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WRITING

KSSR YEAR 6

Do you like
writing?

What do you
write lately?

Email

Lette
r

Short Story
SMS

Poem

Article
Lesson plan

Lesson
plan

Letter
Article

What do
you write?

Email
Poem
Grocery List

Short Story

SMS

Lets write.

TEACHING OF
WRITING
what?
HOW? Why?

SK
3.1.1

Able to write in neat legible print with


correct spelling:
(a) sentences
(b) paragraphs

3.1.2

Able to write in neat cursive writing


with correct spelling:
(a) sentences
(b) paragraphs

3.2.1

Able to transfer information


to complete:
(a) linear texts
(b) non-linear texts

3.2.2

Able to write with guidance:


(a) stories
(b) formal letters
(c) poems
(d) descriptions
(e) instructions

3.2.3

Able to use punctuation correctly.

3.2.4

Able to spell words by applying


spelling rules.

3.3.1

Able to create texts using a variety of


media:
(a) non-linear
(b) linear

SJK
3.1.1

Able to write in neat legible print


with correct spelling:
(a) sentences
(b) paragraphs

3.1.2

Able to write in neat cursive writing


with correct spelling:
(a) sentences
(b) paragraphs

3.2.1 Able to transfer information with


guidance to complete:
(a) linear texts
(b) non-linear texts
3.2.2

Able to write with guidance:


(a) stories
(b) informal letters
(c) descriptions

3.2.3

Able to use punctuation correctly.

3.2.4

Able to spell words by applying


spelling rules.

3.3.1 Able to create texts using a variety


of media :
(a) non-linear
(b) linear

The content standards of writing skills are achieved through learning standards that have
been devised carefully throughout primary 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
taught guided writing whereby pupils write linear and non-linear texts using appropriate
language, form and style.
The use of various media is also encouraged and pupils can create both linear and nonlinear texts with guidance as well as work independently.

WRITING
3.1(Content
Standard)
YEAR 4

YEAR 5

YEAR 6

3.1
By the end of the 6-year primary schooling, pupils will be able to form letters and words in
neat legible print including cursive writing.

Learning Standards
YEAR 4
3.1.1

YEAR 6

Able to write in neat legible print with correct spelling:


a) phrases
b) sentences
c) numerals in word form

3.1.2

YEAR 5

a) sentences
b) paragraphs

a) sentences
b) paragraphs

Able to write in neat cursive writing with correct spelling:


a) phrases
b) sentences
c) numerals in word form

a) sentences
b) paragraphs

a) sentences
b) paragraphs

3.2
Content Standard
YEAR 4

YEAR 5

YEAR 6

3.2
By the end of the 6-year primary schooling, pupils will be able to write using appropriate
language form and style for a range of purposes.

Learning Standards
YEAR 4
3.2.1

a) linear texts
b) non-linear texts

a) stories
b) poems
c) informal letters

a)
b)
c)
d)
e)

use punctuation correctly

use punctuation
correctly

stories
formal letters
poems
descriptions
instructions

Able to
punctuate correctly:
a) apostrophe
b) speech markers

3.2.4

a) linear texts
b) non-linear texts

Able to write with guidance:


a) labels
b) notices
c) messages

3.2.3

YEAR 6

Able to transfer information with guidance to complete:


a) linear texts
b) non-linear texts

3.2.2

YEAR 5

Able to spell words by applying spelling rules

3.3
Content Standard
YEAR 4

YEAR 5

YEAR 6

3.3
By the end of the 6-year primary schooling, pupils will be able to write and present ideas
through a variety of media using appropriate language, form and style.

Learning
Standard
YEAR 4

3.3.1

YEAR 5

YEAR 6

Able to create simple texts using a variety of media


with guidance:
a) non-linear
b) linear

with guidance:
a) non-linear
b) linear

a) linear texts
b) non-linear texts

Cursive writing in Level Two KSSR


It is mandatory to reinforce these skills
in English KSSR Level Two. (Years 4 -6)
Pupils move from.
Single capital
small case letters
letter combinations
words
sentences.

Why should we keep teaching pupils


cursive writing in schools?
Advantages of Learning Cursive Writing
faster than printing.
more efficient for taking notes.
enables pupils to write faster
during examinations.

Sample Cursive Writing


lowercase letters

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Sample Cursive Writing uppercase


letters

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ACTIVITY ONE

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Are you good at cursive writing?


Lets give a try

Each group is given a picture.

