Teaching of Reading and Writing

Skills in the Primary ESL Classroom

(TSLB3073)

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Lesson Planning for Teaching Writing
 Planning for teaching writing
-interpreting the writing skills in the syllabus
-select and prepare activities (including those using
technology and social media such as edublog,
facebook and others) for teaching writing skills
 Lesson planning
-stages of a writing lesson
-pedagogical principles (reference to current
Malaysian English Language school curriculum

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Planning for Teaching Writing – interpreting the
writing skills in the syllabus
CURRICULAR AIMS
-To equip pupils with basic language skills to enable them to
communicate effectively in a variety of contexts.
-English – 2nd. language
-Why English? - to gain access to information, knowledge written in
English.
-Use in daily lives, to further their studies, for work purposes.
-Hence students should be proficient.
-For personal growth; function as productive member of society.
-Critical literacy also stressed – question and evaluate texts.

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 KURIKULUM STANDARD
SEKOLAH RENDAH (KSSR)

BAHASA INGGERIS SK
Planning for Teaching Writing – interpreting the
writing skills in the syllabus
OBJECTIVES

By the end of Year 6, pupils should be able to:

i. communicate with peers and adults confidently and appropriately in
formal and informal situations;
ii. read and comprehend a range of English texts for information and
enjoyment;
iii. write a range of texts using appropriate language, style and form
through a variety of media;
iv. appreciate and demonstrate understanding of English language literary
or creative works for enjoyment; and
v. use correct and appropriate rules of grammar in speech and writing.

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Planning for Teaching Writing – interpreting the
writing skills in the syllabus
Underlying Pedagogical Principles

Back to basics
 It is essential for teachers to begin with basic
literacy skills in order to build a strong foundation
of language skills. Basic listening and speaking
are introduced in order to help pupils enrich their
understanding of the language. The strategy of
phonics is introduced in order to help pupils
begin to read and a good foundation in
penmanship will definitely help pupils acquire
good handwriting.
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Planning for Teaching Writing – interpreting the
writing skills in the syllabus
Underlying Pedagogical Principles

Back to basics
Learning is fun, meaningful and purposeful
 Lessons, which emphasise meaningful
contexts and the integration of language
skills, allow pupils to learn by doing in fun-
filled activities. Contextualised as well as
purposeful activities will promote the fun
element in language learning.
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 Planning for Teaching Writing – interpreting the
writing skills in the syllabus

Underlying Pedagogical Principles

Teaching is learner-centred
 Teaching approaches, lessons and curriculum
materials must suit the differing needs and
abilities of pupils. It is important that appropriate
activities and materials are used with pupils of
different learning profiles so that their full potential
can be realized. The mastery learning strategy will
ensure that pupils master all learning standards
in order to help them acquire the language.
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Planning for Teaching Writing – interpreting the
writing skills in the syllabus
Underlying Pedagogical Principles

Integration of salient new technologies

 In line with growing globalization, technology is
used extensively in our daily communication. As
such, emergent technologies can be used in
language learning in order to enhance
communication. Information available on the
internet and other electronic media will be vital for
knowledge acquisition. Networking facilities will
be useful for pupils to communicate and share
knowledge.
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 Planning for Teaching Writing – interpreting the
writing skills in the syllabus
Underlying Pedagogical Principles

Assessment for learning

 Continuous assessment is an integral part of learning
which enables teachers to assess whether pupils have
acquired the learning standards taught. Formative
assessment is conducted as an on-going process, while
summative assessment is conducted at the end of a
particular unit or term. A range of activities can be utilised in
order to assess pupils’ performance orally or in writing.
Formative and summative assessments will be used to
gauge pupils’ performance.

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Planning for Teaching Writing – interpreting the
writing skills in the syllabus
Underlying Pedagogical Principles

Character-building infused
 An important principle which needs to be
inculcated through the curriculum is
character building. Lessons based on
values have to be incorporated in
teaching and learning in order to impart the
importance of good values for the
wholesome development of individuals.
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 CURRICULUM ORGANISATION
Four modules in years 1 and 2:
 Module One : Listening and Speaking
 Module Two : Reading
 Module Three : Writing
 Module Four : Language Arts

Five modules in Years 3 - 6

 Module One : Listening and Speaking
 Module Two : Reading
 Module Three : Writing
 Module Four : Language Arts
 Module Five : Grammar

