Speakers: Brenda Fung Serlina Suen Florence Yip

1. Workshop on Developing 4Cs through Writing Date: 27 May 2006 Language Learning Support Section, EMB Speakers: Brenda Fung Serlina Suen Florence Yip

2. Please Note: • The pictures used in this PowerPoint presentation were collected from various public domain sources. • This PowerPoint presentation is solely for educational purposes and it is not involved in any commercial activities.

3. Programme

4. Activity 1 In groups, brainstorm as many letter c words relating to writing as you can. One word from each group will be chosen by random and the teacher rep has to explain how the word is related to writing.

5. Collaboration Communication Creativity Critical Thinking 4Cs in writing cake camera capture capable capture carpenter carry carve challenge channel chat choice/choose clarify classify clause cohere/coherence cohesive/cohesion coma colour combine complete collect clear collaborate collage collate communicate compare contrast competence compile complete compose comprise conceive concentrate concept concise conclude concrete confirm connect consider consist contain consolidate construct contain content context contrive convention cooperate coordinate correct correlate correspondence cosmetic cover convey craft/craftsman create critic critical crucial cultivate cumulative

6. Collaboration The skills of listening, appreciation, communication, negotiation, making compromises, asserting leadership, making judgements, influencing and motivating others

7. Communication • Listen, speak, read and write effectively • Select the most appropriate means to convey a message in accordance with the audience, the purpose and the context of the communication • Use accurate and relevant information and organize it systematically and coherently for the audience

8. Creativity • An ability to produce original ideas and solve problems • A process • A kind of personal quality

9. Critical thinking • Drawing out meaning from given data or statements • Generating and evaluating arguments • Engaging in questioning and enquiry to judge what to • believe and what not to • Stating opinions • Understanding logical development (cause-and-effect • relationships) • Drawing logical conclusion • Making inferences from sources • Distinguishing between facts and opinions

10. Activity 2Take a look at the writing task assigned to your group and decide which of the 4Cs that task aims to develop in students

11. StrategiesforDeveloping4Cs

12. Improve interaction • Arouse interest • Ensure even participation  Communicate and collaborate more effectively We have just used a strategy. Do you remember what it is? Numbered heads Purpose?

13. More cooperative learning techniques: • Jigsaw activities • RoundRobin (speaking) • RoundTable (writing) • Think/write-pair-share (share with class) • Think/write-pair-square (share with group) (Jacobs 1995) • Assigning roles Communication & Collaboration Strategy 1: Managing group work

14. Think: Your students are to write a poem about the ocean. How would you help them? Sight

15. Smell Taste Touch Hearing

16. The Ocean The ocean is a pair of navy blue jeans The ocean is the roar of an angry lion The ocean smells like my unwashed swim suit The ocean tastes like savoury dishes And when you touch it It escapes between your fingertips Like a naughty fish sight hearing Using the 5 senses

17. Think: Students are to write about a monster. How would you help them? Sight

18. Identifying senses relevant to the task ~~~~~ ~~~~ ~~ ~ ~~~ Hearing

19. Appeal to the 5 senses • Sight • Hearing • Touch • Smell • Taste Use appropriately to suit the requirements of individual writing tasks Generate ideas Creativity Strategy 2: Using the 5 senses

20. Provide a range of input • Various forms: visual and audio (e.g. pictures, sound files, animations, cartoons, songs) CARTOONS Possible writing topic: Describe something or someone you are most afraid of and explain why.

