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Teacher support for a P6 student in the pre-writing stage

Teacher support for a P6 student in the pre-writing stage. Style: register and tone. Brainstorm and suggest useful words/phrases. Style: register and tone. With teacher support, the student can: use appropriate opening and closing in a complaint letter give brief ideas

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Teacher support for a P6 student in the pre-writing stage

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  1. Teacher support for a P6 student in the pre-writing stage Style: register and tone Brainstorm and suggest useful words/phrases Style: register and tone • With teacher support, the student can: • use appropriate opening and closing in a complaint letter • give brief ideas • use some useful words relating to noise pollution • write simple sentences 1

  2. A P6 student’s work—elaborating ideas (a complaint letter) • The student can • use a range of sentence patterns to express ideas • provide relevant information and ideas • organize ideas in paragraphs • use a range of vocabulary Style: register and tone use a topic sentence use ‘which’ to add information about a thing use ‘because’ to give reasons use ‘when’ to express two things happen at a time give one’s opinion

  3. Progressive development across levels in learning to write --- e.g. story writing

  4. Tom is writing a story ‘A lion and a mouse’. Help Tom write the story. The lion and the mouse The following words may help you. positions senses sentences Do not … Please … I am … I can/cannot … It is … It can/cannot … Thank you. Go away. Help!Help! OK! You are welcome. P1 student work Writing genre: story- able to complete stories by providing words/filling in speech bubbles for pictures/cartoons/comics Module: • Places and Activities • Unit: U5 At the beach Useful formulaic expressions to express feelings

  5. Look at the pictures.What do they say? …go near… mice …behind… … cannot see … mouse … on … mouse … can smell … lion … do not eat … mouse …… lion I am hungry. I want to eat you. lion … … mouse … … lion You are welcome. mouse … help … lion OK! We can help you. mouse

  6. P2 student work Writing genre: story- able to complete stories by providing captions with supporting ideas for pictures/cartoons/comics Story writingKelly is reading a story in the library. Look at the pictures and finish the story with the words below. • Module: Using my five senses • Unit: U4 At the beach Place:in the sky on the moon on a cloudin the park on a rainbow on a beach

  7. Using graphic organizer to generate ideas • Can: • produce simple sentences • involving repetition and lists • use basic sentence punctuation • e.g. comma, full-stop • use appropriate cohesive device

  8. P3 student workWriting genre: story- able to create a new ending for stories or create stories with the help of picture cues Look at the pictures. This dress is beautiful! mother shopping centre • Module Places and activities • Units U1 Buying gifts U2 Visiting Hong Kong mother and Sally I want to go to the toy shop. Sally Where’s Mum? Mum? Sally ?

  9. Using a flow chart to show sequence of events

  10. P4 student workWriting genre: story- able to create short and simple stories basing on a story framework—characters, setting and events Using a story framework • Module: We love Hong Kong • Units: U3 Promote Hong Kong U4 A day in a recreation centre

  11. Students’ perceptions on their own writing A mini-survey was made in June 2008 Target group: P5 students (No. of students: 64) P5 students had the following reflections comparing their performances between their writing at the beginning and at the end of the school year

  12. Students’ perceptions on their own writing A mini-survey was made in June 2008 Target group: P6 students (No. of students: 61) P6 students had the following reflections comparing their performances between their writing at the beginning and at the end of the school year

  13. Students’ reflections: ideas in writing

  14. Students’ reflections: language use

  15. Students’ reflections: learning strategies

  16. Teachers’ reflections on students’ performance in writing • There has been positive change in some weak students’ attitude towards and confidence in writing. • Using the elaboration strategies, average and able students could provide more supporting details to talk about people, things and events. • The students only took the guided questions/content organizers for references. They had a clear picture on what to describe, explain and express on a familiar topic. • In group writing, students learnt to exchange/share/ negotiate on the contents, organization, vocabulary and sentence patterns. • Through progressive practices, students understood the language features of a range of text-types and presented them accurately in the writing tasks. • School percentage of P6 achieving full marks in content & language were well above the territory-wide percentage.

  17. Afterthought • Design of the progressive development writing framework • As the outlines for students’ progressive acquisition of the knowledge and skills in writing • As teachers’ references and mutual understanding when designing the writing activities • As the assessment descriptors of the school-based writing curriculum • Shared views EFFORT, PATIENCE and CO-OPERATION

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