Using 4-step Approach to Teach Writing

1. Using 4-step Approach to Teach Writing 9th March 2012 (Friday) 1:45 pm – 4:00 pm Language Learning Support Section Education Bureau

2. Planning the writing curriculum 1. Using task-based approach • Be meaningful, purposeful and authentic • With clear audience and purpose (s) • Have specific text type (s) targeted

3. Planning the writing curriculum 2. Providing chances for students to use language skills • Make effective use of the textbook materials • Set writing tasks that can apply vocabulary and structures to express thoughts and feelings

4. Planning the writing curriculum 3. Enabling students to write different text types • Provide sufficient reading input for writing output • Expose students to a variety of text types • Teach text features and language structures of specific text types • Experience different phases of writing process collaboratively

5. 4-step Approach Generating & organising writing ideas – Using graphic organisers Turning ideas into a text – using different writing activities 3 2 4 Planning the writing curriculum – designing writing tasks Revising, editing & assessing 1

6. Writing in Action: Inside the classroom School cases

7. School case 1 Writing a story ending

8. 4-Step Approach in teaching writing Generating & organising writing ideas – Using graphic organisers Turning ideas into a text – using different writing activities 3 2 4 Planning the writing curriculum – designing writing tasks Revising, editing & assessing 1

9. Develop writing tasks using thematic approach Level: Primary 3 Unit: Unit 10 Keeping Pets Background • Teachers wanted to improve students’ writing competence • Picture story was chosen as the focus as teachers wanted students to be exposed to a variety of text types .

10. Emphases in the Teaching Design Pre-writing input was emphasised during planning and teaching: 1. Elements of story were taught explicitly 2. Graphic organiser was introduced to students as a planning tool for writing 3. Shared writing was done to demonstrate the writing process 4. Unified editing codes was developed for both teachers and students to facilitate Assessment for Learning (AFL) 5. Self and peer editing was done to strengthen students’ sense of learning ownership

11. Understanding the instructions

13. What makes a good story?

14. 4-Step Approach in teaching writing Generating & organising writing ideas – Using graphic organisers Turning ideas into a text – using different writing activities 3 2 4 Planning the writing curriculum – designing writing tasks Revising, editing & assessing 1

15. Emphases in the Teaching Design Pre-writing input was emphasised during planning and teaching: 1. Elements of story were taught explicitly 2. Graphic organiser was introduced to students 3. Shared writing was done to demonstrate the writing process 4. Unified editing codes was developed for both teachers and students to facilitate Assessment for Learning (AFL) 5. Self and peer editing was done to strengthen students’ sense of learning ownership

16. Using graphic organisers to understand the construction of the text 2 Deconstructing a story

18. 4-Step Approach in teaching writing Generating & organising writing ideas – Using graphic organisers Turning ideas into a text – using different writing activities 3 2 4 Planning the writing curriculum – designing writing tasks Revising, editing & assessing 1

19. Emphases in the Teaching Design Pre-writing input was emphasised during planning and teaching: 1. Elements of story were taught explicitly 2. Graphic organiser was introduced to students as a planning tool for writing 3. Shared writing was done to demonstrate the writing process 4. Unified editing codes was developed for both teachers and students to facilitate Assessment for Learning (AFL) 5. Self and peer editing was done to strengthen students’ sense of learning ownership

20. Main Task You keep a cat as a pet at home. Look at the pictures and write a story about it. You may use the words in the boxes to help you. What happens in the end? Finish the story. 2. 1. Picture 2 Picture 1 fish bowl / sofa sleep/ sausages 3. 4. ? Picture 3 Grandma / catch birds

21. Picture 2 Picture 3 Picture 1

22. 4-Step Approach in teaching writing Generating & organising writing ideas – Using graphic organisers Turning ideas into a text – using different writing activities 3 2 4 Planning the writing curriculum – designing writing tasks Revising, editing & assessing 1

23. Emphases in the Teaching Design Pre-writing input was emphasised during planning and teaching: 1. Elements of story were taught explicitly 2. Graphic organiser was introduced to students as a planning tool for writing 3. Shared writing was done to demonstrate the writing process 4. Unified editing codes was developed for both teachers and students to facilitate Assessment for Learning (AFL) 5. Self and peer editing was done to strengthen students’ sense of learning ownership

24. Editing codes introduced to students

25. Emphases in the Teaching Design Pre-writing input was emphasised during planning and teaching: 1. Elements of story were taught explicitly 2. Graphic organiser was introduced to students as a planning tool for writing 3. Shared writing was done to demonstrate the writing process 4. Unified editing codes was developed for both teachers and students to facilitate Assessment for Learning (AFL) 5. Self and peer editing was done to strengthen students’ sense of learning ownership

26. Revising & Editing: 3. Use the revision checklist and editing checklist below to help you check your work. Self assessment done before peer assessment Writing the final draft

27. Writing a picture story Read the pictures and write a story about them. What to do?

28. Cindy likes dogs. She keeps a puppy at home. • Look at the pictures and write a story in about 30 words. • You may use the words in the boxes to help you. • What happened in the end? Finish the story. Cindy / feed lost/ poster / find ? see/ find/ return Understanding the task

29. Problem Setting Characters Parts of a story: Where Events Story What happens? Resolution & Ending

30. Cindy likes dogs. She keeps a puppy at home. • Look at the pictures and write a story in about 30 words. • You may use the words in the boxes to help you. • What happened in the end? Finish the story. Characters Cindy / feed lost/ poster / find ? see/ find/ return Who are the characters?

