Writing & Spelling
Introduction
Welcome to Oxford Discover
Writing & Spelling
Oxford Discover Writing & Spelling is a six-level International
English course for students in Grades 1–6. The new edition
introduces students to a wide range of creative and academic
text types and guides them through the writing process. It takes
them from thinking and planning, through to writing. Students
are then guided through an enhanced, staged editing process
in every module. It uses a native-speaker approach to writing,
which is supported with useful Spelling Strategies and error
correction techniques, providing students with all the tools they
need to write confidently in English.
Oxford Discover Writing & Spelling is a companion to the Oxford
Discover series. As such it reflects the global perspective and
motivating, content-rich material of Oxford Discover, while
offering support and extension of the series’ writing syllabus.
There is a clear link between the topics and content in the
relevant Oxford Discover Student Book with each module in the
Oxford Discover Writing & Spelling Books. Oxford Discover Writing
& Spelling can also be used for self-study or as a stand-alone
course for those not using the Oxford Discover series.
The second edition of Oxford Discover Writing & Spelling has
been refreshed and updated to enhance the writing focus and
increase the spelling practice of the books. Revised teaching
notes provide additional guidance on these new features.
Approach
Oxford Discover Writing & Spelling uses a native-speaker
approach while providing the language support needed for
English language learners.
The writing syllabus guides and supports students through
every stage of a full writing process from initial brainstorming
to finished product. It uses a guided discovery methodology,
providing a variety of relevant and engaging model writing
texts, which are broken down and analyzed before students
then plan and produce their own writing. In the new edition
there is a clearer and more focused structure around the writing
process. The model text fits on one page and there is more
space provided for writing.
Oxford Discover 2nd edition Writing & Spelling  Introduction  © Oxford University Press
Students learn the structure, characteristics, and style of a range
of academic and creative text types and are equipped with
the styles and tools to write for different purposes (to inform,
explain, express, discuss, persuade, etc.).
The Oxford Discover Writing & Spelling Spelling Master Class
builds on the phonics syllabus of Oxford Show and Tell (the
kindergarten course that underpins Oxford Discover) and
supports the Vocabulary, Grammar, and Word Study syllabus
of Oxford Discover. The spelling syllabus covers both the
Spelling Focuses and the spelling strategies which have been
introduced in the Oxford Discover Student Book. The Spelling
Focuses consolidate the content from the relevant Student
Book and cover spelling patterns, prefixes, suffixes, commonly-
confused words, etc,. whilst the Spelling Strategies equip
students with tools for independent learning, for example,
keeping spelling logs and devising mnemonics. The Spelling
Master Class pages are clearly signposted within the main
modules, with improved connection to the Spelling Focus
or Spelling Strategy.
In levels 1 and 2, the Spelling Focus or Spelling Strategy is
presented and practiced in the Spelling Master Class. From
level 3 onwards there are extra spelling activities and the
activities guide students in identifying and using spelling
patterns. There is also a new error correction stage and
enhanced checking exercises within each module in the
Student Book. Error correction techniques are introduced;
in levels 1–2, this is by identifying errors and self-correcting,
and in levels 3–6, this is through identifying and categorizing
errors and peer correction. The Error Correction Master class,
which is a new feature for levels 3–6, is at the back of the
book. It builds on the error correction symbols from levels 1
and 2 and provides students with practice in error correction
in preparation for editing their own and their peer’s work. In
addition, from level 3 onwards Oxford Discover Writing & Spelling
wordlists are provided at the back of the book. Each wordlist
provides a comprehensive list of key words which appear in
each module and is organized alphabetically. There is space for
students to write notes and translations of words.
1
Module Overview Edit
Each level of Oxford Discover Writing & Spelling consists of nine Students check their work against the checklist in the Edit
modules. Each module is broken down into sections that section and revise it accordingly. There are two stages in the
represent the stages of the writing process. In addition, each Edit section. Firstly, students are directed to look at their draft
module identifies a particular Spelling Focus or Strategy to text and check for specific writing errors, e.g., missing words,
cover in the corresponding Spelling Master Class. incorrect tenses, spelling mistakes, etc. In levels 1 and 2 students
correct their work by, for example, circling an error. In levels
The Contents on pages 2–3 gives a useful overview of each 3 and 4, students are introduced to error correction symbols.
module, including the new vocabulary, details of the Writing The Error Correction Master Class pages are signposted in the
Focus, the output, planning tools, and the Spelling Focus or footer of the page where students are given a list of all the error
Spelling Strategy, with example text. codes, an example text where errors are highlighted, and also
Read a practice text.
Each module opens with a model text for students to read, Secondly, the students check the content and structure of the
which models the target reading output. They are encouraged draft text. In levels 1, 2, and 3, students edit their own work.
to engage with the purpose or style of the text through a pre- From level 4 students are introduced to peer editing.
reading question. The topic of the text links thematically with Write Your Final Draft
that of the corresponding Oxford Discover module and extends
the “Big Question” of that module. Students correct their mistakes and then go on to write their
final drafts. Relevant illustrations or photos are provided to
Understand inspire them with their writing.
Activities in the Understand section check students’
comprehension of the model text, whilst breaking it down
to draw their attention to the features that demonstrate
the module’s Writing Focus. These activities also provide
opportunities for critical thinking and personalization that
encourage the students’ engagement with the text.
Think
Students are guided through the process of brainstorming for
their own piece of writing by the activities in the Think section.
These activities help them to gather their ideas and options.
(Organize and) Plan
Students are then guided to select one idea to develop from
their work in the Think section. The Plan section activities help
students to organize their thoughts and plan their own piece
of writing. These activities introduce students to planning tools
such as graphic organizers, story maps, and sequencing charts.
The Writing Focus feature highlights a key element from the
model text, for example, language of comparison and contrast,
similes, adverbs of sequence.
Write Your First Draft
Students follow the plan they have created in the planning
section to write their first draft of the text.

