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7/24/2019 6. Writing Year 6 KSSR ENGLISH 2015.ppt
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Bahagian Pembangunan KurikulumBahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIAKEMENTERIAN PENDIDIKAN MALAYSIA
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The content standards of writing skills are achieved throughlearning standards that have been devised carefully throughoutprimary 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 taughtguided writing whereby pupils write linear and non-linear textsusing 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 aswork independently.
The content standards of writing skills are achieved throughlearning standards that have been devised carefully throughoutprimary 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 taughtguided writing whereby pupils write linear and non-linear textsusing 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 aswork independently.
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Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
SK SJK
.!.! "ble to write in neat legible print with
correct spelling#$a% sentences
$b% paragraphs
.!.2 "ble to write in neat cursive writing
with correct spelling#$a% sentences
$b% paragraphs
.2.! "ble to transfer information to complete#
$a% linear texts$b% non-linear texts
.2.2 "ble to write with guidance#$a% stories
$b% formal letters
$c% poems
$d% descriptions$e% instructions
.2. "ble to use punctuation correctly.
.2.& "ble to spell words by applyingspelling rules.
..! "ble to create texts using a variety ofmedia#
.!.! "ble to write in neat legible print
with correct spelling#$a% sentences
$b% paragraphs
.!.2 "ble to write in neat cursive writing
with correct spelling#$a% sentences
$b% paragraphs
.2.!"ble to transfer information with guidance
to complete#$a% linear texts
$b% non-linear texts
.2.2 "ble to write with guidance#$a% stories
$b% informal letters
$c% descriptions
.2. "ble to use punctuation correctly.
.2.& "ble to spell words by applyingspelling rules.
..! "ble to create texts using a varietyof media #
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Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
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Good penmanship takes practice. Improve your pupils' skills by
providing enough material to keep the practice interesting.
Cursive handwriting is introduced to Primary Two pupils in BahasaMalaysia lessons. The lessons start out with single capital and smallcase letters and gradually move up to letter combinations words andthen sentences. It is mandatory to rein!orce these skills in "nglish
#$$% &evel Two. (ears ) *+,
(ou can supervise your pupils to ensure that they have the -correct-tracing pattern so that the handwriting !lows easily. &evel Two pupilsshould write using cursive writing in any written tasks in theireercise books and worksheets.
By the age o! twelve your pupils/ cursive handwriting skills shouldbe to the point o! coming naturally and without supervision.
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0dvantages o! &earning Cursive1riting
!aster than printing.more e!!icient !or taking notes.
enables pupils to write !aster
during eaminations.
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Bahagian Pembangunan KurikulumKEMENTERIAN PENDIDIKAN MALAYSIA
0ll letters are slanted.
The letters within words are 2oined.
The pencil is not li!ted !rom the paper until
the word is !inished. This is the mostimportant point to make,
"nding strokes are important 3 not too long ornot too short also called connecting strokes.These strokes determine the spacing betweenwords as well as connecting each letter.
(
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Its fun not to do any house choresbecause
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irst step # rewriting / getting yourthoughts written down on paper
0rainstorm, outline or writing down notes
1econd step # utting your ideas andthoughts together
riting out sentences and paragraphs
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ourth step # 3ewriting or
rearranging sentences to makesense
ifth step # 1haring your work withothers
This is your final copy andpresenting your work
Third step # 4orrecting grammar andpunctuation
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Put up the picture o! a snowman on theboard.0sk pupils to think o! words that describe thesnowman.
1rite the words in the shape o! a snowmanon the board4display sheet.
"4TI5IT6 2
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4an you name the learning standard7
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150T I$ 0 C67C%"T" P6"M8
Concrete poetry9sometimes also called:shape poetry/9is poetry whose visualappearance matches the topic o! the poem.The words !orm shapes which illustrate thepoem/s sub2ect as a picture as well as
through their literal meaning.
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Choose an ob2ect to be the sub2ect !or your poem.
Good suggestions !or beginners could be !avouriteanimals or !avourite !ood.
lines is probably a good length?
IT
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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.
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"4TI5IT6 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. Unfortnately,
!.......................................
!!!!!!!!!!!!!!!!!......
!!!!!!!!!!!!!!!!!!..
!!!!!!!!!!!!!!!!!!..
4an you name the learning standard7
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Aninterestingstory
content clt
re
gramm
ar "ocablary
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Favourite torie !an alo be ue" a a mo"el#
Pu$il !an be eae" into %riting their o%n
torie b& rea"ing a tor& an" then %riting the
$re'uel or e'uel# For e(am$le) &ou !oul" ak
&our $u$il to %rite a e'uel to *+ol"ilo!k an"the Three Bear, Their tor& !oul" be title"-
Goldilocks Gets Punished
orGoldilocks
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A.ter rea"ing or rerea"ing the original tor&)&ou !oul" have a $re%riting "i!uion %here&ou $rom$t &our $u$il %ith 'uetion u!h a-
/a01hat "o &ou think the three bear houl" "o to+ol"ilo!k2
/b0Do &ou think that the& houl" talk to+ol"ilo!k3 $arent2 1h& or %h& not2
/!01hat "o &ou think her $arent houl" "o toher2
Then) ak $u$il to %rite their e'uel
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Pupils will eplore digital storytelling as a way to tella story promote cross*cultural understanding andbuild meaning!ul connections with others. They canparticipate in an email echange to discuss theprocess o! developing their own stories. Pupils need
to collaborate with their peers in order to
develop the topic o! the story
write the details o! their story
create or !ind appropriate images to support theirstory
and share their story and re!lect on their work.
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To tea!h %riting kill e..e!tivel&) tea!her nee"to !a..ol" the %riting a!tivitie o. their $u$ilthrough-
4e o. $i!ture an" viual ai" 4ing min" ma$ an" thinking ma$
Note 5 e($an"ing note
Share" %riting
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Teacher can encourage pupils learntheir spellings using the '&ook Cover1rite Check' method.
This method encourages the pupil to'see' and 'hear' the word and to see !or
himsel! i! he spelt it right.
2(
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ind words within the word there's a 'hen' in'when'?,
Break the word up into smaller parts 1ed Dnes D day E 1ednesday,
Break the word up into sounds th*a*nk,Make up a silly sentence using the letters big
elephants cause accidents under smallelephants spells 'because',
$ay the word as it is written like 'knight',
ind a word that rhymes with it is thespelling the same8
2)
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1hat would you assess in writing skills8
A!!ura!& 5 tru!turall& !orre!t grammati!alenten!e
6o!abular& 5 a$$ro$riatene o. %or" !hoi!e
7oheren!e 5 i"ea %hi!h .lo% logi!all&
7larit& 5 i"ea an" meage !onve&e" !learl&
Intereting 5 i. it3 a tor&
7orre!t .ormat or la&out 5 a$$ro$riate .ormat.or variou te(t t&$e
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4ontent8 Ideas
quantityquality/
levels
clarity
Language
sentence complexity
simple compound
vocabularysyntax
accuracy
9rganisation
appropriate
paragraph
Bahagian Pembangunan KurikulumBahagian Pembangunan Kurikulum
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KEMENTERIAN PENDIDIKAN MALAYSIAKEMENTERIAN PENDIDIKAN MALAYSIA