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7/27/2019 Writing readiness (revision).pptx
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Writing readiness: Early writing
Revision
7/27/2019 Writing readiness (revision).pptx
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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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Sentences Writing Activities
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
Teaching Writing Skills in the Primary ESLClassroom Week3/Sem.2,2013/TAB
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Sentences Writing Activities
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.
Teaching Writing Skills in the Primary ESLClassroom Week3/Sem.2,2013/TAB
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Sentences Writing Activities
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.
Teaching Writing Skills in the Primary ESLClassroom Week3/Sem.2,2013/TAB
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Sentences Writing Activities
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.
Teaching Writing Skills in the Primary ESLClassroom Week3/Sem.2,2013/TAB
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Sentences Writing Activities
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
Teaching Writing Skills in the Primary ESLClassroom Week3/Sem.2,2013/TAB
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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.