assignment etm 431.docx

8/10/2019 ASSIGNMENT ETM 431.docx

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ASSIGNMENT

JANUARY 2014 SEMESTER

SUBJECT CODE : ETM 431

SUBJECT TITLE : TEACHING WRITING IN THE ESL CONTEXT

LEVEL : BACHELOR OF EDUCATION

STUDENTS NAME : SUBASHNI A/P VEERAMUTHU

MATRIC NO. : E30103120016

PROGRAMME : B.ED TESL

ACADEMIC

FACILITATOR

: MADAM FAZILATON BT. MASZALAN

LEARNING CENTRE : MELAKA


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QUESTION : 1

Teachers provide feedback on student writing to support students writingdevelopment

and nurture their confidence as writers. Teacher feedback often takes the form of written

comments on their final graded compositions.Received by students at the end of their writing

process, these comments rarely have as great an impact on students writing development as

teachers intend. Students generally feel that they have finished working on the writing when they

hand it in for a grade. While praise and high grades may instill greater confidence in some

students abilities as writers, few students are interested in incorporating feedback to improve

compositions for which theyve alreadyreceived grades.

Given that teachers spend a great deal of time providing written feedback to students, it is

important that the feedback have a greater influence on studentswriting development. Verbal or

written feedback can be a powerful teaching tool if it is given while students are in the process of

writing drafts. Comments on drafts of writing provide students with timely information about the

clarity and impact of their writing. When students receive feedback while they are writing,

they are more inclined to use it to revise and edit their drafts than they would be if they received

the suggestions on a graded, polished copy. They also have an immediate opportunity to try out

the suggestions in their writing, allowing for meaningful application of what they have learned

from the feedback. Focusing on individual students immediate writing needs, this ongoing

feedback is a form of differentiated instruction that complements the teaching of mini-lessons to

small groups or to the whole class.

Teacher feedback should be both criterion-based and reader-based. Criteri on based

feedback indicates how well the writing meets the criteria on scoring guides or rubrics. This

feedback refers to features such as the appropriateness of the ideas and information, the level of

detail and the chosen point of view. Criterion-based feedback also addresses the clarity of

communication through the organization of ideas and use of writing conventions and effective

language. This type of feedback is most useful when students have previously been given the

assessment criteria and have a clear understanding of the expectations. Indeed, students gain a

deeper understanding of the expectations when they have an opportunity to participate in

determining the assessment criteria.Reader-based feedback reflects the readers experience of

the writing.


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Such feedback identifies images visualized, emotions evoked and words or phrases that

had the greatest impact on the reader. It also describes how the writing makes the reader feel and

summarizes what the writing says to the reader. Because writing is a form of communication,

student writers benefit from reader-based feedback, as they get a sense of how well their writing

achievesthe intended communicative purpose (e.g., to entertain, inform or persuade). Teachers

can determine the content of the feedback by considering the elements of the writing that are

strong or that need more work.8 It is important to identify positive features of the writing.

Although students have indicated that they do not always find positive comments helpful to

improve their writing, they appreciate receiving praise to nurture their confidence as writers and

their motivation to write. Students say that they find elaborated comments on specific elements

of their writing most helpful in guiding their revisions. They appreciate teachers getting involved

with the subject of their writing, but do not like to have their ideas questioned or criticized.

Verbal feedback may be given as teachers circulate around the room while students are

writing. Students may request their teachers input, or teachers may offer a commendation or

suggestion as students draft and revise their writing. Verbal feedback may also be given in

student-teacher conferences.Students may sign up to meet with their teacher when they feel

ready for feedback, or they may meet with teachers on a regular basis. Effective as both teaching

and assessment tools, student-teacher conferences provide individualized instruction for students

and opportunities to gather information about students thinking and writing processes.Student-

teacher conferences are most effective when there is a dialogue betweenstudent and teacher, with

each learning something from the interaction.The student may ask for help in a particular area or

ask what effect the writing has on the teacher-as-reader; the teacher may ask about the students

goals (for both their writing and for themselves as writers), their impressions of the

strongest parts of their writing and their thoughts on what they have learnedthrough writing a

particular composition.

Research shows that peers can also make helpful contributions to students writing

development.They provide reader-based feedback that shows student writers the effect that the

writing is having on a peer audience (often the intended audience for elementary students

writing). Peer feedback helps to develop student writers sense of audience their recognition of

the perspectives, language, sentence structure, voice and other elements of writing that provoke,

entertain or satisfy their audience. In classrooms where desks are arranged so that students can


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easily talk to each other, students may ask peers for feedback spontaneously, as they feel it is

needed. Teachers may set up more formal opportunities for peer feedback by scheduling time for

students to exchange their writing with peers or to read compositions aloud to peers in a small

group setting. A reading is followed by a discussion of what the peers got out of the writing,

what stands out about the writing and what questions the writing raises. Many teachers use a

two stars and a wishframework, asking peers to identify two elements of students writing that

theythought were strong and one element that could be improved.

