5. REFLECT: Writing Dos and Don’ts
When teaching writing to Level 1 pupils, what do
you normally…
…tell them to do?
…tell them not to do?
Activity 1: ‘Stickies’
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7. Writing: Process versus Product
Product Process
Neatness Choosing a Topic
Good Spelling Gathering
Information
Correct Punctuation Organizing Ideas
Perfect Sentences Composing
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8. What is your emphases?
The Process or the Product?
Developing writing skills happen over a series of
stages and it doesn’t happen quickly.
It is a PROCESS.
(Curriculum Development Department, MoE)
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9. SCAFFOLDED WRITING
4 SCAFFOLDED STAGES TO TEACHING THE
WRITING SKILLS TO CHILDREN
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10. To teach writing effectively…
…teachers need to provide scaffolding required
for the particular writing activity.
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11. Scaffolding in Education
Like its namesake in the construction industry,
scaffolding in education is a temporary support
mechanism. Students receive assistance early on
to complete tasks, then as their proficiency
increases, that support is gradually removed.
(http://serc.carleton.edu)
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12. THE FOUR SCAFFOLDED STAGES
Modeled Writing
Shared Writing
Guided Writing
Independent Writing
Activity 2: Group Task
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13. MODELED WRITING
The teacher is the active writer.
Teacher chooses the topic.
Teacher demonstrates the skills of gathering and
ordering information.
Teacher thinks aloud.
Teacher writes slowly and says a few words ahead
before she writes them.
Teacher asks pupils what they would like to know
to model the thought process in writing.
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15. SHARED WRITING
Pupils contribute ideas while the teacher writes.
Lots of discussions, questions and answers.
Thinking aloud continues to be used.
Teacher will scribe the words, but students are
now invited to contribute to the piece.
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17. GUIDED WRITING
The step between teacher-directed and
independent writing.
Teacher utilizes prompts and clues to help
develop ideas and organization.
Teacher works with students either in small
groups or individually.
Oral discussion of sentences is conducted before
writing.
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19. INDEPENDENT WRITING
Pupils use ideas from Shared Writing to produce
their own independent piece.
Pupils may refer to other materials to revise and
edit composition.
Pupils effectively utilize written language for
their own purposes or as assigned by the teacher.
Teacher should include a time to share the pupils’
writing to provide validation.
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22. ACTIVITIES FOR CONTROLLED WRITING
Copying
Making lists
Filling up forms
Fill-in-the-blanks
Using substitution tables
Rebus writing
Sample of worksheet
The Very Hungry Caterpillar
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