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Continuous Assessment Component
Teachers’ Manual English Language ArtsWriting
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TABLE OF CONTENTS NOTE TO TEACHERS ON THE USE OF THE ELA WRITING MANUAL ....................... 4 Introduction........................................................................................................ 5 General Curriculum Objectives ........................................................................................... 7 Teaching and Assessment Objectives .................................................................................. 8
A Cross-Curricular Approach to Writing ............................................................ 12 Table 1: ELA Writing Skills across the Curriculum .............................................. 13 Writing across the Curriculum Standard 5 Narrative Tasks ................................ 14 Writing across the Curriculum Standard 4: Expository Writing .......................... 15 A Process Writing Approach Some Strategies for Your Classroom .................... 16 Using Rubrics to Promote Thinking and Learning .............................................. 20 OVERVIEW OF NARRATIVE-DESCRIPTIVE WRITING ........................................... 22 A Process Approach to Writing a Narrative-Descriptive Piece ........................... 23 Rubric for Narrative-Descriptive Writing ........................................................... 27 An example of a Student Friendly Rubric for Narrative-descriptive Writing ...... 28 Overview of Expository Writing ........................................................................ 31 Core Elements of Expository Writing................................................................. 32 Guidelines for Report Writing ........................................................................... 36 A Process Approach to Writing a Report ........................................................... 37 An Annotated Report ........................................................................................ 42 Sample Writing Tasks (Report Writing) ............................................................. 43 RUBRIC FOR REPORT WRITING.......................................................................... 44 EXAMPLE: STUDENT-FRIENDLY REPORT RUBRIC ............................................. 46 Guidelines for Writing Instructions ................................................................... 49 A Process Approach to Writing Instructions ...................................................... 50 Sample Writing Tasks (Instructions) .................................................................. 52 RUBRIC FOR WRITING INSTRUCTIONS ............................................................... 53 Guidelines for Reflective Writing ...................................................................... 56 CURRICULUM DEVELOPMENT DIVISION 2014
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Guidelines for reflective writing- possible ideas for: ......................................... 57 Lesson Plan- Report Writing.............................................................................. 59 LESSON PLAN - Narrative Writing – Parts of a Story ......................................... 61 LESSON PLAN - Narrative Writing – Elements of a Story .................................... 64 LESSON PLAN - Painting a picture with words ................................................... 68 SETTING HAND-OUT ......................................................................................... 73 Setting Assessment ........................................................................................... 74 LESSON PLAN - Narrative Writing ..................................................................... 75 GLOSSARY – READING AND WRITING STRATEGIES ............................................ 79 Sample Outline of Work For Standards 4 & 5 .................................................... 83
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NOTE TO TEACHERS ON THE USE OF THE ELA WRITING MANUAL The English Language Arts Writing Manual is designed to support teaching and learning as the CAC Writing programme is implemented. This guide promotes an integrated approach to literacy development, with a specific focus on the development of students’ writing skills. Section A provides a rationale for the revision of the writing component of the SEA and the thinking that undergirds the information and resources contained in the guide. The importance of a cross-curricular thematic approach to literacy development is underscored. This is further strengthened by a process approach to writing which illustrates how to effectively build students’ writing skills. As they engage in the act of writing and understand it as a process, it is intended that the mystery be removed and students will grow in awareness of the criteria required for an effective piece of writing. The use of rubrics by both teachers and students also encourages understanding of and objectivity in the assessment of writing. Sections B and C focus on Expository and Narrative-Descriptive writing. Students’ writing skills in both genres are to be developed. Assessment of student learning will be expected during Standards Four and Five. Each section contains guidelines for the development of writing skills annotated samples of writing that demonstrate a process approach to writing tools to develop the writing skills (graphic organisers and checklists) rubrics for both teachers and students sample writing tasks. All materials offer teachers and students friendly support. The interconnectedness of the objectives, tasks and tools are presented not only to develop writing skills, but also to motivate learners and make successful writing achievable. Section D explores the benefits of Reflective Writing. It must be noted that reflection is a powerful method to be used as a tool of learning and a tool for learning. Reflection, by both teachers and students, will generate deeper, more meaningful insights to best meet the needs of students. This genre is not for assessment. Section E contains the Teacher Resources inclusive of lesson plans suggested outline for Standard 4 and 5 strategies for developing writing skill in the different writing genres
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It is hoped that the contents of this ELA Writing Guide will make teaching and learning more meaningful and enjoyable.
INTRODUCTION The writing assessment has been shifted to the Continuous Assessment Component (CAC) of the SEA. It has also been revised to accommodate writing across subject areas. This presents a significant change in the way English Language Arts is assessed and evaluated for the SEA. It facilitates writing about experiences across the curriculum instead of maintaining a narrowed focus on narrative-descriptive writing or letter writing as has been traditional with the SEA. Students will be encouraged to create a writing portfolio over a two-year period (Standards 4 and 5) in which they include samples of their writing on topics across subjects. Legitimate pieces of writing can arise out of any curriculum experience in all subjects: Science, Agricultural Science, VAPA, Social Studies, Physical Education and Mathematics. Students will be able to observe their own writing development as they engage in writing tasks across Standards Four and Five. Additionally, as students write about their learning experiences across the curriculum, teachers will better gauge their thinking processes and the degree of learning that has occurred. Adequate descriptive feedback from teachers can then be provided to help students identify weaknesses in their writing and guide them on how to improve and develop their writing skills. Such an approach will also allow assessment of both the process of writing and the products created. This will eliminate having to produce a ‘near-perfect’ written piece under the constraints of time in a highly charged examination room. This change is intended to:
encourage a love of writing across the curriculum.
encourage writing as a tool for learning in all subject areas.
promote writing in a non-threatening environment.
promote a process approach to writing.
facilitate a range of pieces in a variety of genres (exposition, narration, description, reflection).
allow students to work collaboratively to develop their skills. CURRICULUM DEVELOPMENT DIVISION 2014
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allow marks for process and product.
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APPROACH Writing must arise out of learning opportunities that are authentic and related to the primary curriculum as a whole. It should be encouraged every day during the teaching of all subjects. Writing is a reflective and interactive process which serves as a useful tool for learning. Writing allows students the opportunity to express their thoughts, ideas, feelings and judgements about what they have experienced. As they engage in writing tasks and gain understanding of the process of writing, they become more confident as writers. It is highly recommended that writing not be restricted to writing during English Language Arts sessions only. It is also highly recommended that the varied purposes and forms for writing be made explicit to students. This therefore, demands a significant shift in the way writing instruction is perceived by teachers and presented to students. It encourages writing a range of pieces for authentic purposes as students engage with different subjects during the school day. The skills of literacy (listening, speaking, reading, writing and representing) are supported and strengthened when an integrated approach is used and when opportunities for writing are generously provided. The intention is to stimulate literacy development over time in as natural a manner as possible. Key instructional approaches recommended in an effective writing programme are modelled writing, collaborative writing, guided writing and independent writing. Independent writing ought to be the eventual outcome of primary schools’ writing programmes.
GENERAL CURRICULUM OBJECTIVES Students will be able to communicate effectively through speech and writing by means of Standard English. They will:
listen with a high degree of understanding to instructions, descriptions, explanations and narrations.
communicate thoughts, feelings and ideas clearly and with sensitivity in speech and writing.
write for a range of authentic purposes using a variety of media
read with fluency and comprehension.
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TEACHING AND ASSESSMENT OBJECTIVES
Plan, draft and revise informative and imaginative texts.
Express clearly, a point of view.
Use a variety of sentence types.
Use vocabulary, including technical terms, to express meaning clearly.
Demonstrate control over internal and external text structures.
Demonstrate effective organisation of texts.
Demonstrate control of language conventions.
Demonstrate creative and critical thinking when writing.
Enjoy writing as a form of creative expression.
The CAC ELA Writing assessment score will be derived from two years of writing across Standards Four and Five that will be reflected in students’ writing portfolios.
STANDARD 4 Expository writing
• Portfolio of student writing across three terms.
STANDARD 5 NarrativeDescriptive writing
• Portfolio of student writing across two terms.
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TEACHING AND ASSESSING CAC ELA WRITING Standard 4: Term 1
Term 2
Term 3
Teaching Focus:
Teaching Focus:
Teaching Focus:
Building students’ writing skills through their creation of expository piecesinstructions, directions, reports, factual essays.
Building students’ writing skills through their creation of expository piecesinstructions, directions, reports, factual essays.
Building students’ writing skills through their creation of expository piecesinstructions, directions, reports, factual essays.
*Engage in a process approach to writing
*Engage in a process approach to writing
*Engage in a process approach to writing
CAC Assessment Focus: Expository Writing- Reports
CAC Assessments Focus: Expository Writing- Reports
CAC Assessments Focus: Expository Writing- Reports
Standard 5: Term 1
Term 2
Term 3
Teaching Focus:
Teaching Focus:
Teaching Focus:
Building students’ writing skills through their creation of descriptive pieces, essays, stories, poems, scripts
Building students’ writing skills through their creation of descriptive pieces, essays, stories, poems, scripts
Building students’ writing skills through their creation of descriptive pieces, essays, stories, poems, scripts
*Engage in a process approach to writing
*Engage in a process approach to writing
*Engage in a process approach to writing
CAC Assessment Focus:
CAC Assessment Focus:
CAC Assessment Focus:
Narrative-Descriptive WritingStories
Narrative-Descriptive WritingStories
Narrative-Descriptive WritingStories
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STUDENT WRITING PORTFOLIO The portfolio of student writing is intended to encourage student’s confidence as young writers and illustrate their writing development. In engaging in a process approach to writing, students’ facility with writing will increase as their efforts are supported by their teachers along the process of pre-writing, drafting, revising and editing of their written pieces. This process must be engaged in from the beginning of the school year and continue throughout the terms. At the end of the year, the portfolio will reveal iterations of student writing in two genres: expository writing and narrative-descriptive writing. Writing done in the student portfolio will be marked and descriptive feedback given to students but not all will contribute to the CAC Writing score. From the writing portfolio, writing that occur across the Standard Four and Standard Five years will be scored and contribute to the student’s CAC Writing score. In total, the CAC Writing score, along with that from other CAC subjects, will contribute to the student’s overall SEA score. The writing portfolio must have evidence of written support from teachers to students on their writing development. Explicit advice on how to improve a piece of writing is the intention of feedback. Feedback must also include information on strengths demonstrated in the written pieces so as to motivate students to continue writing. In supporting students, the teacher must be guided by the rubrics provided by the Ministry of Education. Teachers are advised to bring to students’ awareness the rubrics that determine their writing scores. The writing portfolio must be used by students while at school under the guidance of their teachers. No portfolio is to be sent home for work to be continued. All portfolios are to remain at school and be secured by the teacher and administrator. The security of students’ writing portfolios is critical since they are assessment documents that contain evidence of work done by students.
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SECTION A
INSTRUCTIONAL FRAMEWORK
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A CROSS-CURRICULAR APPROACH TO WRITING There are two main ways in which the
theme, teachers can tackle a number of
curriculum could be delivered, one being the
writing skills using content from any one of
subject approach and the other the cross-
the subject areas that have to be taught. Page
curricular approach.
12 provides a list of writing skills across the
The subject
curriculum. Pages 13 and 14 show how a
approach is the
theme can generate a number of narrative
teaching of a particular
Phys. Ed.
subject more or less in isolation from other areas of the curriculum. For example, Mathematics, Science and
Music
and expository tasks respectively. Expository writing tasks
Narrative writing tasks
Subject content
Science Maths Figure 1: The subject approach
English Language Arts
Theme
are taught as separate subjects. Children are taught the skills and knowledge of a particular subject and extend their conceptual levels accordingly (see figure 1).
Figure 2: The cross-curricular approach
The cross-curricular approach, however, teaches a number of skills using a theme or topic as a central core. For example, the topic “Human Development” can generate a number of activities in Science, Physical Education and Character Education.
A cross-curricular approach to writing therefore, enables the teacher to provide a vehicle through which children can apply the skills and concepts gained from the subjects they are learning.
