Planning for Teaching Writing

Interpreting the Writing Skills in the Syllabus – KSSR English Syllabus

The approach adopted in the Standard-based curriculum is underpinned by the following 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. The strategy of phonics is introduced in order to help learners begin to read and a good foundation in penmanship will help pupils acquire good handwriting.

-       Learning is fun, meaningful and purposeful. Lessons, which emphasize meaningful contexts and the integration of language skills, allow learners to learn by doing fun-filled activities. Contextualised as well as purposeful activities will promote the fun element in language learning.

-   Teaching is learner-centred so teaching approaches, lessons and curriculum materials must suit the differing needs and ability of pupils. It is important that appropriate activities and materials are used with pupils of different learning capabilities so that their full potential can be realized.

·         Integration of salient new technologies in line with growing globalisation. Technology is used extensively in our daily 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.

·         Assessment for learning includes continuous assessment as 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.

·         Character-building is an important principle which needs to be inculcated through the curriculum to infuse 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.

Selecting and Preparing Activities for Teaching Different Levels of Writing Skills

Activities in a lesson plan should show connectedness and progress from easy to difficult - from modelled writing to independent writing. This is reflected in the way the curriculum specification is organised. For example with reference to Huraian Sukatan Pelajaran Year 4 KBSR (page 30) :

4.3 Match words to linear and non-linear representations

• Level 1 – 4.3.1 Match phrases to pictures

• Level 2 – 4.3.2 Match words to signs

• Level 3 – 4.3.3 Match words to other words

When planning for writing lesson, the flow of the lesson plan should begin with Level 1 before progressing into Level 2 and 3 for this particular matching exercise. This is to ensure learners are able to grasp proper understanding of the lesson and to successfully achieve intended objectives.

Grading and sequencing the writing lessons according to level of difficulty.

Teachers need to sequence their writing lessons in some logical order.

Basically, at the earliest levels, a lesson may involve providing multiple and varied context for practising handwriting and/or spelling, teaching and creating occasions for meaningful practice in punctuation, as well as providing occasions for using what language they have for real communication.

At later phases the writing lessons could focus on the process involved in producing a written document such as a letter or a story.