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TODAY’S PROGRAMME
8.50 – 9.15 am
Registration & Welcome 9.05 – 10.05 am
The Benefits of Leisure
Reading by Dr Chitra 10.05 – 10.20 am
Question & Answer session 10.20 – 11 am
Writing Process 11 – 11.15 am
Break 11.15 – 12 noon Helping Children to Write
Effectively 12 noon
End of session
ASSESSMENT OBJECTIVES
1. To write to suit purpose, audience and context in
a way that is clear and effective (SW)
2. To use appropriate register and tone in a variety
of texts (SW)
3. To generate and select relevant ideas, organising
and expressing them in a coherent and cohesive
manner (CW)
4. To use correct grammar, spelling and
punctuation (CW)
5. To use a variety of vocabulary appropriately,
with clarity and precision (CW)
Part 1 (Situational Writing):
Candidates will be required to write a short functional
piece (e.g. letter, email, report) to suit the purpose,
audience and context of a given situation.
Part 2 (Continuous Writing):
Candidates will be required to write a composition of at
least 150 words in continuous prose on a given topic.
Three pictures will be provided on the topic offering
different angles of interpretation. Candidates may also
come up with their own interpretation of the topic.
Continuous Writing
Content
(20 marks)
Adequate and relevant
ideas
Development of ideas and
interest value
Language and
Organisation
(20 marks)
Correct grammatical
structures, spelling and
punctuation
Wide and appropriate
use of vocabulary
Sequencing,
paragraphing and linking
of ideas and fats
PSLE CONTINUOUS WRITING
Part 2 – 40 marks
Your composition should be based on
one or more of these pictures.
Consider the following points when you
plan your composition.
You may use the points in any order and
include other relevant points as well.
Continuous Writing Must write based on topic given
Must select at least one picture to write on; not necessary
to use all pictures
To make use of the two guiding questions given
Writing Process
– planning, writing and checking
Decide on the choice of text types
•Narrative
(fictional / non-fictional)
•Recount
•Expository
Persuasive
Expository writing is the
genre that your child will
use most often in their
school years.
Expository Writing
An expository text is
used by a writer to
persuade others.
It is also used to criticise
and review ideas and
actions.
Expository Writing
Persuasive Writing Purpose
In persuasive writing, you work to
convince people to think the way you
do about something.
Topics
• Your opinion about something
• An action you feel is important
• Something worthy
Persuasive Writing
1. Author’s opinions / stand
2. Biased writing meant to
convince reader
3. Provides arguments,
reasons and justifications
4. Often asks for a call or an
action from the readers
With all these information in
mind, your child will learn
the foundation and specific
skills to be a successful
writer in any of these text
types or genres.
Scaffolding pupils for writing
• Research materials
• Books and other reading
materials such as magazines
and newspapers
• Snippets of Videos
• Sharing of pupils’ experiences
or prior knowledge on the
related topic
Scaffolding pupils for writing
• Use of graphic
organizers (refer to
Writing Booklet)
• Sample / Model stories
• Vocabulary words
• Modelling the writing
Modelling Model writing behaviours in shared writing –
Children will emulate when they write
independently. Articulate these behaviours in the
form of prompts to yourself, eg.
‘Do I know what I want to write?
Make a writing plan so I can remember the
important points.
Rehearse each sentence carefully before I
write it down.
Reread as I write to keep the flow and make
sure it makes sense.’
STELLAR Year 2 MLEA
Model the Writing
From Curriculum Planning
and Development Division
(CPDD- MOE)
Explicit Model Put their ideas in sentences
Use a clear structure to organise their
stories
**Vary their writing to suit the purpose
and the reader
**Use the texts they read as models to
their own writing
Anecdote
Knowledge
Reading of storybooks, newspapers
articles, etc
Watching movies,
news,
Listening and
speaking to
enhance
writing of stories
Writing prompts
Utilise
technology
Conversation with
people
Reading of other writers’
stories / model stories
Own/others’ experience
The input affects the output
What can you do?
Good inputs
include
Television
Internet
Newspapers
Books
Magazines
Modelling
Cultivate Good Habits
Keep up a reading habit
Use of a dictionary or
thesaurus
Use of personal word
bank
If children see themselves as writers, they are
also provided with consistent demonstrations of
what writers do, and have real reasons to write,
they will grow as writers. When we create home
and classroom conditions to maximize language
learning, and intentionally employ them to teach
writing, we offer young learners the most natural,
joyful, developmentally appropriate path toward
literacy acquisition.
Cambourne, Brian. 1988. The Whole Story: Natural Learning and the Acquisition of Literacy in the Classroom. Auckland,
New Zealand: Ashton Scholastic Ltd.
From theory to practice
Writing supports learning to read and reading supports
learning to write. Young writers need time and opportunity
to use their developing skills in functional, realistic,
non-artificial ways. Children in the primary grades, just
beginning to read and write, are dependent on success on
the reading/ writing connection. The influence of writing
on learning to read and improved reading achievement is
well documented. When writing with a focus on creating
meaning is taught reciprocally with reading, all children
benefit.
Routman, Regie. 2000.
Conversations: Strategies for Teaching, Learning, and Evaluating. Portsmouth, NH: Heinemann
From theory to practice
Writing is a long term course. It takes three whole years for students to be familiar with the format of writing in English. Teachers and parents, we should figure out ways in which children can enjoy writing. Most importantly, children need to be motivated to write and encourage them to write more. As long as children are willing to write, their writing ability will surely improve.
Words of advice…