Oxford Discover 2nd edition Writing & Spelling  Introduction  © Oxford University Press 2
 e To u r Writing & Spell
Modul ing 3–6

Read
Each module opens with a model text, with a question that personalizes the topic for students.
For teachers using Oxford Discover the text topic links thematically with the corresponding
Oxford Discover Student Book module.

Sample page from Oxford Discover Writing & Spelling 4

1
4 W r i te a n o p i n i o n
text a b out art
Students are encouraged Read
to engage with the
model text. A An opinion text gives the writer’s point of view about a topic. Now read.
What do you think about graffiti? Do you agree with Tonya or with Dan?
A pre-reading question

Is Graffiti Art ?
encourages students’
personal reaction to
the topic.
Tonya Summers
In my opinion, graffiti is art. One reason is
because graffiti often improves a building.
Some buildings are very ugly, but graffiti makes
them look better. Another reason is that many
Students read an people have become famous for their graffiti.
Some graffiti artists are very talented people
engaging text. This text is who paint beautiful pictures. The final reason
the model for their own is that people appreciate looking at graffiti, and
piece of writing later in art is something for people to enjoy. I don’t
the module. think people should put graffiti on buildings
illegally, but there are a lot of legal places for
graffiti, like graffiti parks. For these reasons,
graffiti is definitely art!

Dan Jones
I don’t think graffiti is art. First of all, graffiti
is illegal. People use spray paint instead of
paintbrushes, and they use buildings like they
are canvases. Secondly, graffiti should not be
called art because it is often ugly. Graffiti ruins
buildings. Finally, it’s wrong to call graffiti art
because you don’t need talent to do it. You
don’t have to be a real painter or paint complex
pictures to make graffiti. For these reasons,
I believe graffiti is not art.

22 Module 4 Write an opinion text about art

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Understand
Students complete activities checking their comprehension of the text. The activities also
highlight the Writing Focus of the module.

Sample page from Oxford Discover Writing & Spelling 4

Students are asked to

identify words in the text
they don’t know.
Teachers can ask students
to work in pairs and then Understand
ask each pair to share a
word with the class, and B Circle up to five words you don’t know from the text in A .
elicit meanings from the Check them with your teacher.
class before explaining C Look at the text in A and write the correct name.
what the word means.
1 Who thinks graffiti is art?
Teachers can encourage
students to read the 2 Who doesn’t think graffiti is art?
sentence the word is in, D Are these statements facts (F) or opinions (O)? Write F or O.
as well as the sentence
1 Graffiti is art. 4 There are graffiti parks.
before and after it,
to try and work out 2 Graffiti isn’t art. 5 Some graffiti artists are famous.
the meaning. 3 Graffiti can be illegal. 6 Graffiti ruins buildings.

E Read the opinions below. Write (A) if the opinion supports graffiti
and (B) if the opinion does not support graffiti.
1 Graffiti makes ugly buildings look better.
Comprehension
2 Graffiti is ugly.
questions test students’
3 Anyone can be a graffiti artist.
understanding of the text.
4 People who make graffiti are real artists.

F Look at the graffiti. What do you like about it? What don’t you like?

Activities help to draw

students’ attention to
the type of writing text
and its different features,
for example, specific
vocabulary or grammar
that is often used in the
style of text.

