1
Teacher support for a P6 student in the pre-writing stage
Brainstorm and suggest useful words/phrases
Style: register and tone
With teacher support, the student can:• use appropriate opening and closing in a complaint letter• give brief ideas• use some useful words relating to noise pollution• write simple sentences
Style: register and tone
2
A P6 student’s work—elaborating ideas (a complaint letter)
Style: register and tone
The student can• use a range of sentence patterns to express ideas• provide relevant information and ideas• organize ideas in paragraphs• use a range of vocabulary
use a topic sentence
use ‘which’ to add information about a thing
use ‘because’ to give reasons
give one’s opinion
use ‘when’ to express two things happen at a time
3
Progressive development across levels in learning to write
--- e.g. story writing
Story Writing P1 P2 P3 P4 P5 P6
- able to complete stories by providing words/filling in speech bubbles for pictures/cartoons/comics
- able to complete stories by providing captions with supporting ideas for pictures/cartoons/comics
- able to create a new ending for stories or create stories with the help of picture cues
- able to create short and simple stories basing on a story framework—characters, setting and events
- able to create simple stories basing on a story framework—characters, setting, problem(s), events and resolution(s)
- able to retell familiar stories or create simple stories adding illustrations and making a cover
4
P1 student work Writing genre: story - able to complete stories by
providing words/filling in speech bubbles for
pictures/cartoons/comics
Module:• Places and Activities
• Unit:U5 At the beach
Tom is writing a story ‘A lion and a mouse’. Help Tom write the story.
The lion and the mouse
The following words may help you.
positions
senses
sentences
Do not … Please …
I am … I can/cannot …
It is … It can/cannot …
Thank you. Go away. Help!Help!
OK! You are welcome.
see hear smell touch
in on under behind near in front of
5
Look at the pictures.What do they say?
1. 2.
3. 4.
5. 6.
…go near…
mice
…behind… … cannot see …
mouse
… on …
mouse
… can smell …
lion I am hungry. I want to eat you.
lion
… …
mouse
… do not eat …
mouse
……
lion … help …
lion
OK! We can help you.
mouse
… … lion
You are welcome.
mouse
6
P2 student work Writing genre: story - able to complete stories by
providing captions with supporting ideas for pictures/cartoons/comics
• Module:Using my five senses
• Unit:U4 At the beach
Story writing Kelly is reading a story in the library. Look at the pictures and finish the story with the words below.
swim fly skip
sing play dance
Place:in the sky on the moon on a cloudin the park on a rainbow on a beach
7
Using graphic organizer to generate ideas
Using graphic organizer to generate ideas
Can:• produce simple sentences involving repetition and lists• use basic sentence punctuation e.g. comma, full-stop
• use appropriate cohesive device
8
P3 student workWriting genre: story
- able to create a new ending for stories or create stories with the
help of picture cues
• ModulePlaces and activities
• UnitsU1 Buying giftsU2 Visiting Hong Kong
Look at the pictures.
shopping centre
mother and Sally
This dress is
beautiful!
mother I want to go to
the toy shop.
Sally
Where’s Mum?
Mum?
Sally ?
10
P4 student workWriting genre: story
- able to create short and simple stories basing on a story framework—characters,
setting and events
• Module:We love Hong Kong
• Units:U3 Promote Hong KongU4 A day in a recreation centre
Using a story framework
Using a story framework
12
Students’ perceptions on their own writingA mini-survey was made in June 2008Target group: P5 students (No. of students: 64) P5 students had the following reflections
comparing their performances between their writing at the beginning and at the end of the school year
Studemt change: Add more details to an idea.
39%
45%
5%
2%
9%
no change
get much beter get worse
N.A.
get better
Student change: Have a lot of ideas to write.
36%
57%
0%
2%5% N.A.
get worse
get better
get much better
no change
13
Students’ perceptions on their own writingA mini-survey was made in June 2008Target group: P6 students (No. of students: 61) P6 students had the following reflections
comparing their performances between their writing at the beginning and at the end of the school year
Student change: Add more details to an idea.
33%
57%
2%5% 3%
Nil
get much better
get better
get worse
no change
Student change: Have a lot of ideas to write.
52%41%
7% 0%get worseget much better
get better no change
17
Teachers’ reflections on students’ performance in
writing• There has been positive change in some weak students’ attitude
towards and confidence in writing.
• Using the elaboration strategies, average and able students could provide more supporting details to talk about people, things and events.
• The students only took the guided questions/content organizers for references. They had a clear picture on what to describe, explain and express on a familiar topic.
• In group writing, students learnt to exchange/share/ negotiate on the contents, organization, vocabulary and sentence patterns.
• Through progressive practices, students understood the language features of a range of text-types and presented them accurately in the writing tasks.
• School percentage of P6 achieving full marks in content & language were well above the territory-wide percentage.
18
Afterthought
Design of the progressive development writing framework
• As the outlines for students’ progressive acquisition of the knowledge and skills in writing
• As teachers’ references and mutual understanding when designing the writing activities
• As the assessment descriptors of the school-based writing curriculum
Shared views EFFORT, PATIENCE and CO-
OPERATION
Design of the progressive development writing framework
• As the outlines for students’ progressive acquisition of the knowledge and skills in writing
• As teachers’ references and mutual understanding when designing the writing activities
• As the assessment descriptors of the school-based writing curriculum
Shared views EFFORT, PATIENCE and CO-
OPERATION
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