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WRITING SKILLS

WRITING SKILLS. OVERVIEW. WRITING SKILL By the end of the six year primary schooling, pupils will be able to: express their ideas clearly on paper in legible handwriting or to communicate via the electronic media.

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WRITING SKILLS

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  1. WRITING SKILLS

  2. OVERVIEW • WRITING SKILL • By the end of the six year primary schooling, pupils will be • able to: • express their ideas clearly on paper in legible handwriting or to communicate via the electronic media. • develop their writing ability beginning at the word and phrase levels and progress to the sentence and paragraph levels. Write simple compositions comprising several paragraphs. • be independent and proficient users of the language (although much of the writing at this level is guided, the amount of control is relaxed for pupils who are able and proficient in the language)

  3. OVERVIEW By the end of the six year primary schooling, pupils will be able to: • write clearly and legibly including cursive writing. • use appropriate vocabulary and correct grammar to get their meaning across clearly. • write for different purposes and for different audiences.

  4. By the end of the 6-year primary schooling, pupils will be able to: 3.2 write using appropriate language, form and style for a range of purposes. 3.1 form letters and words in neat legible print including cursive writing. • Able to write in neat legible • print with correct spelling. • Able to write in neat cursive • writing. • Able to transfer information • with guidance. • Able to write with guidance. • Able to punctuate correctly. • Able to spell words by applying spelling • words. 3.3 write and present ideas through a variety of media. • Able to create simple texts • using a variety of media with • guidance.

  5. 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 non-linear texts with guidance as well as work independently.

  6. PENMANSHIP Penmanship is an essential skill even in our age of technology.

  7. FOOD FOR THOUGHT Although penmanship is rarely taught to primary school pupils anymore -- largely because the rise of technology has appeared to make its use irrelevant -- educators are finding a connection between learning to write by hand and learning in general. Children who are taught fluency in handwriting also learn how to think fluently. Students who are required to produce written assignments actually producing assignments that are superior both quantitatively and qualitatively than those produced by students who turn in typed assignments (Newsweek, "The Writing on the Wall").

  8. Cursive Writing • Generally, due to the restrictions of time to teach all the fundamentals of the language, cursive writing has become a forgotten subject. • Cursive writing is a beautiful art form that connects the letters with swoops and curls. It is an art form that is unique to each individual student. No two handwritten letters are the same even though each word written is identical. • Cursive writing speaks about the student’s personality and the type of day they are experiencing.

  9. Why should we keep teaching pupils cursive writing in schools? Advantages of Learning Cursive Writing • Cursive is faster than printing. • More efficient for taking notes. • Enables pupils to write faster during examinations.

  10. In Cursive Writing: • All letters are slanted. • The letters within words are joined. • The pencil is not lifted from the paper until the word is finished. (This is the most important point to make) • Ending strokes are important – not too long or not too short also called connecting strokes. These strokes determine the spacing between words as well as connecting each letter.

  11. Are you good at cursive writing? Complete the sentence below. Let’s see how good your cursive writing can be!

  12. How to Teach PenmanshipCursive Writing – lowercase alphabets

  13. How to Teach PenmanshipCursive Writing – lowercase alphabets

  14. How to Teach PenmanshipCursive Writing – Uppercase alphabets

  15. How to Teach PenmanshipCursive Writing – Uppercase alphabets

  16. ACTIVITY 1 Let’s look at the label. What goes into a label?

  17. Choose a product. Produce a label. chips soap powder biscuit chocolate Can you name the learning standard?

  18. ACTIVITY 2 SECRET MESSAGES Imagine that you are Secret Agent Oso. You are given a task to get information from another fellow agent. You need to decode the message. You have to write the decoded message in full sentences so that your superior will be able to read and understand the message.

  19. Situation Your fellow agent observed a strange looking man and his activities at a supermarket. He has recorded some information on what he has seen in the form of pictures. Decode the message below.

  20. Message to your boss Dear Mr. M, Two hours ago …………………………………………… ………………………………He is rather…..................... ………………………………………………………………………… …………………………I shall never………..................... Yours sincerely, Agent Oso Can you name the learning standard?

  21. ACTIVITY 3 • Write the phrases and sentences correctly. • Arthurs bicycle • Suhaimis red balloon • grandpas moustache • Lets go to the zoo. • Never go to the big bad wolfs den. Can you name the learning standard?

  22. Why Learn Spelling? Good spelling is a fundamental part of a pupil's literacy development.

  23. 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.

  24. 'Look, Cover, Write, Check' Method • Look at a spelling word. • Cover the spelling word. • Visualise the covered word in the mind. • Write the word from memory. • Check what has been written with the uncovered word. • During their English lessons, pupils should be given the opportunity to look for patterns in the spelling of words.

  25. 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?

  26. Spelling Plural Nouns Here are some general rules for spelling plural nouns.

  27. Some Exceptions • Certain English nouns change a vowel sound when they become plural. These include goose, geese; man, men; mouse, mice; and tooth, teeth. • Some nouns don't change at all when they become plural. These include deer, fish, sheep, and species. • A few nouns have plural forms that are left from Old English. These include child, children and ox, oxen.

  28. Spelling rules • Help your pupils to learn spelling rules. There will always be exceptions, but they work most of the time: • Most questions start with 'wh' • i before e except after c • Add 's' for plurals except those that end in 's', 'x', 'z', 'ch' and 'sh', when you add 'es' • Nouns ending in 'y' change to 'ies' • Use 'ce' for nouns and 'se' for verbs (you advise with advice) • When adding 'ing' or 'ed', double the last consonant after a short vowel sound (so drop becomes dropping or dropped) • Don't drop the final 'e' when you add 'ly' ('comely'), but do drop it to add 'ing' ('coming')

  29. Spelling Tips • You hear with your ear. • The word separate has "a rat" in it (separate). • Donkeys, monkeys - There are keys in donkeys and monkeys. • The word here is also in its opposite there. • Villain - A villain is one who lives in a villa. • There is no word in English ending in -full except full. thankful grateful spoonful

  30. CRAZY SPELLING WE HAD GHUITI ON PHRIGDEIGH. gh as in cough ph as in photo ui as in build igh as in high ti as in nation iegh as in weigh The sentence reads………….

  31. BOGGLE How many words can you make?

  32. Tunku Ireneza Marina Tunku Mazlan ireneza@moe.gov.my

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