The cross-curricular approach can be very useful when teaching narrative writing and expository writing: two genres that are being assessed in the CAC. Using one CURRICULUM DEVELOPMENT DIVISION 2014
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TABLE 1: ELA WRITING SKILLS ACROSS THE CURRICULUM EXPOSITORY WRITING
WRITING FORMS Instructions and Directions
Agricultural Science: Science
Character Education & Citizenship Education
Mathematics
Descriptions
e.g. Sentence structure, concord, adverbial words/phrases, sequencing, technical vocabulary.
Project Report
e.g. Summary skills- main idea, transitions, sequencing, specific supporting details relevant to topic, logical structure, technical vocabulary, appropriate headings, language choice.
Description of a Process Definitive Statements
NARRATIVEDESCRIPTIVE WRITING Agricultural Science: Science
Character Education & Citizenship Education
Mathematics
STUDENTS NEED TO UNDERSTAND: LANGUAGE SKILLS e.g. Imperatives, verb tense, preposition, sentence structure, sequencing, and questioning skills.
e.g. Verbs, explanation, similarities and differences; technical vocabulary; categorisation of mathematical concepts; word association; sentence structure; imperatives.
WRITING FORMS
STUDENTS NEED TO UNDERSTAND:
Poems; rap; calypso; songs
e.g. Stanzas, vocabulary, figurative languagesimiles, metaphors; parts of speech; elements of rhythm and rhyme; poetry structure (limerick); culturally relevant words and phrases; stanzas, verses and chorus.
Story
e.g. Parts of speech, story grammar; elements of story-setting: characters, plot, conflict, climax, resolution; plot-Beginning-Middle-End; descriptionsetting, characters; figures of speech; theme; figurative language-similes, metaphors; descriptive words and phrases; dialogue.
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WRITING ACROSS THE CURRICULUM STANDARD 5 NARRATIVE TASKS ENGLISH LANGUAGE ARTS
PHYSICAL EDUCATION
Task: You are a fruit in a market stall, take a look around and write a story describing all your ‘healthy friends’ you see nearby. ELA Skills: setting, characterisation, plot, figurative language.
Healthy Diet= Healthy Body Task: Write a story on the day you got up and changed your life around by eating right to stay healthy. ELA Skills: setting, characterisation, plot, figurative language.
VISUAL ARTS AGRICULTURAL SCIENCE
Create a Collage using pictures of different foods representing a balance diet.
THEME: Human Development
Task: Write a story describing one day in the life of a plant.
TOPIC: Eating Healthy
Task: Describe your collage of the food group.
ELA Skills: use of adjectives, sensory details, figurative language.
ELA Skills: use of adjectives, sensory details, figurative language.
CHARACTER EDUCATION/CITIZENSHIP Task: Our vegetable garden is intended to lower/decrease our food bill. Write a poem on this vegetable garden. ELA Skills: use of rhyme, rhythm, figurative language.
NARRATIVE – DESCRIPTI VE WRITING
MUSIC Task: Create a song using all the food groups ELA Skills: use of rhyme, rhythm, figurative language.
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WRITING ACROSS THE CURRICULUM STANDARD 4: EXPOSITORY WRITING ENGLISH LANGUAGE ARTS
DANCE Produce a dance item that celebrates a clean environment.
Task: Write a dialogue on the clean-up exercise in which your class was involved.
Task: Write instructions for your dance routine.
ELA Skills: sequencing, verb tense, structure.
ELA Skills: sequencing transitions, verb tense.
AGRICULTURAL SCIENCE
Task: Show students a picture of pollution on land. Write a report on how pollution can affect plant life. ELA Skills: introduction, body, conclusion, transitions.
CITIZENSHIP EDUCATION THEME: Environment Topic: Effects of pollution on the environment.
Task: Write an essay on the causes and effects of pollution on your environment. ELA Skills: cause and effect, introduction, body, conclusion.
MATHEMATICS Task: Write a report on types of pollutants found in the clean-up exercise. ELA Skills: introduction, body, conclusion, transitions.
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A PROCESS WRITING APPROACH SOME STRATEGIES FOR YOUR CLASSROOM
For many Standard 4 and 5 students, writing is like having a tooth extracted. It is therefore important that we create an atmosphere in our classroom that supports
Setting the Atmosphere for Writing
Integrate writing with other English Language Arts Skills (Reading,
our students as much as possible.
Writing, Listening, Speaking, and
A significant part of writing
Representing).
instruction is making the writing process a
Students need to read what they write
natural part of the students’ classroom
silently and aloud, discuss ideas, and
experience.
examine the writing styles of authors
What is the Writing Process?
other than themselves. They need to see
The writing process is made up of five steps:
that writing is related to the other skills of English Language Arts.
Writing/ Pre-writing (gathering ideas)
Drafting
Write along with your students. Seeing
Revising
“Miss” or “Sir” going through the
(Making
process, making mistakes and adjusting them, goes a long way towards reducing
Publishing
students’ anxiety as emerging writers.
Editing
As the diagram above suggests, this process is not a linear one. However, our students will only understand the process approach, if we create an atmosphere that supports it.
Set clear expectations. Students must know exactly what constitutes a “good” piece of writing. Having sample pieces, may help some students to understand what they need to do. Using checklists and rubrics can also be very worthwhile.
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Use mini lessons. Teach the students
how to use the techniques that are
Interesting vocabulary lists (e.g. sensory word banks), observations from life (e.g.
outlined below. Model the techniques
an unusual looking
wherever possible.
person, an interesting scene)
Writing Process Strategies
Pre-Writing (gathering ideas to write)
Interesting
quotations from
Examine the writing task
books/newspaper
Get students in the habit of examining their writing tasks critically and deciding what the task is asking of them. It may mean highlighting key words and asking
articles/people/songs etc.
Interesting photos/pictures/illustrations/the students’ own doodles.
themselves key questions. You may have to model this with students
Students may continually refer to this
first until they are competent enough to ask
notebook when they need inspiration.
the questions on their own.
Free-writing:
Brainstorming:
Free-writing involves
This is one of the more traditional pre-
writing continuously for a
writing tasks, but it is still quite effective.
set period of time without
After examining a writing task, ask students
worrying about spelling,
to jot down ideas as they come to them.
grammar, or topic. It is excellent for helping
(These ideas could be put in order later.)
students to get rid of writer’s block. Ideas
Keeping a Writer’s notebook (especially
can be chosen from the free-written for
good for Narrative Writing)
future development.
This is a book divided into sections where
Drafting/Writing
students can store anything that they can use
In this stage, the students are taking the
throughout the term when they have writing
ideas they have gathered during the pre-
tasks to do. Students can decorate their
writing stage and beginning to put them into
notebook and give it a name that is unique to
form.
them. It is their creative space. Some possible sections for the writer’s notebook: CURRICULUM DEVELOPMENT DIVISION 2014
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Do I need to add more details? (e.g.
Suggested Strategies
more examples, more adjectives, more
Writing a main idea following by three
information?). Did I write my piece in
or four examples or illustrations.
the best order? Would the piece be better
Writing descriptive details for a
if I moved sentences or paragraphs
character or scene.
around?
Fleshing out ideas from a graphic
What should I remove from this piece? Do I have too many details in one
organizer.
section and not enough in another? Revising (Making adjustments to the
draft)
Use a checklist
What stays?
This is the part of the process where students
Have students check off the
try to make their written piece more
details that are
coherent and clear. It may involve (ARMS):
Adding details
Removing details
Moving details around
Substitiute details.
present in their piece according to a checklist.
Cut up the piece Students can literally cut out the sentences in
Strategies
a specific paragraph and physically move
Think Aloud (on your own writing)
them around and then use a glue stick to
As a teacher, model reading your own
secure the new paragraph.
writing aloud, more than once if necessary,
Conferencing with teacher and/peers
and do a think aloud about how you could
Allot time to conference with your young
add more details to make your piece clearer.
writers, not simply to give corrections, but
Ask yourself:
asking guiding questions that empower the
students to look more critically at their own If I read this to someone who has no knowledge of my topic would they
work. Editing Strategies
clearly understand? CURRICULUM DEVELOPMENT DIVISION 2014
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This is perhaps the most tedious part of the
A class anthology of the best of each
writing process, because it involves looking
students’ work for the term (could be
at fine details like grammar, punctuation and
handwritten or typewritten). Students
spelling.
can give the anthology a name. It can be
Suggested Strategies
kept in the school’s library.
Highlight one thing at a time
Send the piece to an authentic
For some students, editing every aspect of
audience. If the students are writing
their piece may be overwhelming.
letters, let them actually mail them to a
Depending on the level of your students, you
real person. Submit stories to school
may want to focus on one aspect of the piece
newspapers/magazine.
at a time. For example, you may want to ask students to go through the piece and check if all the full stops are being used correctly, or if all the verbs are in the correct tense. Students can use a highlighter, go through their piece (or a peer’s piece) and highlight only what is directed by the teacher. Corrections can be made and then another
Suggested Reading White, R. (1991). Process Writing. London: Longman. Worsham, S. (2001).Essential Ingredients: Recipes for teaching writing. Alexandria: ASCD Caswell, R. & Mahler, B. (2004).Strategies for teaching writing. Alexandria: ASCD. International Reading Association/ National Council of Teachers of English(2012).
aspect can be highlighted. Use a proofreading checklist Have students check off the punctuation marks and grammatical structures that are present in their piece.
Strategy Guide: Implementing the Writing Process Retrieved from: http://www.readwritethink.org/professionaldevelopment/strategy-guides/implementingwriting-process-30386.html
Publishing This stage is sometimes neglected, but it is very important that students share their work
Peha, S. (1995-2002). The Writing Process Notebook.Teaching that Makes Sense retrieved from www.ttms.org
with a variety of audiences - not just with their teacher. Suggested Strategies:
A notice board for written work. CURRICULUM DEVELOPMENT DIVISION 2014
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USING RUBRICS TO PROMOTE THINKING AND LEARNING scoring guidelines that can be used to
What is a Rubric? A rubric is a document that clearly
provide consistency in evaluating
communicates what is expected for an assignment. It does so by listing the criteria
student work.
They assess students’ work objectively
that would describe the assignment at
and efficiently. This helps teachers to
different levels, usually from excellent to
justify to students, parents and others the
poor.
grades that they assign to a piece of work.
Benefits of Rubrics:
They support student learning and the
They make teachers' expectations very
development of sophisticated thinking
clear. Traditionally, we educators have
skills. When students learn to work with
kept our criteria and standards to
rubrics, eventually they can assess the
ourselves. We often expect students to
strengths and weaknesses of their work
just know what makes a good essay, so
as well as those of their peers. They also
we don't articulate our standards for
help students see that learning is about
them. If a child is given written
gaining specific skills (both in academic
expectations, maybe in the form of a
subjects and in problem-solving and life
rubric, he/she would know what counts,
skills), and they give students the
and would probably do better work.
opportunity to do self-assessment to
They assist with standardisation.
reflect on the learning process.
Rubrics are multidimensional sets of CURRICULUM DEVELOPMENT DIVISION 2014
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SECTION B NARRATIVE-DESCRIPTIVE WRITING
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OVERVIEW OF NARRATIVE-DESCRIPTIVE WRITING You would remember that expository writing:
Informs Explains Clarifies Instructs Uses factual language Often uses a formal tone Has a logical sequence. Narrative-Descriptive writing, on the hand, has a different purpose, which affects the
structure and language that students will use. Narrative-Descriptive writing tells a story that includes descriptive details that appeal to the reader’s senses. The diagram below shows the relationship between the elements of a narrative piece, and the descriptive details.
Elements of a narrative: • • • • •
Characters (People) Setting (Place and Time) Plot: Beginning, Middle, End Conflict (Problem) Theme (A Central Idea)
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Descriptive details, which may include: • Adjectives • Similes • Metaphors • Personification
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A PROCESS APPROACH TO WRITING A NARRATIVE-DESCRIPTIVE PIECE The task: As I stared at the picture I had created yesterday, I realised I was slowly being pulled into it. Write a story in which this sentence is included. You may include details about:
Your feelings as you were being pulled into the picture.