Awareness of grammar in L1 among pupils can be exploited when English

grammar is introduced in Year 3. This reduces the load and stress of learning in the
early years where the emphasis is on learning through fun and play.
A MODULAR CURRICULUM
 Modular structure of the curriculum - in the way the content and
learning standards are organised
 Purposeful
 Salient language skills or sub-skills under each module to be
developed
 Language input presented by means of purposeful activities and
meaningful contexts through themes and topics:
 World of Self, Family and Friends
 World of Stories
 World of Knowledge
 Skills are to be integrated
 “Coherent” organization of skills
 Language arts can be organised in relation to skills taught
 CURRICULUM CONTENT FOR WRITING

 The learning standards for writing begin with pre-

writing skills, which addresses penmanship, the
formation of words as well as numbers in clear
print. Specific learning standards are attributed to
penmanship so that even from a young age, pupils
are taught good writing habits. Special attention
should be given in order to strengthen the muscles
of the hand, develop visual skills, enhance gross
and fine motor skills as well as develop hand-eye
coordination to help pupils acquire penmanship.
 CURRICULUM CONTENT FOR WRITING

 Correct formation of letters of the alphabet

is important in order to help pupils write
neatly and later on write words, phrases
and sentences legibly. By the end of Year
3, pupils will master the mechanics of writing
and then learn to write at word, phrase and
sentence levels. Specific writing activities
devised during lessons will enable pupils to
begin writing for a purpose as stipulated in
the learning standards.
 EDUCATIONAL EMPHASES

 Thinking Skills
 Critical and creative thinking skills incorporated
 Solve simple problems, make decisions, & express
creatively
 Mastery Learning
 Ensure mastery of a learning standard before proceeding
with the next learning standard; requires quality teaching &
learning
 Information and Communication Technology Skills (ICT)
 Use of multimedia resources - use of computer-related
activities (e-mail activities, networking and interacting with
electronic courseware)
 Multiple Intelligences
 Incorporate interpersonal, kinaesthetic, musical intelligence
EDUCATIONAL EMPHASES (contd)
 Constructivism
 Help pupils acquire new knowledge & concepts based
on existing knowledge or schema; problem solving
and pupil-centred active learning
 Contextual Learning
 Connects the contents being learnt to the pupils’ daily
lives, the community around them and the working
world; new knowledge acquired in meaningful manner
 Learning How to Learn Skills
 Incorporate study skills & information skills to equip
them to become independent life-long learners
 Values and Citizenship
 Values contained in the KSSR moral syllabus are
incorporated e.g. love for nation
EDUCATIONAL EMPHASES (contd)
 Knowledge Acquisition
 Content from subject disciplines such as science, geography, and
environmental studies; from daily news items & current affairs
 Creativity and Innovation
 Pupils produce simple creative and innovative works in relevant
contexts
 Entrepreneurship
 Foster entrepreneurial mindset at young age; linked to creativity,
innovation and initiative; employ group work activities
 Assessment
 Pupils’products & performance are assessed through multiple
sources of evidence like checklists, observations, presentations,
quizzes & tests; build profile of pupils’ language development &
assess them individually; attainment/competence in the language
assessed by formative & summative assessment methods.

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 Content and Learning Standards for Year 1, 2 and 3 - Writing
CONTENT STANDARD LEARNING STANDARDS LEARNING STANDARDS LEARNING STANDARDS
Year One Year Two Year Three

3.1 By the end of the 3.1.1 Able to demonstrate 3.1.1 Able to 3.1.1 Able to write in
6-year primary fine motor control of hands write in neat legible print: neat legible print with
schooling, pupils will and fingers by: (a) words correct spelling:
be able to form letters (a) handling objects and (b) phrases (a) words
and words in neat manipulating them. (c) simple sentences (b) phrases
legible print including (b) moving hands and fingers (c) simple sentences
cursive using writing apparatus
writing. (c) using correct posture and
pen hold grip
(d) scribbling in clockwise
movement
(e) scribbling in anti-
clockwise movement
(f) drawing simple strokes up
and down
(g) drawing lines from left to
right
(h) drawing patterns.
CONTENT LEARNING LEARNING LEARNING
STANDARD STANDARDS STANDARDS STANDARDS
Year One Year Two Year Three
3.2 By the end of the 3.2.1 Able to complete 3.2.1 Able to complete 3.2.1 Able to
6 year primary with guidance: with guidance: complete with
schooling, pupils will (a) forms with personal (a) lists guidance:
be able to write details (a) simple
using appropriate messages
language, form and (b) posters
style for a range of
purposes. 3.2.2 Able to write 3-5 3.2.2 Able to write
3.2.2 Able to write
word sentences with simple sentences with with guidance:
guidance. guidance. (a) simple
sentences
(b) questions