Student writers learn about the power of writing when peers and their teacher provide

reader-based feedback about what they learned, what engaged them and what evoked strong

emotions. Criterion-based feedback, particularly from teachers, allows students to see how

closely specific features of their writing match the expectations for that writing. Responsive to

studentsimmediate needs, verbal and written feedback provided on drafts of students writing is

a powerful tool to support students writing development.


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QUESTION : 2

Essay : The picture below are Norma . Use all the words given to make sentences about the

pictures. Write your answer in the space provided.

Norma is a good girl. She like to help her mother every day. She is a kind hearted girl.

Every morning , she help her mother to prepared breakfast.

In the afternon , she comes home and has lunch with her family . They wait for her every

day. Then she sweeps ____ floor. She also help her mother to arrange the books in the rag.

On the evening , she helps her mother to cook dinner. She loves her mother and be a

grateful daughter for her.

Report : Comments

1.

Wrong subjectverb agreementshould be helps

2.

Wrong tenseshould be prepare

3. Wrong spelling - Should be afternoon

4.

The article the is missing

5. Wrong prepositionshould be in

Norma is a good girl. She like to help her mother every day. She is a kind hearted girl.

Every morning , she helps her mother to prepare breakfast.

In the afternon , she comes home and has lunch with her family . They wait for her every

day. Then she sweeps the floor. She also helps her mother to arrange the books in the rag.

In the evening , she helps her mother to cook dinner. She loves her mother and be a

grateful daughter for her.


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QUESTION : 3

Focus : Writing

Theme : World of Stories

Topic : Rin and Ash

Introduction :

This lesson focuses on writing. The main focus of this lesson will be on getting pupils to form

the letter a in the correct manner.

ContentStandard :

3.1 Pupils will be able to form letters and words in neat legible print including cursive writing.

LearningStandard :

3.1.2 Able to copy and write in neat legible print.

(a) small (lowercase) letters

(d) words

Objective:

By the end of the lesson, pupils will be able to

a. trace, copy and write the letter a

b. spell words with the letter a

Time :

30 / 60 minutes

Teaching Aids :

Manila card, power point, word cards, worksheet, pictures and objects


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Activity Teaching & Learning

Strategy

Notes

1. Teacher reads the storyagain.

Reading aloud

Focus on the phoneme //sound in the beginning and

middle.

Questioning

Power point /Manila cardWord cards :

rat, cat, hat, sad, mat, Ash

Appendix 2e.g.

- Which animals can yousee in the picture?

- What is the cat doing?

Teacher may add a little bypointing at the cat andquestion the pupil.

Not too many questions aschildren may loose thestoryline.

e.g.

see in the picture?

2. Get pupils to articulatethe phoneme //.

Integration of Reading and

SpeakingSound in the beginning :AshMiddle : hat, cap, cat, mat, rat

3. Get pupils to say

words with the phoneme//.

Integration of ReadingSound in the beginning :

AshMiddle : hat, cap, cat, mat,rat

4. Demonstrate the correctformation of letter a.

Formation of the letter aUse a string and form theletter a on the manila card

5. Pupils write or form

the letter a:

Formation of the letter a

by practising.Teacher tells pupils to look

at her closely and follow.Pupils practice by writing-in the air-on the desk

-form the letter with plasticine


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6. Trace the letter a onactivity sheet

Penmanship with focus onfine motor skills.

Worksheet on trace theletter aAppendix 3

7. Copy the letter a in neatlegible print on activitysheet.

Penmanship with focus on

fine motor skillsWorksheet on copy theletterAppendix 4

8. Find the letter a on thegiven activity sheet.

Identifying the letter aWorksheet on find the letteraAppendix 5

9. Fill in the missing a onactivity sheet.

Filling in the blanksWorksheet on write theletter a

Appendix 6

10. Label the picturescorrectly.

LabellingWorksheet on label thepictures.Appendix 7

Assessment :

1. Pupils are able totrace the letter a.

2. Pupils are able to copy

the letter a.

3. Pupils are able to form

the letter a correctly.

Recalling : tracing, copyingand forming

Remedial:

Pupils trace out themissing alphabet a in theworksheet provided.

Tracing Appendix 8

Enrichment:

Pupils are givenalphabet cards and writeout the words that theyhave formed.

Recallingt n a


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assignment etm 431.docx

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