Your adventure during that experience.
How the experience ended.
Step 1: Pre-write (Gather ideas) Examine the writing task: Ask students to look closely at the writing task. Encourage them to ask themselves: “What is this task asking me to do?” To guide them, underline key words and model for students what they are expected to do when they begin to write (see figure below). After practising this process enough times, they should be able to do this on their own.
I have to describe the setting in the picture.
I have to write from the perspective of the first person.
I must decide where I want the sentence to go.
As I stared at the picture I had created yesterday, I realized I was slowly being pulled into it. Write a story in which this sentence is included. You may include details about: I should include feelings, and not just details about what happened.
I will write about an exciting adventure, not just list things I saw. Some kind of problem must occur.
Your feelings as you were being pulled into the picture.
Your adventure during that experience.
How the experience ended.
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I must come up with an interesting ending.
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Step 2: Use a Graphic Organiser to Generate and Organise Ideas For those who need a graphic organiser to guide them, they can use any one of the many story graphic organisers available in texts and online. The diagram below shows one way of organising ideas for this task. The Beginning (Introduce the setting and character)
The Middle (Introducing the Problem, adding exciting details)
My feelings as I was pulled into the picture: surprised, afraid, excited. My body felt like a rubber band.
Monster comes (describe monster) Fight the monster and escape just as the monster is about to eat me.
The scene in the picture (Remember to include senses!) I Saw: Water, trees, sand
The End (Finding an interesting ending) Jumps back out of the picture into the room Try to not end with a dream. Water on carpet? Sand in pocket?
I Heard: wind, waves I Felt: wind blowing on my skin
Step two: Write a rough draft using the ideas generated in the pre-writing stage. It need not be perfect. As I stared at the picture I had created yesterday, I realised I was slowly being pulled into it. I screamed in surprise as my head neck and body was being stretched like a huge rubber band. “What is happening to me?” I screamed as I landed on my face. I lay there for a while in a daze and then decided to get up and look around at the scene before me. I was in the middle of the beautiful, deserted beach I had drawn, but everything was now moving and real! As I walked along the beach, I observed the coconut trees swaying in the breeze. I felt very peaceful. Suddenly, I heard a loud roar behind me. It sounded like a dinosaur from a movie. My heart beat faster. “Roar!” I heard it again. I turned around to see the biggest, ugliest monster. It was green and scaly with six eyes and a long pink tongue that dripped with green goo. The monster roared again, as if to say, “LUNCH TIME!” My eyes opened wide. I felt frozen to the spot. It was only when the monster started moving that I realized that it was time to run! I ran like a crazy person along the beach. With every step I took, my feet sank into the sand and I kept stumbling. “Why did I come into the picture! I want to go home!” I screamed. The monster was gaining on me. He was going to have me for lunch! Ahhhhhhhh! As if by magic, the sand opened like a trap door and there I was falling and falling for what CURRICULUM DEVELOPMENT DIVISION 2014
seemed a long time. When I finally landed, I was back in my room, staring at my picture. What a weird dream! I thought to myself. Then I felt the sand in my pocket…
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Step 4: Revise the piece. Apply ARMS (add details, remove details, move details around or substitute details) As I stared at the picture I had created yesterday, I realised I was slowly being pulled into it. I screamed in surprise as my head neck and body was were being stretched like a huge rubber band. “What is happening to me?” I screamed as I landed on my face. I lay there for a while in a daze and then decided to get up and look around at the scene before me. I was in the middle
Subject-verb agreement. I don’t like how that sounds. I will remove this.
of the a beautiful, deserted beach. I had drawn, but everything was now moving and real! As I walked along the beach, I observed the tall, coconut trees swaying in the breeze. I felt very peaceful as the cool breeze blew softly on my skin. Suddenly, I heard a loud roar behind me. It sounded like a dinosaur from a movie. My heart beat faster. “Roar!” I heard it again. I turned around to
I need some more adjectives and to discuss how the breeze felt.
see the biggest, ugliest monster. It was green and scaly with six eyes and a long pink tongue that dripped with green goo. The monster roared again as if to say, “LUNCH TIME!” My eyes opened wide. I felt was frozen to the spot. It was only when the monster started moving that I realized that it was time to run! I ran like a crazy person along the beach. With every step I took, my feet sank into the sand and I kept stumbling. “Why did I come into the this stupid picture! I want to go home!” I screamed. The ugly, hungry monster was gaining on me. He was going to have me for lunch! Ahhhhhhhh! As if by magic, the sand opened like a trap door. There I was falling and falling for what seemed a long time. When I finally landed, I was back in my
Maybe “was” is the better word. I need an adjective for the picture and more adjectives for the monster.
room, staring at my picture.
What a weird dream! I thought to myself. Then I felt the sand in my pocket…
Step 4: Edit the piece Some students are able to revise (make structural changes) and edit (proofread for spelling and mechanics) simultaneously. For those who cannot, let them look at the piece again and check their work for spelling and punctuation.
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Step 5: Students can then submit their work.
Sample Writing Tasks (Narrative-Descriptive) Note to Teachers: Encourage students to create descriptions that appeal to many of their senses. They must also use adjectives and adverbs that convey clear and precise meaning. Remind students that when similes and metaphors are used, meaning is enhanced and the impact of their writing is stronger. 1. Write a story with the title: “The Adventure of Pablo the Paintbrush”
Include details about what Pablo:
Saw, heard and felt during his adventure.
Faced during the adventure.
Did at the end of his adventure.
2. Write a story that includes this sentence: “At the end of the day, I realized that my parents were right.”
Include details about:
What you did.
How your parents reacted to your actions.
Your feelings during this experience.
3. Write a story with the title: “The Day I Got Lost” Include descriptive details about:
Where you were.
How you felt while you were lost.
How you got out of the situation.
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RUBRIC FOR NARRATIVE-DESCRIPTIVE WRITING Superior
Competent
Satisfactory
Emerging
Makes Attempt
10-9
8-7
6-5
4-3
2-1
WRITING PROCESS
Uses the writing process
Uses the writing process
Uses the writing process
Uses the writing process
Uses the writing process
CONTENT
Setting effectively established Plot effectively developed in keeping with the theme and task Characters effectively developed through description, action and dialogue
Setting well-developed Plot well-developed in keeping with theme and task
Fair development of setting Fair development of plot in keeping with theme Character fairly developed through description, action and or dialogue
Weak attempt at setting
No real setting evident
Uses vivid descriptive language and sensory details Uses figurative language effectively – images, symbols, colours Demonstrates command of sentence variety and structure in conveying meaning
Uses appropriate descriptive language and sensory details Uses figurative language appropriately – images, symbols, colours Uses varied sentence length and structure to enhance meaning
Uses descriptive language and some sensory details Uses figurative language
Uses limited word choice Uses figurative language in a limited way
Fair use of sentence length and structure
Uses limited sentences with some sentences runon
Effective use of punctuation, spelling, capitalisation, and grammar
Few errors in punctuation, spelling, capitalisation, and grammar do not impede meaning
Some errors in punctuation, spelling, capitalisation, and grammar impede meaning
Errors in punctuation, spelling, capitalisation, and grammar impede meaning
Little or no use of punctuation, spelling, capitalisation, and grammar
Effective organisation of ideas and use of transitional words/phrases and paragraphs
Well-organised ideas using transitional words and paragraphs
Organises ideas but limited transitional words and paragraph
Limited organisation and use of transitional words and paragraphs
Little or no organisation of ideas
LANGUAGE USE
GRAMMAR MECHANICS
AND
ORGANISATION
Characters well developed through description, action and or dialogue
Limited development plot and theme
of
Limited development characters
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Little or no development of plot and theme Neglects development of character
Limited and repetitive word choice Little or no use of figurative language Little or no variety in sentences
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AN EXAMPLE OF A STUDENT FRIENDLY RUBRIC FOR NARRATIVE-DESCRIPTIVE WRITING My Writing
Writing Process
Content
Word Choice
Exceeds objective 10-9 I used the writing process effectively (prewriting, drafting, revising, editing, publishing) to enhance writing.
Meets objectives 8-6 I used the writing process (prewriting, drafting, revising, editing, publishing).
Emerging 5-3 I used some steps of the writing process (prewriting, drafting, revising, editing, publishing)
Makes an attempt 2-1 I used few steps of the writing process (prewriting, drafting, revising, editing, publishing)
-I established a well-developed idea/plot and setting.
-I established a developed an idea/ plot and setting.
-I established an idea/plot and setting
I established a weak idea/plot and setting
-My storyline was developed in keeping with the theme.
-My storyline was well developed and in keeping with theme.
-My storyline was fairly developed in keeping with theme.
-My storyline and theme was developed in a limited way.
-I developed characters through description, dialogue, and action.
- I developed characters through the use of descriptions
-I identified characters.
-I attempted to identify characters.
-I created a vivid setting and atmosphere through the use of descriptions. -I used vivid descriptive language and details that appeals to the senses. -My writing reflected contexts vividly (images, symbols,
-I created an appropriate setting and atmosphere.
-I created a limited setting and atmosphere.
-I attempted to create a setting and an atmosphere.
- I used descriptive language and some details that appeals to the senses. - My writing reflected contexts effectively (images,
I used limited, repetitive word choice.
-I used limited, repetitive word choice.
-My writing reflected contexts in a limited way (images,
-My writing reflected contexts in a limited way (images,
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My Writing Organisation
colours). -I created a clear and engaging beginning, middle and end. -I organised ideas effectively using transition words or phrases.
Sentence fluency
Grammar Usage and Mechanics
Sentence Fluency
symbols, colours) -I created a clear storyline with a beginning, middle and end. -I organised ideas using transition words or phrases.
symbols, colours). -I created a storyline with some elements of a beginning, middle and/or end. -I used transition words or phrases. -I organised ideas, supporting details, but they may not be in paragraph form
symbols, colours). -I attempted at a storyline. -I used few transition words or phrases. -I made an attempt to organise ideas and supporting details.
-I used paragraphs.
-I used paragraph form: main idea and supporting details.
-I used a varied sentence length and structure that enhances meaning.
-I used sentence length and structure (e.g. beginning) to enhance meaning.
I used some sentence length and structure (e.g. beginning).
-I attempted to use sentence length and structure (e.g. beginning).
-All my sentences flowed
-Most of my sentences flowed.
-Some of my sentences flowed.
-My sentences are fragmented, run-on or confusing.
I used rules of punctuation, spelling, capitalisation, and grammar to clarify and enhance meaning.
I used rules of punctuation, spelling, capitalisation, and grammar to clarify meaning. Errors do not impede meaning.
I used some rules of punctuation, spelling, capitalisation, and grammar to clarify meaning. Errors do not impede meaning.
I used few rules of punctuation, spelling, capitalisation, and grammar to clarify meaning. Errors impede meaning.
I used rules of punctuation, spelling, capitalisation, and grammar to clarify and enhance meaning.
I used rules of punctuation, spelling, capitalisation, and grammar to clarify meaning. Errors do not impede meaning.
I used some rules of punctuation, spelling, capitalisation, and grammar to clarify meaning. Errors do not impede meaning.
I used few rules of punctuation, spelling, capitalisation, and grammar to clarify meaning. Errors impede meaning.
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SECTION C EXPOSITORY WRITING
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OVERVIEW OF EXPOSITORY WRITING
What is Expository Writing? Expository writing is a type of writing that is used to explain, describe, inform and it presents facts. The objective of this type of writing is to examine and explain information by presenting an idea, relevant evidence, and appropriate discussion. There are no personal opinions in this type of writing. It is the most frequently used type of writing by students in schools. Expository writing is used to:
inform
explain
clarify
describe
instruct
direct
It facilitates understanding.
REPORTS
TERM PAPERS INSTRUCTIONS
EXAMPLES OF EXPOSITORY WRITING PROJECTS
DIRECTIONS
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CORE ELEMENTS OF EXPOSITORY WRITING RELEVANT CONTENT
FORMAL TONE Tone is the writer’s attitude toward the topic.