31. Problem Setting Characters Parts of a story: Where Events Story What happens? Resolution & Ending

32. Cindy likes dogs. She keeps a puppy at home. • Look at the pictures and write a story in about 30 words. • You may use the words in the boxes to help you. • What happened in the end? Finish the story. Where Setting Cindy / feed lost/ poster / find ? see/ find/ return Where does the story take place?

33. Problem Setting Characters Parts of a story: When Where Events Story What happens? Resolution & Ending

34. Cindy likes dogs. She keeps a puppy at home. • Look at the pictures and write a story in about 30 words. • You may use the words in the boxes to help you. • What happened in the end? Finish the story. Problem Cindy / feed lost/ poster / find ? see/ find/ return Events What happens? Whathappens? How do the character feel?

35. Problem Setting Characters Parts of a story: When Where Events Story What happens? Resolution & Ending

36. Cindy likes dogs. She keeps a puppy at home. • Look at the pictures and write a story in about 30 words. • You may use the words in the boxes to help you. • What happened in the end? Finish the story. Cindy / feed lost/ poster / find Resolution ? see/ find/ return Whatdoes the character do to solve the problem? Whathappens? How does the character feel?

37. Problem Setting Characters Events Parts of a story: When Where Story Resolution & Ending

38. Cindy likes dogs. She keeps a puppy at home. • Look at the pictures and write a story in about 30 words. • You may use the words in the boxes to help you. • What happened in the end? Finish the story. Cindy / feed lost/ poster / find Ending ? see/ find/ return Whathappens finally?

39. School case 2 - Writing a letter of appreciation

40. E-mail Vs letter letter More personal & sincere

41. Why writing a letter? • a common text type that students have to master • a meaningful and purposeful task • authentic (real audience) • teach moral values and attitudes • allow students to put vocabulary items and target structures in use

42. 4-Step Approach in teaching writing Planning the writing curriculum – Designing writing tasks 1

43. 4-Step Approach in teaching writing Understanding the organisation of text type using graphic organisers 2 Planning the writing curriculum – Designing writing tasks 1

44. Text analysis based on graphic organiser

45. How does a letter structure?

46. Salutation Idea 1 Idea 2 Idea 3 Idea 4 Idea 5 Idea 6 Greeting & signature Dear Annie, We have been friends for 6 years and I want to thank you for all the things you did for me. I am happy to have a friend who is always kind to me. You listen to me when I am sad. You are not angry with me when I make mistakes. I am delighted to have a friend who is always helpful to me. When I can’t do the homework myself, you always teach me to do it. I am lucky to have a friend who is so patient. When I can’t do thesums myself, you always teach me how to do them. All the teachers would like to have a student who is hardworking and smart like you. In our spare time, we always have fun. Do you remember we liked tomake cookies ourselves? They were not yummy but we had fun! I enjoy shopping and eating with you too. I am happy to have you to play ball games with me because I can’t play ball games myself. Thank you, my friend. Hope our friendship will last forever. Love, Peggy Whatis the expected end product?

47. 4-Step Approach in teaching writing Understanding the organisation of text type using graphic organisers Generating ideas and turning ideas into a text using different writing activities 3 2 Planning the writing curriculum – designing writing tasks 1

48. School-based example A booklet with a series of activities developed to help generate ideas and give language input.

49. Encourage students to put the language learned in use Dear Annie, We have been friends for 6 years and I want to thank you for all the things you did for me. I am happy to have a friend who is always kind to me. You listen to me when I am sad. You are not angry with me when I make mistakes. I am delighted to have a friend who is always helpful to me. When I can’t do the homework myself, you always teach me to do it. I am lucky to have a friend who is so patient. When I can’t do thesums myself, you always teach me how to do them. All the teachers would like to have a student who is hardworking and smart like you. In our spare time, we always have fun. Do you remember we liked tomake cookies ourselves? They were not yummy but we had fun! I enjoy shopping and eating with you too. I am happy to have you to play ball games with me because I can’t play ball games myself. Thank you, my friend. Hope our friendship will last forever. Love, Peggy Why is a sample included?

50. 4-Step Approach in teaching writing Generating & organising writing ideas – Using graphic organisers Turning ideas into a text – using different writing activities 3 2 4 Planning the writing curriculum – designing writing tasks Revising, editing & Assessing 1