WRITINGKSSR YEAR 6

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Let’s write…….

TEACHING OF WRITING what? HOW? Why?

SK SJK3.1.1 Able to write in neat legible print with

correct spelling: (a) sentences (b) paragraphs 3.1.2 Able to write in neat cursive writing with

correct spelling: (a) sentences (b) paragraphs

3.2.1 Able to transfer information to complete: (a) linear texts (b) non-linear texts

3.2.2 Able to write with guidance: (a) stories (b) formal letters (c) poems (d) descriptions (e) instructions

3.2.3 Able to use punctuation correctly.

3.2.4 Able to spell words by applying spelling rules.

3.3.1 Able to create texts using a variety of media:

(a) non-linear (b) linear

3.1.1 Able to write in neat legible print with correct spelling:

(a) sentences (b) paragraphs

3.1.2 Able to write in neat cursive writing with correct spelling:

(a) sentences (b) paragraphs

3.2.1 Able to transfer information with guidance to complete: (a) linear texts (b) non-linear texts

3.2.2 Able to write with guidance: (a) stories (b) informal letters (c) descriptions

3.2.3 Able to use punctuation correctly.

3.2.4 Able to spell words by applying spelling rules.

3.3.1 Able to create texts using a variety of media :

(a) non-linear (b) linear

The content standards of writing skills are achieved through learning standards that have been devised carefully throughout primary schooling.

In Level Two, pupils progress to cursive writing of words, phrases and sentences in paragraphs. This is further developed with copy writing activities and gradually pupils are taught guided writing whereby pupils write linear and non-linear texts using appropriate language, form and style.

The use of various media is also encouraged and pupils can create both linear and non-linear texts with guidance as well as work independently.

YEAR 4 YEAR 5 YEAR 6

3.1By the end of the 6-year primary schooling, pupils will be able to form letters and words in neat legible print including cursive writing.

WRITING 3.1(Content Standard)

YEAR 4 YEAR 5 YEAR 6

3.1.1 Able to write in neat legible print with correct spelling:

a) phrasesb) sentencesc) numerals in word form

a) sentencesb) paragraphs

a) sentencesb) paragraphs

3.1.2 Able to write in neat cursive writing with correct spelling:

a) phrasesb) sentencesc) numerals in word form

a) sentencesb) paragraphs

a) sentencesb) paragraphs

Learning Standards

YEAR 4 YEAR 5 YEAR 6

3.2By 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.

3.2Content Standard

YEAR 4 YEAR 5 YEAR 6

3.2.1 Able to transfer information with guidance to complete:

a) linear textsb) non-linear texts

a) linear textsb) non-linear texts

a) linear textsb) non-linear texts

3.2.2 Able to write with guidance:

a) labelsb) noticesc) messages

a) storiesb) poemsc) informal letters

a) storiesb) formal lettersc) poems d) descriptions e) instructions

3.2.3 Able to

punctuate correctly:a) apostropheb) speech markers

use punctuation correctly use punctuation correctly

3.2.4 Able to spell words by applying spelling rules

Learning Standards

YEAR 4 YEAR 5 YEAR 6

3.3By the end of the 6-year primary schooling, pupils will be able to write and present ideas through a variety of media using appropriate language, form and style.

3.3 Content Standard

YEAR 4 YEAR 5 YEAR 6

3.3.1 Able to create simple texts using a variety of media

with guidance:a) non-linearb) linear

with guidance:a) non-linearb) linear

a) linear textsb) non-linear texts

Learning Standard

Cursive writing in Level Two KSSR

It is mandatory to reinforce these skills in English KSSR Level Two. (Years 4 -6)

Pupils move from…. Single capital small case letters letter combinations words sentences.

Why should we keep teaching pupils cursive writing in schools?

Advantages of Learning Cursive Writing

faster than printing. more efficient for taking notes. enables pupils to write faster

during examinations.

Sample Cursive Writing – lowercase letters

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Sample Cursive Writing – uppercase letters

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ACTIVITY ONE

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Are you good at cursive writing? Let’s give a try…

- Each group is given a picture. Write a sentence in cursive writing

based on the picture Stick the sentence on the board. Marks awarded –neatness/ accuracy

Developing writing skills happen over a series of stages and it doesn’t happen quickly.

It is a PROCESS.

(Curriculum Development Department,Moe)

To start a writing process, scaffolding is required to support the pupils.

What is scaffolding?