For example in report writing only specific, relevant details must be
The writer’s attitude is expressed through the words and details he or she selects. For example, textbooks are usually written with a formal tone which includes facts and reasonable explanations. Formal tone is impartial. It does not show any feelings for or against a topic; therefore, it is unbiased or neutral. Often formal tone uses higher level words and avoids pronouns such as I and you, creating a formal environment.
included.
MAIN/ CENTRAL IDEA An expository piece must have a main /central idea TOPIC SENTENCE
ORGANISATION Introduction with a main idea; Body with supporting paragraphs; Conclusion-restate main idea and sub-topics and remind the reader of the writer’s point.
CORE ELEMENTS OF EXPOSITORY WRITING
A statement that discusses the main idea of each paragraph
GRAMMAR & MECHANICS Proper punctuation, usage and sentence construction
VOCABULARY/ WORD CHOICE Use words that convey precise meaning, also use the technical vocabulary required for example in report writing.
PARAGRAPH CONSTRUCTION Topic sentence in each paragraph, varied sentence types, unity and coherence, adequate development of paragraphs and use of transitions to shift from one to the next.
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EXPOSITORY WRITING CHECKLIST Use this as a guide when you are looking over your expository piece. RELEVANT CONTENT I used content information specific to the topic. I used specific examples and details to explain each of my points. I used relevant supporting details for each of the points I made I used an introduction in my piece. My composition was organised so that it made sense. I used paragraphing to help organise my thoughts. I used an introduction that had a clear main or central idea which explained what I wrote about. I used a conclusion that successfully tied my ideas together and reminded my reader of my point. GRAMMAR AND MECHANICS I spelt familiar words correctly. I used the same verb tense throughout my piece of writing. I spelt higher-level words the way they sound.
I used capitalisation and punctuation correctly. I made sure that the subject of the sentence agreed with the verb.
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PARAGRAPH CONSTRUCTION I used paragraphs in my piece.
I used a topic sentence in each of my paragraphs.
I used paragraphs that are well developed. I used varied sentences in my paragraphs. I used transitions /connecting words to connect my sentences and paragraphs so that my composition flowed smoothly when I read it. VOCABULARY/ WORD CHOICE I used words correctly and purposefully. I used words relevant to the content. I used words suitable to the context/ setting/situation. I did not use the same words over and over again. MAIN IDEA AND TOPIC SENTENCE I used a main/ central idea in my piece. I used a topic sentence in the beginning of each paragraph. I used a topic sentence that contains the main idea of each paragraph
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Learning Outcomes, Objectives and Proficiencies Report Writing
Learning Outcomes: Students will write an informative report.
Learning Objectives: Students will be able to:
Write a logical, informative report using specific relevant details. Use formal tone. Use clear, precise and suitable language.
Learning Proficiencies / Skills: Students will demonstrate proficiencies / skills in:
Creating a clear, focused introductory and concluding paragraph. Selecting relevant details. Sequencing details logically. Using transitions (connecting words). Using clear, literal and precise language.
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GUIDELINES FOR REPORT WRITING What is a Report? A report is an organized presentation of facts learned/determined about a specific event/ subject. A report aims to inform as clearly and succinctly as possible. It provides information, on a particular subject, that is both precise and concise. It uses only information that supports its focus or the point being made, with enough depth to inform its intended audience. Report writing is an essential life-skill. For example, students can be asked to write a report about accident/ incident they witnessed or a report about a competition they participated in recently. CORE ELEMENTS OF REPORT WRITING
Specific details relevant to topic (precise & concise)
Summary skills-main idea and relevant supporting
Clearly focussed introduction, conclusion and coherent paragraphs.
Formal ToneTone is the writer’s attitude towards the topic. For example, textbooks are usually written with a formal tone which includes facts and reasonable explanations. Often formal tone uses higher level words and avoids pronouns such as I and you.
REPORT WRITING Suitable use of grammar (i.e. use the past
(TO INFORM)
details
Details sequenced logically
tense)
Information about facts
Uses connecting words/ transitions (e.g. next, then)
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A PROCESS APPROACH TO WRITING A REPORT (Each step must be modelled by the teacher to the students). Task: Write a report to your teacher about something that happened during lunch time that you feel she needs to know about. Include information on: -
The date, time, and the place it happened at.
-
How it started.
-
The person/persons that took part in it.
-
What happened during the experience.
-
How it ended.
Step 1: Prewriting Strategies (Brainstorm) Write your question on the board and underline key terms for understanding the task.
Step 2: Generate ideas through discussion (Brainstorm) Generate ideas through class discussions. Ask students what the task requires of them to do. . Step 3: Use Graphic Organisers (Brainstorm) You can use a graphic organiser to assist with this process. The teacher can put key terms in a symbol and have students fill in what they comprehend. For example
Person/s involved
Date: An incident at lunch time at school
Time: Place:
How it ended?
What happened?
How it started?
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Step 4: Sequencing You must sequence your ideas and this can be done by using a sequencing graphic organiser. Step 5: Drafting At this stage the teacher must model and scaffold how to write the report as a representation of what is expected of the student. Starting with the introduction, the teacher must highlight key terms that must be included. For the body, students must be shown where to place topic sentences and supporting details. For the conclusion, students must be shown how to use appropriate transitional phrases and how to sum up points without adding new information. Each stage is done separately. You can use examples of transitional words, technical vocabulary and graphic organisers as supporting tools. Step 6: Revising Teacher must look at the external structure first. You can use the ARMS revising tool (Faigley & White, 1981) A-Add, R- Remove, M-Move/Shift, S-Substitute. You can give instructions for group/peer or self-revision. Teacher must engage in one- on –one where needed. A self-revision checklist is useful, highlighters, different colour pen.
Step 7: Editing You must focus on grammar usage, mechanics and refining language. Teacher can start with circling and correcting spelling and then follow on to capitalisation etc. A self-editing checklist can be used, ask a peer, teacher-student.
Step 8: Publishing Teacher must increase student’s motivation to write by publishing their work. For example: on the walls of classrooms, library, bulletin boards, newsletter, magazine and can be read on the P.A system at an assembly.
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Self/ Peer Revising Checklist The report has an introduction, body and conclusion.
The paragraphs are indented.
All of the necessary information is included in my introduction.
The body has three main ideas along with supporting details or examples.
The ideas in the paragraphs are in a logical order.
The tone used is formal and no information irrelevant to the topic.
The conclusion is brief and has all the details needed. There is no new information included here.
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SELF/PEER EDITING CHECKLIST The report is edited for capitalization. eg. sally (Sally)
The report is edited for the correct use of words. eg. He one the medal (won)
The report is edited for punctuation. eg. Ted Fred and Kate were inolved Ted, Fred and Kate were involved.
The report is edited for spelling. eg. caried (carried)
The report has extensive use of appropriate vocabulary. eg. It was big (It was enormous)
The report has consistent use of appropriate tense. eg. The competition is on June 6th
(The competition was on June 6th).
The report is edited for effective use of varying sentence types. eg. simple, compound and complex
The report is edited for appropriate use of connecting words (transitional words). see transitional words table. CURRICULUM DEVELOPMENT DIVISION 2014
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TRANSITIONAL WORDS FOR REPORTS TIME
COMPARE
CONTRAST
EMPHASIZE A POINT
CONCLUDE/ SUMMARIZE
ADD INFORMATION
CLARIFY
while after
likewise like
but however
again To repeat
finally lastly
again also
That is For instance
next
also
still
truly
As a result
As well
In other words
before during first
as while similarly
yet although otherwise
therefore To sum up All in all
next another and
second
In the same way
In fact especially To emphasize On the other For this hand reason
In conclusion
besides
even though
because
finally
third now until meanwhile
For instance moreover Along with
as soon as when suddenly next week
In addition For example
yesterday
other
additionally
soon later afterwards about finally then
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An Annotated Report Time
At approximately quarter past twelve on Monday the twenty fifth of Introduction
June, 2012, an accident involving Justin Ali, Daniel Maraj and Adrian Charles took place on the JJ Primary School’s play field.
Date
Place
During the lunch period, Justin, Daniel and Adrian were playing a game called ‘Ride Over’. This game is played when two children hold both hands facing each other as another child runs towards them and either jumps over or burst through their hands. While playing this game, Justin tried to jump over Daniel and Adrian’s hands. As he attempted to jump, Daniel and Adrian raised their hands higher, and as a result, Justin tripped, fell over and burst his lower Body
lip. His lip began to swell and bleed immediately.
How it started.
As soon as the accident took place, Andrew Bijaram ran to the cafeteria and got a piece of ice for Justin to put on his lip. While Andrew was attending to Justin, Aaliyah Dick ran to the teachers’ staff room and reported the accident to Ms. Diana Francis, Justin’s class teacher. Ms. Francis called for Ms. Ramon, the school’s principal and Justin was then
What happened during the experience.
taken to the principal’s office where the teachers attended to him. After he was attended to, the principal called Justin’s mother and reported the incident. About ten minutes later, his mother came and took him home. At the end of the lunch period, the principal called an assembly; informed all the students about the incident and instructed that ‘Ride Over’ was not to be Conclusion
How it ended.
played during school hours anymore. She thanked Andrew and Aaliyah for assisting Justin and asked students to be more careful when playing with each other. CURRICULUM DEVELOPMENT DIVISION 2014
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SAMPLE WRITING TASKS (REPORT WRITING) 1. Write a report for your principal on a competition in which your school participated. Include information about: -
The type of competition.
-
The date, time and the venue.
-
The schools involved.
-
What happened during the competition.
-
How the competition ended.
2. Write a report to your teacher about something that happened during lunch time that you feel she needs to know about. Include information on: -
The date, time, and the place it happened.
-
How it started.
-
The person/persons that took part in it.
-
What happened during the experience.
-
How it ended.
3. Write a report for your principal on a field trip your recently went on.
Include information about: -
Date of the field trip and the time you left school.
-
The place(s) visited.
-
What happened during the field trip.
-
What was learnt.
-
How the field trip ended
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RUBRIC FOR REPORT WRITING CRITERIA
Superior 10-9
Competent 8-7
Satisfactory 6-5
Emerging 4-3
Makes an Attempt 2-1
Writing Process
Uses the writing process.
Uses the writing process.
Uses the writing process.
Uses the writing process.
Uses the process.
Content
Details are specific to topic and provide all the necessary information.
Details are related to topic and provide most of the necessary information.
Some relevant presented.
details
Few, insufficient or minor details presented.
Unable to find specific details relevant to topic.
Language Use
Uses formal language that conveys precise meaning relevant to report.
Uses formal language appropriately in conveying meaning relevant to report.
Adequate use of formal language relevant to report.
Insufficient use of formal language relevant to report.
Inability to use language accurately.
Few errors in punctuation, spelling, capitalisation and grammar do not impede meaning.
Some errors in punctuation, spelling, capitalisation and grammar do not impede meaning.
Errors in punctuation, spelling, capitalisation, and grammar impede meaning.
Little or no use of punctuation, spelling, capitalisation and grammar.
Grammar And Effective punctuation, Mechanics
use
of spelling, capitalisation and grammar.
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Organisation
Logical sequencing of all paragraphs and details. Introductory paragraph is precise and all relevant information is included. Final paragraph draws a clear and effective conclusion to the report. Efficient use of transitional words and phrases throughout the report.
Logical sequencing of most paragraphs and details. All relevant information included in introductory paragraph. Final paragraph is logically connected to report. Proficient use of transitional words and phrases.
Some logical sequencing of paragraphs and details. Sufficient relevant information included in introductory paragraph. Final paragraph follows report discussion. Adequate use of transitional words and phrases.
Little evidence of sequencing of information. Insufficient information in introductory paragraph. Final paragraph is minimally related to the report topic. Some use of transitional words and phrases.
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Information organised.
is
not
Introductory paragraph is unclear. Absence of concluding paragraph. No use of transitional words and phrases.
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EXAMPLE: STUDENT-FRIENDLY REPORT RUBRIC This can be shared with students, and used along with the checklist on pages 32 to 33 to guide their writing.
My Writing exceeds objectives
meets objectives
is emerging
makes an attempt
10-9
8-6
5-3
2-1
The Writing
I used all steps of
I used most
I used some steps of
Process
the writing process
steps of the
the writing process
to enhance meaning
writing process
My first paragraph is clearly stated and focused for clarity.
