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33 Ways to Help with Writing Supporting Children who Struggle with Basic Skills-mANTESH

33 Ways to Help with Writing Supporting Children who Struggle with Basic Skills-mANTESH

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Published by ÑåÐã Ali

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Published by: ÑåÐã Ali on Oct 03, 2011
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10/12/2011

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Teaching grammar

The teaching of grammar has become partof the writing programme,
not in order for children to be able to parse sentences, but for children
and teachersto haveacommon language in which to be able to talk
about texts.

Children need to have a basic knowledge of word classes because:

q

When teaching style, the nouns change according to the formality
of the text, e.g. Edward Harperis more formal than dador Ted.

q

When taking notes, nouns are important to retain the essential
meaning of the text.

q

Adjectives are used extensively in some types of writing such as
advertisements and persuasive writing.

q

Although adjectives can give more information, children need to
learn how to use them selectively. Overuse makes the writing
laborious to read and the adjectives themselves lose their impact.

q

Children need to learnhowto avoid weak or overused verbs.

19

B. Writing longer, more
interesting sentences

These activities are most suitable for those children working

towards, or who have just attained, National Curriculum level 3.

One way of improving writing is by adding or changing words in a

sentence.

q

Consistent use of verb tenses helps cohesion in writing.

q

Verbs often effectively describe the mood or feelings of a character.

q

Verbs are important in writing figurative language. The wind sighed
and moaned through the trees.

q

Adverbs are used to intensify the verb in advertisements and
persuasive texts.

q

Adverbs can be moved around in a sentence to greater or lesser
effect.

q

Connectives help to give cohesion to writing by extending
sentences and linking paragraphs.

Activities

The following activities are included to help children understand how
the language theychoose has an impact on the reader.

q

Writing longer sentences by:

a. using connectives

b.adding description using adjectives and adverbs.

q

Choosing specificwords in order to:

a. make the writers’ meaning clear

b. depict an image of characters, settings and moods

c. develop children’s individual styles

d. write in both informal and formal styles.

20

B.Writinglonger,moreinterestingsentences

21

This activity uses verbs of one word. Verbs made up of more than one
word are introduced in Snakes and verbs on page 27.

Resources

q

Blank paper or whiteboard and pen.

q

Card or paper cut to make approximately 12 word cards.

Preparation

q

Ask the child to think of a person, e.g. baby, child, dad, mum,
grandparent, and write on whiteboard.

Before the activity

q

Say, The activity we are going to do is about using interesting verbs.

q

Write the following sentence on the board: The boy tripped over the
step.

q

Ask the child if he can identify the verb in that sentence. The verb
is the word that names the action.

q

Repeat using: He splashed through the puddles.

ACTIVITY 7

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