Scaffolding is used as a temporary support mechanism in construction industry.

In education, we provide scaffolding for our pupils to help them to write confidently.

The Writing Process: A Scaffolding Approach

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First step : Prewriting – getting your thoughts written down on paper

Brainstorm, outline or writing down notes

Second step : Putting your ideas and thoughts together

Writing out sentences and paragraphs

The Writing Process: A Scaffolding Approach

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Fourth step : Rewriting or rearranging sentences to make

sense

Fifth step : Sharing your work with others

This is your final copy and presenting your work

Third step : Correcting grammar and punctuation

SCAFFOLDING THE WRITING TASK

To teach writing skills effectively, teachers need to scaffold the writing activities of their pupils through:

Use of pictures and visual aids Using mind maps and thinking maps Notes – expanding notes Shared writing

How to Write Concrete Poetry

WHAT IS A CONCRETE POEM?

Concrete poetry—sometimes also called ‘shape poetry’—is poetry whose visual appearance matches the topic of the poem. The words form shapes which illustrate the poem’s subject as a picture, as well as through their literal meaning.

Put up the picture of a snowman on the board.

Ask pupils to think of words that describe the snowman.

Write the words in the shape of the snowman on the board/display sheet.

ACTIVITY 2

EXAMPLE OF A SHAPE POEM

A SNOWMAN

Here is an example about a snowman:

You can introduce poems with the rhyming pattern

RHYMING: Couplets are made up of two lines whose last words rhyme. They are often silly.An example is -  The cat ate a mouse And then brought it in the house.

Triplets are made up of three lines. The rhyming pattern can be AAA or ABA.An example is -What a fine day To go out to play In the month of May.

Quatrains are made up of four lines. The rhyming pattern can be AABB or ABAB.

WRITING A SHORT STORY

Favourite stories can also be used as a model.

Pupils can be eased into writing their own stories by reading a story and then writing the prequel or sequel.

For example, you could ask your pupils to write a sequel to

“Goldilocks and the Three Bears” Their story could be titled:

Goldilocks Gets Punished

or

Goldilocks Doesn’t Get Punished

You may incorporate some HOTs questions too …….

After reading or rereading the original story, you could have a prewriting discussion where you prompt your pupils with questions such as:

(a)What do you think the three bears should do to Goldilocks?

(b)Do you think that they should talk to Goldilocks’ parents? Why or why not?

(c) What do you think her parents should do to her?

Then, ask pupils to write their sequel

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ACTIVITY 3 Complete the story below:

One day, a fox wandered by a tree. A crow was sitting on a branch. She held a piece of cheese in her beak. The fox wanted the cheese for himself. Unfortunately,….......................................

……………………………………………......

………………………………………………..

………………………………………………..

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An interestingstory

content culture

grammar vocabulary

What to look for in …

AN EXAMPLE OF A PROJECT BASED LEARNING ACTIVITY

DIGITAL STORY-TELLING

Why use digital story-telling?

Usually pupils listen to stories told verbally by their parents at home, friends and teachers in the classroom. Nevertheless, in digital story-telling, pupils will learn about the age-old practice of storytelling and use 21st century tools to create their own digital story.

DIGITAL STORY-TELLING

Pupils will explore digital storytelling as a way to tell a story, promote cross-cultural understanding and build meaningful connections with others. They can participate in an email exchange to discuss the process of developing their own stories. Pupils need to collaborate with their peers in order to:

develop the topic of the story

write the details of their story

create or find appropriate images to support their story

and share their story and reflect on their work.

How to learn spelling?

Teacher can encourage pupils learn their spellings using the 'Look, Cover, Write, Check' method.

This method encourages the pupil to 'see' and 'hear' the word, and to see for himself if he spelt it right.

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Other ways to learn spelling

Find words within the word (there's a 'hen' in 'when'!) Break the word up into smaller parts (Wed + nes + day =

Wednesday) Break the word up into sounds (th-a-nk) Make up a silly sentence using the letters (big elephants

cause accidents under small elephants spells 'because') Say the word as it is written (like 'knight') Find a word that rhymes with it: is the spelling the same?

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ASSESSMENT What would you assess in writing skills?

Accuracy – structurally correct grammatical sentences

Vocabulary – appropriateness of word choice Coherence – ideas which flow logically Clarity – ideas and messages conveyed clearly Interesting – if it’s a story Correct format or layout – appropriate format for

various text types

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THANK YOU