My first paragraph is clearly stated with a focus.
My first paragraph is stated.
My first paragraph is unclear.
I used adequate details which are written in an effective order.
I used paragraphs with some logically ordered details.
I used some details that are scattered and needs development.
I used details that are not organized and are difficult to follow and understand.
I used appropriate linking words.
I used sufficient linking words.
I used some linking words.
I used little linking words.
I used different sentences effectively.
I used different sentences.
I used at least two different sentences.
I used simple sentences and fragments.
I wrote a clear an effective conclusion.
I wrote a conclusion.
I wrote a conclusion
I have no conclusion.
Organisation
Content
which is barely related
My writing shows little or no use of the writing process
to the report topic.
I used relevant I used satisfactory I used few, insufficient I did not use details specific to ssupporting details. or minor details. details specific and topic providing all relevant to topic. necessary CURRICULUM DEVELOPMENT DIVISION 2014
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My Writing exceeds objectives
meets objectives
is emerging
makes an attempt
10-9
8-6
5-3
2-1
I used extensive vocabulary.
I used vocabulary appropriately.
I used vocabulary with a few errors.
I used vocabulary with many errors.
I used
I used
I used some
I used
words/phrases to
words/phrases to
words/phrases to
words/phrases
convey precise
appropriately
convey meaning.
convey little or no
meaning.
convey meaning.
I used regular punctuation, spelling, capitalisation, and grammar to explain and enhance meaning.
I showed use of punctuation, spelling, capitalisation, and grammar to explain meaning.
I used appropriate tense.
I used appropriate tense.
information.
Word choice
Grammar, usage & mechanics
meaning.
I showed some use of punctuation, spelling, capitalisation, and grammar to explain meaning.
I showed little or no use of punctuation, spelling, capitalisation, and grammar to explain meaning.
I used some appropriate I used little or no tense. appropriate tense.
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Learning Outcomes, Objectives and Proficiencies: Instructions Learning Outcomes: Students will write clear instructions.
Learning Objectives: Students will be able to: Use relevant information / instructions that is accurate and specific. Present information logically. Use clear, precise and suitable language. Learning Proficiencies /Skills: Students will demonstrate proficiencies / skills in:
Sequencing. Using numbers. Using words and phrases which convey precise meaning. Using clear, precise and suitable language.
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GUIDELINES FOR WRITING INSTRUCTIONS What are instructions? Written or spoken directions for carrying out a procedure or performing a task. TIPS FOR WRITING INSTRUCTIONS:
Step-by-step instructions typically use the second-person point of view (you, your, yours). Instructions are written in the active voice and the imperative (command) mood: Address your audience directly. Instructions can be written in the form of a numbered list so that users clearly recognize the sequence of the tasks. Clear instructions are unambiguous, understandable, complete, consistent, and efficient.
BASIC FEATURES OF INSTRUCTIONS Instructions tend to follow a consistent step-by-step pattern, whether you are describing how to make a ‘chow’ or how to play a game.
Introduction with content information
Conclusion that signals completion of task
Basic Features of Instruction
Specific and precise title
Sequential ordered steps (numbered)
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A PROCESS APPROACH TO WRITING INSTRUCTIONS (Each step should be modelled by the teacher to the students). Task: Your principal wants to know how to play your favourite game. Write a letter giving the instructions of the game. Include the following details:
The name of the game and the number of players. The rules of the game. How to play the game.
Step 1: Prewriting Strategies (Brainstorm) Write your question on the board and underline key terms for understanding the task. Step 2: Generate ideas through discussion (Brainstorm) Generate ideas through class discussions. Ask students what the task requires of them to do.. Step 3: Use Graphic Organisers (Brainstorm) You can use a graphic organiser to assist with this process. The teacher can put key terms in a symbol and have students fill in what they comprehend. For example How to game?
play
Name of the game
the
Example: “Catch”
Step 1:
Step 2:
My Favourite Game Rules of the game: 1.
Step 3:
2.
Step 4: Sequencing
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You must sequence your ideas and this can be done by giving step by step instructions on how to play the game. Ensure that the rules follow a logical format as well as the steps to play the game. The rules must be done separately from the steps of the games. Step 5: Drafting At this stage the teacher must model and scaffold how to write the instructions as a representation of what is expected of the student.
Start with the introduction, the teacher must highlight key terms that must be included. In the body, the rules of the games must be placed before how to play the game. Students can write the rules and instructions in numbered form. The use of imperative verbs (commanding verbs) and transitional words (connecting words) can be highlighted so students can identify with its importance in writing instructions. For the conclusion, students must be shown how to use appropriate transitional phrases, imperative verbs and how to sum up points without adding new information.
Each stage is done separately. You can use examples of transitional words, imperative verbs and graphic organisers as supporting tools. Step 6: Revising Teacher must look at the external structure first. You can use the ARMS revising tool (Faigley & White, 1981) A-Add, R- Remove, M-Move/Shift, S-Substitute. You can give instructions for group/peer or self-revision. Teacher must engage in one- on –one where needed. A self-revision checklist is useful, highlighters, different colour pen. Step 7: Editing You must focus on grammar usage, mechanics and refining language. Teacher can start with circling and correcting spelling and then follow on to capitalisation etc. A self-editing checklist can be used or ask a peer or teacher-student conference. Step 8: Publishing Teacher must increase students’ motivation to write by publishing their work. For example: on the walls of classrooms, library, bulletin boards, newsletter, magazine and can be read on the P.A system at an assembly.
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SAMPLE WRITING TASKS (INSTRUCTIONS) 1. You gave your neighbour a puppy as a gift. Write a letter giving him/her instructions on how to take care of the puppy. Be sure to say why it is important to take good care of the puppy.
In your instructions, include details about:
Feeding the puppy.
Cleaning the puppy.
Exercising and playing with the puppy.
2. You have made the best “chow” and your classmates want everyone at your school to know how you made it. Your teacher asked you to write a letter giving instructions on how you made this chow for your school magazine.
Include the following details:
How you learnt to make the chow.
The ingredients and how much you used for the chow.
The instructions for making your excellent chow.
3. Your principal wants to know how to play your favourite game. Write a letter giving the instructions of the game.
Include the following details:
The name of the game and the number of players
The rules of the game.
How to play the game.
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RUBRIC FOR WRITING INSTRUCTIONS CRITERIA
Superior 10-9
Competent 8-7
Satisfactory 6-5
Emerging 4-3
Makes an Attempt 2-1
Writing Process
Uses the writing process.
Uses the writing process.
Uses the writing process.
Uses the process.
Content
Uses instructions that are always accurate and specific to the task.
Uses instructions that are mostly accurate and specific to the task.
Uses sufficient instructions that are accurate and specific to the task
Language Use
Efficient use of formal language that conveys precise meaning relevant to the instructions. Effective use of punctuation, spelling, capitalisation and grammar.
Adequate use of formal language relevant to the instructions.
Uses limited instructions that are accurate and specific to the task. Inability to use language accurately.
Introductory paragraph is precise and all relevant information is included.
Proficient use of formal language in conveying meaning relevant to the instructions. Few errors in punctuation, spelling, capitalisation and grammar do not impede meaning. All relevant information included in introductory paragraph.
Uses insufficient instructions that are accurate and specific to the task. Insufficient use of formal language relevant to the instructions. Errors in punctuation, spelling, capitalisation, and grammar impede meaning. Insufficient information in introductory paragraph.
All instructions presented logically.
Most instructions presented logically.
Insufficient instructions presented logically.
Little or no logical presentation of instructions.
Grammar, Mechanics Organization
are
are
Efficient use of an appropriate format for instructions including paragraphs or numbers as necessary.
Proficient use of an appropriate format for instructions including paragraphs or numbers as necessary.
Efficient use of transitional
Proficient use of transitional
Some errors in punctuation, spelling, capitalisation and grammar do not impede meaning. Adequate relevant information included in the introductory paragraph.
writing
Uses the process.
writing
Little or no use of punctuation, spelling, capitalisation and grammar. Introductory paragraph is unclear or absent.
Adequate instructions are presented logically. Adequate use of an appropriate format for instructions including paragraphs or numbers as necessary. Adequate use of transitional words and phrases.
Insufficient use appropriate format.
of
Insufficient use of transitional words and
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Unacceptable use of format. No use of transitional
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words and phrases.
words and phrases.
phrases.
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words and phrases.
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SECTION D
REFLECTIVE WRITING
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GUIDELINES FOR REFLECTIVE WRITING REFLECTIVE WRITING involves a personal response to experiences, situations, events or new information. It is not a description of them. It involves:
responses to thoughts, feelings, experiences, opinions, events or new information thinking to explore your learning making meaning out of what you study
an opportunity to gain self-knowledge a way to achieve clarity and better understanding of what is learned developing students’ critical thinking skills
developing and reinforcing students’ writing skills
Reflective Writing helps students clarify and develop the reading/writing connection: o The skills underlying the reading and writing knowledge and processes are similar, so the combination of reading and writing instruction is essential in literacy development. o In reading, meaning is built from texts and in writing meaning is built for texts.
clarify content studied and how and why they do it develop the connection between literacy skills (reading , writing, speaking, listening, representing and thinking).
become active and aware learners
Reflective Writing develops metacognition. Students...
discover successful techniques to use again
describe their own literacy skills, strategies, processes or areas of growth
o
reflect on mistakes to avoid repeating them
identify questions they still have and decide on what actions they must now take to learn in the future, (problem solve)
As writing improves through daily communicative use, reading is enhanced.
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GUIDELINES FOR REFLECTIVE WRITING- POSSIBLE IDEAS FOR:
Description of the lesson
Describe your classroom when the lesson was taught. Include the time of day when the lesson was taught. Write about the students present in the class. How did they behave? Were you able to hear what the teacher was saying? If not, why? Were the students attentive or not listening to the teacher? Describe the content/topic of the lesson that was taught. Write details about the activities done during the lesson.
How did you feel about this new lesson? What were you thinking during the lesson? How did you feel about what was happening during the lesson? How did you behave during this lesson? How did you feel when the lesson ended?
Review of lesson
How to improve your work
What other ideas/methods can you try, to learn your work better? What other activities can you and your friends do to learn your work? What can you do in a new lesson to help you learn faster in the future
Examples of Reflective Writing:
Feelings about the lesson
Did you figure out what you understand from the lesson? Did you figure out how you learned this new material (teacher’s explanation, writing notes, speaking about the lesson with friends, re-reading notes)?
Diary entries- used for recording personal and group responses. Journal & Double Entry Journal- with regular entries for any subject area Learning Log /Reflective Note- a reflection on what has been learnt Poems/Songs/Stories- a creative response to a individual’s experience of a lesson
Prompts for Reflective Writing:
Write on what you liked about the lesson. Write details about what you did not like/did not understand in the lesson. Write about how your friends felt about the lesson. Did you follow what the teacher was saying? If Yes, why? If No, why not?
I like.. I did not like… I am happy with I understand… I did not understand…
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SECTION E ADDITIONAL TEACHER RESOURCES
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LESSON PLAN- REPORT WRITING Lesson Topics: Writing the body of an expository report
Lesson Type: The lesson seeks to develop student skills in selecting and organising relevant details within the body of an expository report. Previous Knowledge: Paragraphs details, such as internal and external structure Estimated Time: 45 minutes Objectives: Students will
Identify relevant details to include in the report Organise supporting details in logical order Write one paragraph from the body in the report
Materials Computer with Internet Access Multimedia Projector 5 Ws Graphic Organiser Microsoft Word Procedures 1. Students view a YouTube Cartoon Clip at http://www.youtube.com/watch?v=Le13by2WM70 entitled ‘Finding Nemo School of Fish’ 2. Teacher and students discuss what was seen in the video. Students work in groups to fill a graphic organiser with relevant details about the persons and situation from the video. 3. Teacher takes relevant information and demonstrates on the board how to insert the main points and supporting details into the paragraph of the body.
