writing tutorial 1 (4)
TRANSCRIPT
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Teaching Writing in thePrimary ESL Classroom
Tutorial Task
Prepared by:
Nurain Sofiah
Arif Farhan
Muhamad AzizNur Farhana Akmal
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Question 1
4 ways how teacher can support spellingdevelopment in the classroom. Provide specific
example pertaining to the KBSR/ KSSR syllabus
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Students who need additional support in spellingshould be provided with a program that recognizestheir current developmental level and builds anunderstanding of word patterns based on each of thefour forms of spelling knowledge.
Systematic teaching of spelling will involve initialteacher modeling of strategies, followed by guided andthen independent practice. The teachers role is toorganize the examination of words in such a way that
students understand how particular spelling featuresand patterns operate (Templeton & Morris, 1999).
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Curriculum Content for Year 1,2 & 3
Special attention should be given in order to
strengthen the muscles of the hand, develop
visual skills, enhance gross and fine motor skills
as well as develop hand-eye coordination to helppupils acquire penmanship.
Correct formation of letters of the alphabet is
important in order to help pupils write neatlyand later write words, phrases and sentences
legibly.
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Content Standard
3.2 By the end of the 6 year primary
schooling, pupils will be able to write using
appropriate language, form and style for a
range of purposes.
3.2.4 Able to spell common sight words.
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Since writing is an ongoing process, children
need to master the spelling first
Word level> phrases level> sentences level>
paragraph form & etc
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StudentCentered Approach
Personalized spelling lists
Learning variety of words including those wordsmisspelt in their own writing
Selecting words they need to spell Transferring words into a book
Learning selected words through variety ways. Eg:
Memorizing, exercises, tape. Teacher monitors and check the spelling written
by the pupils
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Example of activityThe teacher test the pupils spelling and correct them if there are any
mistake. Next, the teacher will repeat giving the pupils same words tospell to see their development and understanding.
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Break words into parts (Chunking)
Break the word into syllables.
Teach three words a day rather than four or
five, or fifteen at the beginning of the week
Repeated spelling and pronunciation
Provide enough practice to spell the word and
give feedback
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Example of activity
Teacher can ask the pupils to complete the puzzle as a practise to test the
pupils understanding on the words that the teacher had taught.
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Spelling games activity
Motivating students
Learning through fun activities
Board game, word puzzles, chaining puzzle,spelling bee, cut it out.
Self testing, partnertesting, teacher testing
Drill the words through the activities
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Example of activityThe teacher divide the pupils into several groups and asks the pupils to
complete the task sheet below. The group that finished the task in the
shortest time will be a winner!
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Look, say, cover, visualize, write, check
process (Exercises)
Look at the word, focusing on the spelling,
Say the word aloud Cover the word so it cant be seen
Visualize the word, imagining it.
Write it down on a piece of paper Check that the word has been spelt correctly.
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Exemplar 1
Justification:
We choose this activity for
because we believe that learningshould be fun and exciting which
was proposed by KSSR. We also
believe that pupils learn better
when they found the element of
fun in the learning process.
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Exemplar 2 (Word Pyramid)Justification:
Since KSSR is learner centered, by
using this activity, pupils are
encourage to build their own
knowledge, contribute to the lesson
and we believe, more discussion will
be carried out in class where pupils
will be voicing out their ideas on what
alphabet can be add on to every word
pyramid their peers have done.
To us, this is something related toconstructivism approach. The role of
a KSSR teacher is more towards
facilitating the pupils and not spoon-
feeding them all the time.
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THANKYOU