3.2.3 Able to
3.2.3 Able to punctuate 3.2.3 Able to punctuate punctuate
correctly: correctly: correctly:
(a) capital letters (a) capital letters (a) exclamation
(b) full stop (b) full stop mark
(c) question mark (c) question mark (b) comma
CONTENT LEARNING LEARNING LEARNING
STANDARD STANDARDS STANDARDS STANDARDS
Year One Year Two Year Three
3.3 By the end of 3.3.1 Able to create 3.3.1 Able to create 3.3.1 Able to create
the 6-year primary simple simple non-linear texts simple texts using
schooling, pupils non-linear texts using a using a variety of a variety of media
will be able to write variety of media with media with guidance : with guidance :
and present ideas guidance :
through a variety of (a) lists (a) simple
media using (a) greeting cards messages
appropriate (b) posters
language, form and
style.
Lesson Planning for Teaching Writing –
select and prepare activities
 using technology
- IT, PPT, online resources
 social media
- edublog, facebook, twitter, instagram
 activities
- correcting reversals, computer games, spelling lists,
self-correction, classroom games , auditory, visual, and
kinesthetic activities, proofreading, oral composition,
dictation, capitalization, creative writing,

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Lesson Planning – stages and pedagogical
principles
Lesson planning

-stages of a writing lesson

-pedagogical principles (reference to
current Malaysian English Language
school curriculum)

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Stages of a Writing Lesson
A typical writing lesson consists of three
basic phases of

 Pre-writing

 Writing

 Post-writing/Publishing

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 Pre-writing

 This phase usually has one or more of these

functions:
 to generate interest in the topic
 to introduce vocabulary, language or concepts
related to the text
 to help pupils see the relationship of ideas
 to activate previous knowledge related to the text

 Generally, this stage is to prepare learners for writing

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 Writing
 The aim is to help learners develop the
necessary writing skill.
 The activities carried out at this stage are
not meant to be used as a form of
assessment, instead, they are to help
learners to write and develop the skill.

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Post-writing/Publishing

 Learners conceptualize what they have

been taught or learnt.
 At this stage, the pupils’ interest in the text
can be heightened and enriched.
 Allow learners to reflect upon what they
have written and make connections to their
life experiences, or knowledge of the world.

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IMPORTANT CONSIDERATIONS FOR
TEACHING

• Planning and Organization of Lessons

– specifications must be reorganized in a manageable
form for teaching; the skills of listening, speaking,
reading and writing have to be integrated in a natural
manner.

• Learner-Centredness
– approaches, activities, materials to suit the differing
needs and abilities of pupils.

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IMPORTANT CONSIDERATIONS FOR TEACHING

• Integration
– adopt an integrated approach. For example, a particular
lesson may begin with a story about the daily happenings
around a family. The teacher can take off from the reading
to teach social expressions as found in these stories.
Teachers can also use everyday situations to teach
expressions such as “Please come in I’ll get my mother.”
These statements can be used later gets pupils to write
about life at home or about their friends.
– moral values are infused through the selection of
appropriate materials and activities; integrate elements of
patriotism, environmental/health education

• Repetition, Reinforcement and Consolidation

– Language skills, vocabulary, grammar items, the sound
system must be repeated often; variety of tasks are to be
set
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IMPORTANT CONSIDERATIONS FOR TEACHING

• Teaching-Learning Activities
– every opportunity to take part in activities that require
them to use the language taught; some activities have
been suggested; be creative and set challenging tasks
and activities

• Evaluation
– continuous formative evaluation provides important
feedback of learners’ progress; enable teachers to
plan activities for further development or remedial
work.
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References
Brown. H.D. & Lee, H.Y. (2015). Teaching by principles:
An interactive approach to language pedagogy (4th.
ed). New York: Pearson

Harmer, J. (2011). The practice of English language

teaching (4th. ed.) Harlow: Longman

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TUTORIAL TASK
In groups of three:
 Analyse the sample writing lesson plan.
 Comment on its strengths and weaknesses.
 Suggest ways for improvement.
 Present your findings during your tutorial on
09.08.2016.

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