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4. Students work in groups, to collaboratively construct another paragraph of the body based on the situation presented in the video. 5. Students work to revise the paragraph created using a checklist and edit.
Evaluation Groups orally present their paragraphs followed by general class discussion of each paragraph presented to identify the main point and supporting details. FIVE W’s GRAPHIC ORGANISER Fill in each row with details that answer the question When did situation/event/incident happen? (Date & Time)
Where did situation/event/incident happen? (Location, Place)
Who were involved?
Why did situation/event/incident happen?
What happened during situation/event/incident? First-
Next-
Next-
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Next-
Last-
LESSON PLAN - NARRATIVE WRITING – PARTS OF A STORY Lesson Topic: Narrative Writing – Parts of a Story Previous Knowledge: Students have knowledge of fairy tales Estimated Time: 70 minutes
Objectives: Students will: Identify the important parts of a story (setting, character, conflict, theme, plot).
Resources
Concept map,
Whiteboard markers,
Video link of the story, “Little Red Riding Hood” ( http://www.bbc.co.uk/cbeebies/misc/stories/misc-littleredridinghood/),
Multimedia projector,
Laptop,
Speakers
Internet connection.
PROCEDURES: Step 1:
Teacher plays the short clip and students listen to the interactive video reading of ‘Little Red Riding Hood”.
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Step 2:
After this video, teacher asks students to direct their attention to the whiteboard, where he/she draws a concept map. In the middle of the circle is written, StoryLittle Red Riding Hood. The various lines extended out that connect to the circle have character, plot, theme, conflict, descriptive details.
Step 3:
Teacher asks students to help fill the diagram using details from the story they have just listened to. Teacher questions students about:
What characters were involved in the story?
Where did the story take place?
What places did the characters visit?
As the teacher discusses with students, the information is written on the board until it is completed. Step 4:
Teacher emphasizes to students that the points generated indicate the parts that make up a story.
Evaluation: Teacher assesses students’ understanding from classroom discussion and ensures that the concept map was completed accurately. Students work in groups to complete this activity, they are asked to fill out a work sheet on the elements of a popular story, “Three Little Pigs” and the descriptive words found in the story for homework.
CONCEPT MAP: PARTS OF NARRATIVE WRITING
THEME
SETTING
CONFLICT
The Three Little Pigs
PLOT
CHARACTERS CURRICULUM DEVELOPMENT DIVISION 2014
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Instructions: Use this concept map as a guide and fill out what you understood from the lesson taught. Read the story provided of the “Three Little Pigs” to fill out information. You can use your copy books to fill out information, using the subheadings above.
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LESSON PLAN - NARRATIVE WRITING – ELEMENTS OF A STORY LESSON TOPIC: Narrative Writing – Stages of Plot PREVIOUS KNOWLEDGE: Students have knowledge of fairy tales. ESTIMATED TIME: 70 minutes TEACHING POINT: The stages of plot in the short story are beginning (introduction), rising action, climax, falling action and end (Conclusion). OBJECTIVES: Students will:
Identify the stages of plot in a short story
State the stages of the plot from short stories (fairy tales or folk tales)
Illustrate the stages of the plot from short stories using a graphic organiser (fairy tales or folk tales)
RESOURCES
Multi-media projector
Laptop PowerPoint presentation
Movie clip (“Transformers” or any other student-friendly movie with a strong plot like “Finding Nemo”)
Graphic organisers
Work strips
Sample of song
PROCEDURE SET INDUCTION Teacher shows an intense scene from the movie (For example, in ‘Transformers’ where Sam destroys Megatron) (5 minutes)
Step 1:
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QUESTIONS Teacher asks questions to engage students’ thinking:
What happened at the beginning of the movie?
What were the events in the movie which lead to this scene?
What happened as a result of this scene?
This PLOT ORGANISER shows how the main events in a short story are organised into a plot. Climax Falling Action Rising Action Ending (Conclusion) Beginning (Introduction) STEP 2:
Ask students to recall the fairy tale Jack and the Bean Stalk (or any story with which the students may be familiar). Draw a graphic organiser on the board illustrating the stages of plot. The teacher writes simple sentences on cardboard strips, summarising the stages. Read and then allow students to place word strips in the correct order along the organizer.
STEP 3
(Group Work)
Ask the different groups to write the plot of familiar fairy tales or folk tales and include the elements of the plot. Groups will be given chart paper/transparencies to illustrate the stages of plot within the story using the above plot chart; beginning (introduction), rising action, climax, falling action and ending (conclusion).
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Contingency The teacher can give students the outline of the plot on sentence strips and ask students to place them in an order along the plot chart
STEP 4 Ask groups to present the stories to the class pointing out the stages of the plot. Have the class assess whether the plot was accurately maintained. If the plot needs revision, ask the class to make corrections.
CLOSURE
Distribute a song to students. The teacher will question students with respect to the stages of plot and the importance of each stage.
EVALUATION Students will be given a short story and asked to read and illustrate the stages of plot.
FOLLOW UP LESSON Lesson Two ESTIMATED TIME: 70 minutes OBJECTIVES Students will be able to:
Give information for the plot of a short story
Sequence information according to the stages of the plot
Assess and make changes to the plot of the story
Write a sentence to illustrate each stage of the plot.
Given a topic, elicit from students: The beginning (introduction)………….. Rising action……………. Climax…………………... CURRICULUM DEVELOPMENT DIVISION 2014
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Falling action…………… Resolution (conclusion)………………. Use a plot chart to put in this information.
Lesson Three ESTIMATED TIME: 70 minutes OBJECTIVES:
Students will be able to:
Orally develop a story based on plot chart
Draft paragraphs based on orally developed plot
SONG Plot is the action, the quest for satisfaction, What's going down, what's going to happen. Four men at sea in an open boat, Rowing and hoping that they can stay afloat. The plot: They have to make it to the beach, But the waves are big, and the shore seems out of reach, Plot is a series of events... like ……………., It could be crazy, wild or straight wicked.
Beginning, rising action, climax, falling action Resolution yes these are the 5 things That you're going to be needing When you're reading or writing A PLOT that's mad exciting. (x2)
Adapted from: http://flocabulary.com/fivethings/
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LESSON PLAN - PAINTING A PICTURE WITH WORDS Lesson Topic: Painting a picture with words – Using the five senses to write Character Descriptions
Previous Knowledge: Students understand adjectives, its form, use and function; students know the five senses and understand their use in narrative/descriptive writing. Estimated Time: 60 minutes MATERIALS: Whiteboard markers Chalk Pictures of characters/media personalities/sport stars Graphic organiser copies
MEDIA RESOURCES:
DVD
Multi-media Projector
Music Video
STRATEGIES:
Brainstorming
Modelling
Guided practice to Independent practice.
Objectives: Students will be able to:
Identify adjectival words and phrases needed to paint a picture of the character.
Discuss how adjectives are used to describe characters which appeal to the five senses.
Produce/create a written description of the music personalities shown incorporating adjectives that have the effect of describing a character through the five senses. CURRICULUM DEVELOPMENT DIVISION 2014
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Make oral presentations in Standard English describing a character.
PROCEDURE: 1. Share a basic definition of adjectives for students, on the board or an overhead, to review the concept to students. 2. Review the five senses and how they function in narrative/descriptive writing. 3. Have students look at a music video of their favourite music genre. 4. Brainstorm through use of a graphic organiser the physical characteristics of one of the characters in the video. 5. Group the adjectival phrase/words in senses categories (touch, taste, smell, sight, sound). 6. Model redefinition of the words and phrases into vibrant precise verbs (red dress- bloodred dress) 7. Elicit student response through guided questions to revise adjectives to paint an exact picture of what they are trying to capture. (Sight- type of clothing, height, eye colour, weight, colour; Touch- hair texture, clothing texture, skin texture, what the character touches, what they are carrying; Taste- are they eating? What are they eating? What foods and what specific smells; Sound- sounds heard in the character’s setting or environment, voice; Smell- the scent of the character, the scent of their surroundings) 8. Choose one character and model how to incorporate the adjectives on the board. 9. Choose another character and through modelled writing create with the class a descriptive paragraph on the character. 10. Place students into groups and give each group a picture of a character in a setting. 11. Have each group use their graphic organiser to brainstorm characteristics/traits. 12. Have students create a written description of the character using precise adjectives incorporating sensory details. 13. Have students read their piece and justify their adjective selection.
EVALUATION:
Students’ graphic organisers
Students’ written character descriptions CURRICULUM DEVELOPMENT DIVISION 2014
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Students oral expressions.
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LESSON PLAN - Developing Setting in a Narrative Piece Lesson Topic: Developing Setting in a Narrative Piece
PREVIOUS KNOWLEDGE: Students are familiar with setting in stories.
ESTIMATED TIME: 60 minutes
OBJECTIVES: Students will be able to:
Understand the concept of setting (place, time and environment).
Identify the various settings in the story and the movie clip.
Discuss the various settings in the story and movie clip.
Produce a description of one setting from the movie clip.
Present their descriptions orally using Standard English.
RESOURCES: Setting hand-out Setting Assessment hand-out Movie clip from the movie Any story with a rich setting Multi-media projector Lap top PROCEDURES: Step 1:
Review what the setting of a story is. Distribute the Setting hand-out, and go over the three components of setting: time, place and environment.
Step 2:
The teacher reads or tells the story and leads a discussion of how the time, place and environment influenced the story plot. Suggested questions:
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How would the story have been different if the time, place or environment was different?
Step 3:
Why is setting important and how does it influence stories?
Before playing the clip from the movie, ask students to watch and listen for details about the various settings in this clip.
Step 4:
Students discuss the various settings in the movie clip. Teacher models for students how to complete one part of the setting hand-out.
Step 5:
Before showing the movie clip again, teacher asks students to take notes recording details about the setting's time, place and environment. Students complete the Setting hand-out.
Step 6:
After viewing, allow students to share their responses and add to their notes. Discuss how the time, place and environment of the setting from the movie clip influenced the story.
For students who need additional teacher guidance:
Read several children's stories and discuss how the setting influences each story's plot.
Review note-taking strategies before watching the segment.
Provide assistance with taking notes while watching the video by pausing the movie clip at intervals to allow students extra time to write.
Provide opportunities for students to view the movie clip additional times.
Step 7: Each student will produce a continuous paragraph using the notes from their setting hand-out.
CLOSURE: The students produce a paragraph on setting. They would also present this orally to the class.
EVALUATION: 1. Listen to students’ discussion on setting from the story and movie clip. 2. Evaluate students’ finished product.
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TEACHER REFLECTION: The teacher records comments, observations and reflections about the lesson. This includes comments about the students’ attitudes to the lessons, to their tasks and to questions asked by the teacher. Also students’ oral responses, level of participation and involvement will be monitored.
SETTING HAND-OUT Setting might include:
Place: The physical location
Time
What city or country? Are there mountains/ beaches?/concrete/ etc.? What type of neighbourhood?
Environment (Details in the surroundings.)
What is going on around the characters? What is the weather like? Is it crowded or isolated?
Day, Month, Year? Season? Time of day (morning? afternoon? evening? night?) Present? Past? Future?
Place:
What is the setting(s) in the movie? Write the details under the headings:
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Time
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SETTING ASSESSMENT Directions: Using your Setting Notes, write a paragraph in which you explain how the place, time, and environment make the movie more interesting.
The setting(s) from the movie "Brave" influences the story in many ways.
The place of the setting __________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
The time of the setting ___________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
The environment of the setting ____________________________________________________ ______________________________________________________________________________
The setting that is the place, time, and environment of this story has a great deal to do with what happens.
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LESSON PLAN - NARRATIVE WRITING Lesson Topic: Narrative Writing – Breaking up a Narrative-Descriptive Task into Relevant Parts.
Previous Knowledge: Students have knowledge of stories
Estimated Time: 35 minutes
Teaching point: The stages of plot in the short story are beginning (introduction), rising action, climax, falling action and end (Conclusion).
Objectives:
Students will:
Demonstrate an understanding of what is involved in a narrative-descriptive task by writing a draft
Express an appreciation of what is involved in a narrative-descriptive task by making a journal entry
Resources
Computer with Internet Access
Multimedia Projector
YouTube Clip
Graphic Organiser
Plot Generator Handout
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Procedures Steps 1.
