Professional Documents
Culture Documents
WRITING READINESS
Emergent Writing
Children begin to understand that writing is a form of communication, and their marks on paper begin to convey a message.
Writing Readiness
Differences between print and pictures Interests Discriminate shapes
Intelligible
A child needs
Develop arms and hands muscle, forefinger, thumb
understand
Problems
Postures Pencil holding Lefthanded/Righthanded Book placement Awareness on exercise book lines Words spacing Lower/Upper case
Activity Books
Cutting, pasting, tracing and drawing Early Writing Activities Sorting out shapes
Copying
Mechanics of Writing
handwriting Spelling Punctuation construction of well formed sentences, paragraphs and texts.
Drawing Scribbling Letter-Like Forms Well-Learned Units or Letter Strings Invented Spelling Conventional
Questions
1. Why is it important for a teacher to have the knowledge to recognize signs that a child is ready to write? 2. What will happen if the teacher teaches writing to children who are not ready yet to write?
Sentence?
Fragmented sentence? Paragraph?
Part of sentence
Teacher need to discuss with the students about part of sentences the structure Teacher need to provide examples of sentences Teacher need to provide enough practice
Teachers role:
1. Read to Them!
Writing and reading are closely related Read to them will help to increase their knowledge of vocabulary Pointing to words as you read them in stories or writing words said in a conversation will help them understand the link between spoken words and written text. Read a variety of things : to develop the pupils natural curiosity and thinking skill A considerable body of research confirms the link between being read to and learning to read and write successfully.
Teachers role:
2. Play rhyming and word games Children begin to learn about the sounds of language as they enjoy nursery rhymes and word games. Knowledge of nursery rhymes helps build phonological awareness later on - the ability to hear similarities and differences in words. Phonemic awareness refers to a child's understanding that speech is composed of identifiable units, including spoken words, syllables, and sounds.
Teachers role:
3. Support Invented Spelling Invented spelling = phonic spelling Example: a child may initially write b or bk for the word book to be followed by a more conventional form later on. As children engage in writing, they are learning to break down the words they wish to spell into their corresponding sounds.
Teachers role
4. Offer Writing Opportunities
Writing helps children understand that there is a systematic relationship between letters and sounds. They learn that the alphabet includes a limited set of letters, and that these letters stand for the sounds that make up spoken words. They can grab this knowledge and skill through various of writing activities. Therefore, teacher need to provide meaningful context for learning the mechanics of learning Why? Learner learn best through something that they can relate to Example: use pupils own oral composition for giving them insights into writing
Picture cards
25
DEVELOPMENTAL WRITING
Developmental Writing
A child progresses into a deeper understanding of the mechanics of writing which includes:
Spelling Grammar Text organisation and cohesion
Spelling
When teaching spelling, the teacher should focus on:
Teaching the relationship between the most common phonemes of English and graphemes. Teaching the most common words. Developing visual memory for shapes of words. Developing relevant dictionary skills. Helping pupils devise ways of helping themselves to remember common but some trouble words. The most practical approach is to integrate spelling in listening, speaking, reading and writing.
Grammar
Grammar rules are essential to be taught to children as it enable them to be better writers. Teachers can refer to a range of resource for ideas to teach grammar meaningfully and enjoyable. Here are some ideas:
Expose your students to the proper use of English grammar. Children will internally develop many grammar rules on their own through exposure to the language. This means always modelling proper grammar in your speech and writing.
Teach grammar rules systematically. Exposure alone won't teach all the grammar lessons children need to know. Most professionals agree that exemplary reading and writing instruction requires a balance of these two technique. Focus on one particular skill that you want your students to learn, and provide a mini-lesson teaching this skill. Your mini-lesson should introduce the grammar rule in question and give examples of its use. Once your students master the selected skill, move on to other topics.
Provide hands-on experience to help children master grammar rules. Provide your students with ample opportunities to write. Then, provide grammar-based feedback. Take your students' writing level into account when providing feedback. For example, in a second-grade classroom, you will see many grammar and usage errors. Don't mark up every mistake in red pen; it's too discouraging for students. Instead, focus on the grammar rules you have specifically taught.
Give students opportunities to edit others' work. Often, when students look at their own writing, they miss grammatical errors because as the writer, they know what they intended to say. Those same children can identify similar mistakes in others' writing, however. To this end, have students peer review each others' work. Also, editing worksheets provide opportunities for students to apply the grammar rules they have learned.
Dictation shows students the kinds of spelling errors they are prone to make. Students seeing their own written responses next to the correct ones in exercises should provide invaluable guidance in the ways that their spelling can be improved. Dictation helps to develop short-term memory. Students practice retaining meaningful phrases or whole sentences before writing them down. Students are introduced to more and more dictation exercises, their ability to both forecast what is coming and to retain what has already been said increases rapidly and noticeably. Both abilities point to evidence of an increased familiarity with the language.
Dictation can serve as an excellent review exercise. Once a passage has been dictated, much valuable work can be done in getting students to notice their own errors on the page they have just written; what happens is that many students come to recognize their errors by virtue of the positioning of items in sentences parts of speech, for example, as well as equally obvious things like verb tenses. Dictation involves the whole class, no matter how large it is. It goes without saying that dictation exercises must involve everyone in the room, although with more advanced classes, a sort of mixing of passages would be very advantageous, particularly since much natural language heard in vitro, is not heard in isolation. http://whatsnewintheworld.blogspot.com/2008/06/many-benefits-ofdictation-exercises.html
Chronological
Information in the passage is organized in order of time.
Order of importance
Information is expressed as a hierarchy or in priority.
Sequence/process writing
A problem is described and a response or solution is proposed or explained.
Spatial/descriptive writing
information is organized in order of space (top to bottom, left to right).
THE END
Charisma Crystal John Nazeerah Nasir Yushamri Omar