Write a sentence in cursive writing


based
on the picture
Stick the sentence on the board.
Marks awarded neatness/ accuracy

Developing writing
skills happen over a
series of stages and it
doesnt happen quickly.
It is a

PROCESS.

(Curriculum Development Department,Moe)

To start a writing process,


scaffolding is required to
support the pupils.

What is scaffolding?
Scaffolding is used as a temporary
support mechanism in construction
industry.
In education, we provide scaffolding
for our pupils to help them to write
confidently.

The Writing Process: A Scaffolding


Approach
First step : Prewriting getting your
thoughts written down on paper
Brainstorm, outline or writing down notes

Second step : Putting your ideas and


thoughts together
Writing out sentences and paragraphs

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The Writing Process: A Scaffolding Approach


Third step : Correcting grammar and
punctuation
Fourth step : Rewriting or
rearranging sentences to make
sense
Fifth step : Sharing your work with
others
This is your final copy and
presenting your work
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SCAFFOLDING THE WRITING TASK


To teach writing skills effectively, teachers need to
scaffold the writing activities of their pupils through:
Use of pictures and visual aids
Using mind maps and thinking maps
Notes expanding notes
Shared writing

How to Write Concrete Poetry

WHAT IS A CONCRETE POEM?

Concrete poetrysometimes also


called shape poetryis poetry
whose visual appearance matches
the topic of the poem. The words form
shapes which illustrate the poems
subject as a picture, as well as
through their literal meaning.

ACTIVITY 2
Put up the picture of a snowman on
the board.
Ask pupils to think of words that
describe the snowman.
Write the words in the shape of the
snowman on the board/display sheet.

EXAMPLE OF A SHAPE POEM

A SNOWMAN

Here is an example about a snowman:

You can introduce poems with the


rhyming pattern
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.

WRITING A SHORT STORY

Favourite stories can also be used as a model.


Pupils can be eased into writing their own stories by reading a story and then writing
the prequel or sequel.
For example, you could ask your pupils to write a sequel to
Goldilocks and the Three Bears Their story could be titled:
Goldilocks Gets Punished
or
Goldilocks Doesnt Get Punished

You may incorporate some HOTs questions too .


After reading or rereading the original story, you could
have a prewriting discussion where you prompt your
pupils with questions such as:
(a)What do you think the three bears should
do to Goldilocks?
(b)Do you think that they should talk to
Goldilocks parents? Why or why not?
(c) What do you think her parents should do to
her?

Then, ask pupils to write their sequel

ACTIVITY 3
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. Unfortunately,
.......................................
......
..
..
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What to look for in


co
n

ten

t
l
cu

e
r
u

An inte
resting
story

ar
m
m
a
gr

vo
ca
bu
lar

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AN EXAMPLE OF A PROJECT BASED


LEARNING ACTIVITY
DIGITAL STORY-TELLING

Why use digital story-telling?


Usually pupils listen to stories told verbally by
their parents at home, friends and teachers in the
classroom. Nevertheless, in digital story-telling,
pupils will learn about the age-old practice of
storytelling and use 21st century tools to create
their own digital story.

DIGITAL STORY-TELLING
Pupils will explore digital storytelling as a way to tell a story,
promote cross-cultural understanding and build meaningful
connections with others. They can participate in an email
exchange to discuss the process of developing their own
stories. Pupils need to collaborate with their peers in order to:
develop the topic of the story
write the details of their story
create or find appropriate images to support their story
and share their story and reflect on their work.

How to learn spelling?


Teacher can encourage pupils learn
their spellings using the 'Look, Cover,
Write, Check' method.
This method encourages the pupil to
'see' and 'hear' the word, and to see
for himself if he spelt it right.

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Other ways to learn spelling

Find words within the word (there's a 'hen' in 'when'!)


Break the word up into smaller parts (Wed + nes + day =
Wednesday)
Break the word up into sounds (th-a-nk)
Make up a silly sentence using the letters (big elephants
cause accidents under small elephants spells 'because')
Say the word as it is written (like 'knight')
Find a word that rhymes with it: is the spelling the same?

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ASSESSMENT
What would you assess in writing skills?
Accuracy structurally correct grammatical
sentences
Vocabulary appropriateness of word choice
Coherence ideas which flow logically
Clarity ideas and messages conveyed clearly
Interesting if its a story
Correct format or layout appropriate format for
various text types

THANK YOU
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