Literacy Skills Teacher shows one and a half minute of the following
Viewing/Representing
YouTube Clip
Listening
http://www.youtube.com/watch?v=BQpgIJUh9D4 as a
Speaking
stimulus to engage students in discussion to lead to task. Thinking
2.
Students are presented with the task and engage in a
Thinking
discussion.
Speaking
Task: As I stared at the picture I had created
Listening
yesterday, I realized I was slowly being pulled into it. Write a story which begins with this sentence. Suggestions Include Descriptive details about: People you met. The places you saw. What happened when you were drawn into the picture As students view picture, they are guided to make links with the clip suggesting what draws them into the picture and what happens after. This can include character/s, setting/s, event/s. 3. Students give details about the picture guided by the teacher.
Speaking Thinking Listening
4. Students write descriptive details which appeal to the
Writing
senses in a graphic organiser. This includes details about
Thinking
character/s met, setting/s and other descriptive details.
Representing
5. Using the YouTube Video as a platform; students, work in groups with a plot generator writing tool to make up
Writing Thinking
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Steps
Literacy Skills
possible scenarios about “...what happened when drawn
Speaking
into the picture”
Representing
Evaluation 1. Students write a draft of the narrative-descriptive task. 2. Students make a journal entry.
Teacher Reflection 1. How did students respond to the lesson in general? (Refer to journal entries) 2. What challenges did I face? 3. What did you do during the lesson to overcome challenges? 4. What other strategies can you use to teach this lesson more effectively? Sensory Word Bank Tool SIGHT
TOUCH
TASTE
HEARING
SMELL
PLOT GENERATOR WRITING TOOL Use the details in each column to mix and match details to create a plot. Character
Location
Goal
Obstacle
A prince
An old lighthouse
To save the princess
A curse from the Goddess, Hera
A princess
A cave under the water
The prince must rescue the princess
Mack is released from the cave
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Mack, the monster
A rocky cliff
To break the curse
Stormy gusts of wind
Adapted from ASCD (2004): Strategies for Teaching Writing
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GLOSSARY – READING AND WRITING STRATEGIES 1. STORY STAIRCASE Use the outline below to retell the main events in story order: Title of Story___________________________________________________ This story begins when ___________________________________________ The problem is __________________________________________________ The next thing that happens is ______________________________________ Then __________________________________________________________ After that, ______________________________________________________ The problem is solved when _______________________________________ 2. CHARACTER WEB 1. Choose a character from a story and write the name in the central box. 2. Write about the things the character does in the story in two circles. 3. Think about and write words to describe the character’s actions for example: exciting in the two boxes. 4. Write other characters’ view of the selected character in two boxes.
3. WORD DETECTIVE Detective Name: Sentence where I found the word: Part of Speech: Context Clue:
Word: My own definition: My own sentence: A picture that will remind me of what this word means to me:
4. NARRATIVE SCAFFOLDS Title of story: Main character’s name Two words describing main character Three words describing the setting Four words stating the problem Five words describing one main event Six words describing a second main event Seven words describing a third main event Eight words stating the resolution to the problem 79
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Adapted from: http://wwwfp.education.tas.gov.au/english/narrative.htm
5. PLOT GENERATOR Use the details in each column to mix and match details to create a plot. Character
Location
Goal
Obstacle A lack of money
David, a skinny boy
An old castle
To celebrate a birthday
A queen
A school
To get food
A black dog
A football field
To win friends
ASCD (2004): Strategies for Teaching Writing
6. SHOW VERSUS TELL PRACTICE TOOL Tell
Show
He fell down.
The child’s tear-filled eyes reflected the pain of his scraped knees. A broken skate lay nearby.
The squirrel went up the tree.
A gray squirrel jumped from ground to tree trunk in one bounce as it scurried safely out of reach of the barking dog. ASCD (2004): Strategies for Teaching Writing
7. CHARACTER QUESTIONING TOOL Answer the following questions about your character? Remember there are no wrong answers since the character is created by you. Use some of these details to further develop your character. 1. 2. 3. 4.
What types of food does your character like to eat? What does your character do with his or her friend? What are your character’s favourite song, movie and game? Describe some of your character’s hobby. 80
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5. Does he/she have any special talent/skills? 6. What kind of clothes does he/she like to wear? 7. Who are the other members of your character’s family? 8. Describe the house in which your character lives. 9. What school is your character attending? 10. What does your character like to do during school vacation?
8. BOOKMARKS After reading a story or a report, respond to the following prompts on the bookmark. Background Knowledge-It will probably help that I already know …This part connects to what I know about … Main Idea and Author’s Purpose-So far, this text is about…The author wrote this in order to… Summarising-This section or paragraph was about… Questioning-I wonder why…. How…. Inferring-I bet that…because…I think…Based on this part I assume that… Predicting-I predict that…because… Word Meaning-This word means…because it has the word part…The word means…because of its context… 9. CUE ALPHABET MODEL Use the 26 letters of the alphabet to generate words/phrases related to the topic/story or report. TOPIC: The Zoo A- animals
B- bear
G-goat
H- hat
C - candy I-ice-cream
D-dog
E-elephant
F-fishes
J- jaguar
K-kangaroo
L-lion
10. QUICK WRITES Use during or at end of class Reveals what student has/have not learned Reveals area/s of difficulty Helps to modify/redirect instruction to remediate and meet students’ needs Quick Write Prompts: • This is what I learned today… • I like this lesson today because… • This is puzzling me… • I am not sure about … • What I don’t understand is… 81
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•
This is not clear at all because…
11. CREATE A CLASS BOOK Compiled either from whole group or individual writing, students can: write in response to a shared experience (e.g. field trips). write in response to literature ( favorite books, songs, or poems). write about newly learned content (e.g. butterflies, the pitch lake). display for parents to view students’ work. http://www.thewritingsite.org/resources/curriculum/ideasK1.asp 12. FRACTURED FAIRY TALE Use any fairy tale, folk lore or popular story. Change one or any combination of the following: plot development, character/s, setting and story ending to create a new story. Example: Fairy Tale: Little Red Riding Hood. Fractured Fairy Tale: Red Rose invited her friend to dinner. She wanted to prepare a delicious meal for her friend Wolvina, the foxette. She started cooking the meal early. Soon the house was filled with the scent of fried rice, pastelle, baked chicken, orange juice and coconut water. Red Rose set the food on the table and hurriedly dressed to welcome her friend. Ten minutes later when Red Rose returned; there was her Grandmother contentedly helping herself to the food. Alas, poor Red Rose could not break her Grandma’s heart and said, ‘Hope you enjoy the food Grandma.’ The End
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SAMPLE OUTLINE OF WORK FOR STANDARDS 4 & 5 An Outline of the English Language Arts Skills and Sub-skills to be developed at Primary Schools In preparation of this sample outline of ELA skills and sub-skills, four major factors were considered: 1. Teachers requested a suggested outline of ELA skills and sub-skills to be developed that was aligned with the Continuous Assessment Component (C.A.C), the S.E.A., the Process Approach to Writing, and the Whole Language Approach. 2. Sequencing of the various ELA skills and sub-skills to facilitate its development before, during, and after Expository and Narrative Descriptive writing 3. The changes in the methods of assessing and assessment of students’ writing 4. The varying ELA proficiency levels of students throughout the country CONTENT SKILLS & SUBSKILLS
OUTCOMES/OBJECTIVES Students will be able to:
EXPOSITORY WRITING
-define expository writing - identify types and characteristics of expository writing -identify and discriminate between expository and narrative writing -differentiate between fact and fiction
Attentive Listening Comprehension Fact and Fiction Vocabulary Technical Vocabulary Grammar Tense [present and past] EXPOSITORY WRITING
-identify technical vocabulary specific to topics -identify the varying forms of verb tenses used in the expository texts -define report writing -identify different types of reports
SUGGESTED STRATEGIES TEACHING POINTS Modelled Writing helps student to gain knowledge about language, vocabulary and text structures required to write for a range of purposes. This includes EXPLICT teaching about the processes involved in composing texts. Modelled writing means using both models and modelling. The teacher, on one hand, shows the students how writing works, and on the other hand, demonstrates writing to them. FQR (Facts, Questions, Responses) http://www.stemresources.com/static/tools/Assessments/Formative/FQR/FQR.pdf
DIA (Directed Inquiry Activity) 5Ws & 1H 83
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CONTENT SKILLS & SUBSKILLS
Main Idea and Sequencing (comprehension)
Attentive Listening Vocabulary [contextual analysis] EXPOSITORY WRITING Simple Sentences Subject and Verb Agreement Topic Sentence
Speaking
Tone/Voice Tenses Vocabulary (Synonyms) Comprehension Note, recall, and summarize events
OUTCOMES/OBJECTIVES Students will be able to: -identify characteristics of report writing -use report writing rubric and checklist to assess a report -identify main ideas in expository texts (Report’s TOPIC/SUBJECT and main ideas in paragraphs) -identify sequence of main ideas and supporting details in reports -identify and differentiate among information to be placed in the introduction, body, and conclusion of reports -listen and recall main ideas -identify word meanings using contextual clues
SUGGESTED STRATEGIES TEACHING POINTS http://tompsonsolutions.com/masters/step4.htm
‘Book Talk’ Framework To establish a ‘book talk’ framework, the teacher provides examples of informal language (English Creole) and formal language (standard) and explicitly identifies the type and purpose of the language being used.
Teaching Simple Sentences -identify and write simple sentences -apply rules of subject and verb agreement in simple sentences -define a topic sentence -identify topic sentences in reports -brainstorm, state, and sequence ideas for a report as a prewriting activity -draft topic sentences and identify supporting details for the introduction of a report -discriminate between simple sentences with an informal tone and a formal tone -use the present and past tenses in simple sentences -provide words/phrases of similar meaning -recall and summarize events -classify events
1. 2. 3. 4. 5. 6.
Role play parts of a sentence Analyse simple sentences Elicit a definition from students Present more examples Give flawed examples and state why Provide guided practice
A topic sentence introduces the main idea of a paragraph. It unifies the content of the paragraph http://www2.actden.com/writ_den/tips/paragrap/topic.htm
Graphic Organisers for Prewriting Activities (maps, 84
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CONTENT SKILLS & SUBSKILLS Attentive Listening Punctuation and Capitalisation
OUTCOMES/OBJECTIVES SUGGESTED STRATEGIES Students will be able to: TEACHING POINTS -listen and recall main ideas supporting details from webs, sequencing charts, etc.) http://www.netrover.com/~kingskid/graphic/graphic.htm expository pieces -use periods and capitals correctly Preparation for Modelling 1. Identify learning outcomes from the curriculum 2. Collect and display short but well written examples of the genre of writing 3. Highlight and label key features 4. Provide text scaffolds to support modelling 5. Identify different ways to cater for differentiated learners 6. Build on different cultural understandings, skills and experiences that students bring to the classroom
EXPOSITORY WRITING Simple and Compound Sentences Subject and Verb Agreement Topic Sentence Supporting Sentences Concluding Sentence Vocabulary (Homophones& Synonyms) Transitional words/phrases
Collaborative Writing (Jigsaw) http://www.readingrockets.org/strategies/jigsaw/ -identify and write/construct compound sentences -apply rules of subject and verb agreement in A concluding sentence restates the topic sentence compound sentences A transition is a connecting word or phrase between two parts of a piece of writing contributing -draft ideas for a report to cohesion -construct topic sentences, supporting details http://www.studygs.net/wrtstr6.htm sentences and concluding sentences for the Coordinating Conjunctions connect words, introduction of reports phrases, and independent clauses. They are: -provide words/phrases of similar meaning F-for, -identify and use homophones correctly in A-and, sentences N-nor, -define, identify, and use transitional words and B-but,
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CONTENT SKILLS & SUBSKILLS Coordinating Conjunctions
OUTCOMES/OBJECTIVES Students will be able to: phrases suitable for reports correctly -identify and use coordinating conjunctions correctly -define, identify, and use coordinating conjunctions correctly EXPOSITORY WRITING -construct paragraphs Paragraph Development For -construct topic sentences, supporting sentences and concluding sentences for paragraphs in the The Body Of The Report Including Supporting Details body of the essay Drafting Of The Body Of -sequence ideas and supporting details Report Transitional Words/Phrases
SUGGESTED STRATEGIES TEACHING POINTS O-or, Y- yet, S-so
Compound and Complex Sentences Coordinating and Subordinating Conjunctions Prepositions/Prepositional Phrases Punctuation and Capitalisation Active and Passive Voice
Implementation of Modelling
Vocabulary (Homophones)
EXPOSITORY WRITING
-identify and use a variety transitional words and phrases within and between paragraphs -construct complex and compound sentences -define and identify subordinating conjunction -use conjunctions correctly -use the correct preposition in context -use prepositions to enhance writing -use periods, commas, semi-colon and capitals correctly -identify differences in use and structure of the active and passive voices -determine meaning and spelling of words by analysing context
Each paragraph must have one main idea A subordinating conjunction joins a main clause to a dependent/subordinate clause A prepositional phrase is used to show the relationship of a noun/pronoun to another noun
1. 2. 3. 4. 5. 6. 7.