Activities practice
Spelling Focus: Silent Letters Page 63 Write an opinion text about art Module 4 23
students’ critical thinking
and provide opportunities
for personalization.
Students can discuss the
question in small groups Clear signposting of the spelling focus of the
before feeding back to module appears in the footer.
the class.
Practice is provided in the Spelling Master Class
at the back of the book.

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Think
Students are guided through the process of forming and analyzing their own ideas.

Sample page from Oxford Discover Writing & Spelling 4

Think
In the higher levels,
activities encourage G Look at the different kinds of art. Answer the questions.
critical thinking.

Pop art is art made from popular Installation art is a form of modern
culture. It often shows familiar, sculpture that uses basic materials,
everyday objects. and may include sound and light.
Teachers can divide Do you think pop art is art? Do you think installation art is art?
students into small
groups to discuss
the question before H Choose one of the types of art in G . Do you think it is art? Why or
having them write their why not? Write as many reasons as you can to support your opinion.
own ideas. Teachers
can then do a whole
class feedback.

24 Module 4 Write an opinion text about art

Oxford Discover 2nd edition Writing & Spelling 3–6  Module Tour  © Oxford University Press 5
Organize and Plan
Students are guided through the process of organizing their own ideas and planning the
structure of their writing texts.

Sample page from Oxford Discover Writing & Spelling 4

Organize and Plan

The module’s Writing
Focus is explained and I Writing Focus Supporting an Opinion with Reasons
students use it to help In an opinion text, we should give reasons to support our opinions.
them organize and plan We can introduce reasons with these sequence words:
their ideas. The first reason … Firstly, One reason … First of all,
The second reason … Secondly, Another reason …
The third reason … Thirdly,
The final reason … Finally,
Your concluding sentence should explain your opinion in one final
sentence. Here are two ways that a concluding sentence might begin:
For these reasons, Because of these reasons,

Look at the opinion texts in A . Which sequence words do the writers

Students are guided
through the process
of selecting ideas, and
fleshing out details and
arguments in preparation
for writing their drafts.
use to introduce their reasons?
1 Tonya
2 Dan
J Look at your reasons in H . Write your three best reasons to support
your opinion using sequence words. Then write a detail sentence to
explain your reason. See the examples given in the chart below.
Reason Details
One reason why I like graffiti is buildings are ugly, graffiti makes
that it often improves a building. them look better
Finally, graffiti shouldn’t be called don’t have to be a real painter
art because anyone can do it.

Write an opinion text about art Module 4 25

Oxford Discover 2nd edition Writing & Spelling 3–6  Module Tour  © Oxford University Press 6
Write Your First Draft
Students write the first draft of their own piece of work, based on the planning developed
through the module.

Sample page from Oxford Discover Writing & Spelling 4

Write Your First Draft

Students are referred
back to their planning K Now write your opinion text about pop art or installation art.
work before writing Use your work in activities G – J to help you.
their first draft. A writing
template helps students Title Is art?
to structure their writing.
My opinion
Extra space is provided for
students’ texts.

Reasons with
supporting
details

Concluding
sentence

26 Module 4 Write an opinion text about art

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Edit and Write Your Final Draft
Students are guided through the process of checking their first draft, and revising their final work.

Sample page from Oxford Discover Writing & Spelling 4

Students are guided

through the error Edit
correction process. From L Give your opinion text to a partner to check.
level 3, students are

V
encouraged to edit each Check your partner’s simple present verbs. Circle
other’s work as well as mistakes and write “V” in the margin of page 26.
their own.
Check your partner’s language of

WW comparison and contrast. Circle mistakes

and write “WW” in the margin of page 26.

Students check grammar,

M Read and check ( ) or cross ( ).
spelling and punctuation
errors. Did your partner give their opinion and
support their opinion with reasons?

Did your partner support their reasons with details?

Students check the
content and structure Did your partner write a concluding sentence?
of their draft.
Write Your Final Draft
N Correct your mistakes. Now write your text again in your notebook.
Read out your text to the class. Then have a vote. How many students in
Students correct the your class think that pop art and installation art are types of art? How
errors in their drafts many don’t? Count the number.
and then write their
In my opinion, … One reason is …
final draft. Teachers can
have students display
their texts around the
classroom and have
a class vote for the
best one.

Illustrations or photos Error Correction Master Class Page 58 Write an opinion text about art Module 4 27
provide inspiration for the
students’ writing.

The Error Correction Master Class is clearly signposted in each module.

This provides details and explanation of error correction symbols, plus
an example of a marked-up text with practice activities.

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