers.4. Add a twist by getting pupils to writea question.


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Picture cards

Teaching Writing Skills in the Primary ESLClassroom Week3/Sem.2,2013/TAB

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Word Card Activity

Steps:

1. Pupils are required to rearrangecard from individual bags to form

a sentence.

2. Pupils switch bags and repeat the

activity


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Not a sentence

1. Teacher gives 2 index cards

sentence and not a sentence2. Teacher reads phrases and

sentences aloud.

3. Pupils to decide whether it was a

fragment or sentence.


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Fill in the Story

1. Provide pupils with a one-page

story that has missing words.2. Pupils read and fill in the blanks.

3. Get pupils to share as a class

with each pupil presenting a

sentence from their story.


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Showing Sentences-important for

developing critical thinking abilities.

1. Teacher provides worksheets with alist of telling words with space sothat pupils can add more detail andemotion-incorporating the five

senses.2. Allows pupils personal freedom to

create their work.


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Visual Stimulus

1. Use a visual motivator (an image

of an animal or a person) to getpupils to think

2. Get them to form a set of

descriptive sentences detailingthe subjects actions andemotions to tell a brief story


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KSSR-aims in this early writing stage

At this stage, pupils would have mastered

the mechanics of writing by forming letters,

leaving sufficient space between letters

and words so that their writing is legible.Pupils then learn to write at the word,

phrase and sentence levels.

writing readiness (revision).pptx

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