Identify the purpose of the text/writing Use a model to show how the writing works Read together, pointing out typical features List these features Point out the type of language used Present bad examples and state why Mix up sections of text and have students sequence them 8. Engage students in the Writing Process 9. Employ collaborative writing 10. Provide opportunities for students to practice
-identify characteristics of a report’s concluding 86
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CONTENT SKILLS & SUBSKILLS Paragraphing Draft the Concluding Paragraph Revising, Editing And Publishing the Report Adverbs and Adverbial Phrases Vocabulary (Synonyms) Pronouns EXPOSITORY WRITING REPORT WRITING Adverbs and Adverbial Phrases Vocabulary (Synonyms) Study Skills
OUTCOMES/OBJECTIVES Students will be able to: paragraph -construct a concluding paragraph -revise, edit and publish report
SUGGESTED STRATEGIES TEACHING POINTS
-define, identify, and use adverbs correctly -use words with similar meanings effectively -use pronouns correctly to enhance cohesion
An adverbial phrase is a group of related words that functions as an adverb
-brainstorm and write ideas for a recall report -draft, revise, and edit an introductory, body, and Brainstorming Implementation concluding paragraphs for a recall report 1. State clearly topic, purpose and audience 2. Decide how and record information -define, identify, and use adverbs correctly 3. If done as a class ask each student to record 3 -use words with similar meaning effectively or 4 ideas before sharing -identify parts of a book 4. Set rules e.g. no criticism etc. -use the various parts of books to retrieve 5. Encourage the free flow of ideas information 6. Leave explanations for later -use the techniques of skimming and scanning to locate specific information -use the internet to retrieve information
Effective Writing Instructions 1. 2. 3. 4. 5.
Review previously taught skills Present new writing tasks Provide guided practice Provide group and independent practice Provide cumulative review activities (students must be given a task in which examples of the most recently introduced 87
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CONTENT SKILLS & SUBSKILLS
EXPOSITORY WRITING Comprehension Cause and Effect
Transitional words and phrases Vocabulary (Multiple Meaning Words) Research Skills
OUTCOMES/OBJECTIVES Students will be able to:
SUGGESTED STRATEGIES TEACHING POINTS skills are integrated with examples of skills previously taught)
-identify causes and effect in reports -identify main ideas in cause and effect paragraphs -identify supporting details in cause and effect paragraphs -identify the information placed in the introduction, the body, and the conclusion of a cause and effect report -identify transitional words and phrases used in cause and effect reports -use words in context to show different meanings -determine meaning of words by analysing the context -use a variety of media -conduct research using different sources
The Introduction is the first section of an essay. It should include the topic of the essay and any other sentences at the beginning that give background information or provide a transition. The Body follows the introduction and it discusses the controlling idea, using facts, arguments, analysis, examples, and other information. The Conclusion is the final section summarizes the connections between the information discussed in the body of the paragraph and the essay’s controlling idea. OWL (Observe, Wonder, Link to Life) http://www.rcampus.com/users/LPWeakland/upload/File/Strategy_Presentation_OWLing(3).pdf
SQ3R http://www.studygs.net/texred2.htm
KWL https://www.msu.edu/course/cep/886/Reading%20Comprehension/7Learn_Serv_Proj_KWL.html
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CONTENT SKILLS & SUBSKILLS EXPOSITORY WRITING Cause and Effect Report Vocabulary (Multiple Meaning Words)
OUTCOMES/OBJECTIVES Students will be able to: -brainstorm and write ideas for a cause and effects report -draft, revise and edit an introductory, body, and concluding paragraphs for a cause and effect report
SUGGESTED STRATEGIES TEACHING POINTS OWL (Observe, Wonder, Link to Life) http://www.rcampus.com/users/LPWeakland/upload/File/Strategy_Presentation_OWLing(3).pdf
SQ3R http://www.studygs.net/texred2.htm
KWL https://www.msu.edu/course/cep/886/Reading%20Comprehension/7Learn_Serv_Proj_KWL.html
-use words in context to show different meanings -determine meaning of words by analysing the context
JIGSAW http://www.readingrockets.org/strategies/jigsaw/
http://www.prel.org/media/176015/ce_eis.pdf
Punctuation (period, comma, colon and semicolon)
-identify the various parts of the letter -identify punctuation marks used in letter writing - identify the characteristics of the personal and the business letters (Date, Addresses [sender’s and enclosed], salutation, introduction, body, conclusion, signature) -state similarities and differences between the personal and business letters -brainstorm, draft, revise, edit, and post a personal letter informing someone about a past event -define and use imperative verbs -pronounce and state the meaning of homographs in given sentences -construct sentences using homographs correctly -use periods, commas, colon, and semicolons correctly when writing letters
LETTER WRITING Formal Letter Punctuation (period, comma, colon and semicolon)
-brainstorm, draft, revise, edit, and post a business letter to the Manager of a company/store etc. in their area requesting assistance for a school project -use periods, commas, colon, and semicolons
LETTER WRITING Informal and Formal Letters
Imperative Verbs Vocabulary (Homographs)
1. 2. 3. 4. 5. 6.
Keep It Short And To The Point Make It Clear, Concise, And Logical Focus On The Recipient's Needs Use simple language Use short sentences and paragraphs Review and revise it (make sure the message is what is intended 7. Double check spelling, grammar and punctuation
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CONTENT SKILLS & SUBSKILLS EXPOSITORY WRITING Instructions Comprehension Logical Sequencing
Imperative Verbs Punctuation (period, comma, colon and semicolon) Responsive Listening
EXPOSITORY WRITING Brainstorm and Draft Ideas for Instructions
Imperative Verbs EXPOSITORY WRITING Revise and Edit Instructions
OUTCOMES/OBJECTIVES Students will be able to: correctly when writing letters
SUGGESTED STRATEGIES TEACHING POINTS Writing Instructions
-evaluate sequencing of instructions -identify information placed in the introduction, body, and conclusion of the instructional text -identify main ideas and supporting details in instructional texts -use imperative verbs correctly when writing instructions -use periods, commas, colon, and semicolons correctly when writing -demonstrate use of the telephone for sending and receiving a massage, instructions, and explanations -write instructions for tasks and games using a logical sequence -brainstorm and draft instructions for tasks or games -identify information and draft an introductory paragraph for the instructions -sequence instructions -identify information and draft a concluding paragraph for the instructions -use imperative verbs correctly when writing instructions -write instructions for tasks and games using a logical sequence -revise and edit instructions for tasks or games -revise and edit the introductory paragraph for the instructions
1. Create a title that explains what the instructions are “How to...." 2. Use action (imperatives) verbs in the beginning "Pick up, take, hold...." 3. Use short clear sentences with words that are common. 4. Avoid words with more than one meaning. 5. Make sure to include any cautions, warnings, or dangers if necessary. 6. Be Specific.
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CONTENT SKILLS & SUBSKILLS
OUTCOMES/OBJECTIVES SUGGESTED STRATEGIES Students will be able to: TEACHING POINTS -revise and edit the sequence of instructions -revise and edit a concluding paragraph for the instructions -identify different types of prose fiction (fable, fairy LEA http://suite101.com/article/language-experience-approach-a51007 NARRATIVE/DESCRIPTIVE tale, folk tale) Literature -follow the events of stories -recall stories’ events -recall dialogue used in stories -identify and use correctly the mechanics of dialogue in narrative writing -retell stories -identify and describe stories’ characters and their 1. STORY STAIRCASE traits 2. CHARACTER WEB -identify and describe stories’ setting 3. NARRATIVE SCAFFOLDS -identify main events of stories (PLOT – Rising and 4. PLOT GENERATOR Falling Action) 5. SHOW VERSUS TELL PRACTICE -identify the climaxes in stories TOOL -identify conflicts in stories 6. FRACTURED FAIRY TALE Literary Devices -identify resolutions in stories -identify themes in stories -define and give examples of the literary devices: personification, similes, and metaphors Adjectives -identify personification, similes, and metaphors in stories -evaluate the effective and appropriate use of these Adverbs literary devices -identify adjectives in the context of sentences -note nouns used as adjectives Comprehension -use adjectives in sentences Main Idea, sequencing and -identify adverbs in the context of sentences 91
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CONTENT SKILLS & SUBSKILLS Inference Efferent Listening
OUTCOMES/OBJECTIVES SUGGESTED STRATEGIES Students will be able to: TEACHING POINTS -use adverbs in sentences -identify main idea in narrative descriptive texts -identify the sequence of ideas in narrative descriptive texts -make inferences after reading narrative descriptive texts -predict and anticipate outcomes of story/event -provide relevant details to support predictions -listen and enjoy the different literature genres
-analyse a descriptive piece of writing Prepositional Phrases NARRATIVE/DESCRIPTIVE -identify the different senses being appealed to 1. Develop a class list WRITING -evaluate the effectiveness and appropriateness of 2. Explain to students that prepositions can be Descriptive Writing the description used to locate things in time, place and -identify adjectives and adverbs used in the manner description 3. Construct a wanted poster using PP to Prepositional Phrases -evaluate the effectiveness of these adjectives and enhance description of a wanted character adverbs 4. Select sentences from a procedural text -use prepositional phrases to enhance description (science) to show PP use NARRATIVE/DESCRIPTIVE WRITING Brainstorm and Draft Descriptive Writing Revise and Edit Descriptive pieces
-use adjectives and adverbs to effectively and appropriately describe characters and places -effectively and appropriately appeal to the senses when describing characters and places -brainstorm and draft character and place descriptions -revise and edit character and place descriptions
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CONTENT SKILLS & SUBSKILLS
OUTCOMES/OBJECTIVES SUGGESTED STRATEGIES Students will be able to: TEACHING POINTS -identify and define the elements of the short story NARRATIVE/DESCRIPTIVE -brainstorm and state ideas for a short story WRITING (characters, setting, main events, climatic moment, Punctuation Brainstorm and draft ideas for conflict, theme and resolution 1. During read aloud or shared reading point Narrative piece -draft the beginning, middle and end of a short out punctuation marks and explain their story purpose First, second, and third person -identify first, second, and third person singular and 2. Read text with all punctuation removed Singular and Plural plural 3. Provide a punctuation maze using students’ Subject and Verb Agreement -apply the rules of subject and verb agreement to guided or independent Tenses Review (present, past, first, second, and third persons 4. Examine a shared text to show students how past continuous) -identify and use the different tenses correctly quotation marks are used in direct speech. Direct and Reported Speech -differentiate between direct and reported speech Discuss their function -convert direct to reported speech and vice versa 5. Provide opportunities for students to Interjection -identify and use interjections correctly in oral and experiment with dialogue Punctuation (quotation marks) written work -punctuate direct speech correctly -use quotation marks correctly NARRATIVE/DESCRIPTIVE -revise and edit beginning, middle, and end of a WRITING short story Speaking -tell/read stories with enthusiasm and interpretation to enable the audience to share its aesthetic quality
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