21. I am a toothbrush. Sometimes I feel that I have the worst job in the world. Let me tell you what I do every day. In the morning, when I am still feeling sleepy, my 4-year-old master Robert, wakes me up by putting me into his dark, dirty and smelly mouth. It is so disgusting. I guess he does not really know how to use me. He brushes so hard. I can still feel the pain… Possible writing topic: A day in the life of a toilet roll

22. Writing topic: There are so many things, people, places at school. Write about your favourite things, people, and/or places. Activities Places Food/ Facilities SONGS Subjects Holidays Tasks

23. FAR out in the ocean, where the water is as clear as the prettiest cornflower, and as clear as crystal, there lives a little mermaid in the deep bluesea… An abridged version of ‘The little Mermaid’ Adapted from: http://www.surlalunefairytales.com/littlemermaid/index.html • Various text-types (e.g. poems, stories) • blue Generate ideas Creativity Strategy 3: Providing a range of input

24. Write about the story of the three little pigs. • Provide an imaginative context

25. Problem: 30 - 40 similarstories Solution: How about changing some of the elements of the story?

26. The Three Little Pigs Narrator 3 little pigs, wolf Three little pigs building their own home and their encounter with the wolf Once upon a time, in a village The wolf wants to borrow sugar from the pigs for its grandma to make cakes. He has a cold and his accidental sneezes blows down the houses of the pigs. The difference betweenappearance and reality Write about the story of the three little pigsfrom the point of view of the wolf.

27. New elements leading to new development Plot Setting Moral Character Theme Critical thinking Creativity Strategy 4: Providing an imaginative context by changing elements

28. Activity 3: What graphic organisers will you use to help students with comparing, analysing, classifying or sequencing? • Use graphic organisers • Comparing • Analysing • Classifying • Sequencing

29. Comparing

30. Analysing

31. Analysing

32. Classifying

33. Sequencing

34. Sequencing Organising ideas Critical thinking Strategy 5: Using graphic organisers

35. Timefora break!!

36. Aschoolbasedexample Level: P.3

37. Summary of teaching materials • Unit 3: Camping • Longman Welcome to English (LWE) • Reading & writing skills (RWS) • Reader: Camp diary

38. Longman Welcome to English (LWE) • P.13 Tom and Beeno reported what they did in the camp • played hide-and-seek • boiled water, cooked a meal • stayed in a tent • planted trees

39. Longman Welcome to English (LWE) • P.15 Peter and his family went camping • Peter helped his mum to cook lunch Sequencing words: • First I washed the vegetables. • Next I boiled some water. • Then I cooked the noodles and the vegetables.

40. Longman Welcome to English (LWE) • P.17 Charlie called his mother from school camp Sequencing words: • First I walked to Sai Kung Park. • Next I planted trees. • After that I watched a film and played games.

41. P.18 Play a miming game Students take turns to pick cards and mime according to what’s written on the cards. Days of the week & time are given e.g. wash the dishes, clean the windows, paint a picture, cook some vegetables, water the plants, watch TV. Make the guesses using simple past tense. Longman Welcome to English (LWE)

42. Reading & writing skills (RWS) P.9 Camping Tips – Do’s & Don’ts of camping • Take a tent, food, water, a cooking pot, a torch, warm clothes, a towel…. with you. • Choose flat ground for your tent. • Don’t drink water from a stream. • Don’t walk around without shoes.

43. Reading & writing skills (RWS) • P.11 Put words in a logical order to make meaningful phrases or sentences • For example: • We stayed in a tent. • We cooked food on a barbecue. • We collected some pretty shells.

44. Reading & writing skills (RWS) • P.12 Writing task • Gather information about camping • Organise ideas in a timetable • Write a camp diary.

45. Camp diary – Camping information • 5-day-4-night camp • Things to bring e.g. 5 pairs of socks, 5 T-shirts, 1 towel, 1 toothbrush and so on.

46. Camp diary – Camping activities • Put up tents • Made beds • Made a fire • Cooked dinner • Washed the plates • Went cycling • Swam at the beach • Washed themselves outside

47. Camp diary – Main characters • Owen – First person of the story • Lawrence – Owen’s good friend, but he’s very unlucky in the story • Jim – the camp leader, likes giving out orders.

48. Camp diary – Language features • Use simple past tense to tell the story • Use sequencing words to illustrate happenings • Use adjectives to express feelings e.g. fun, sick, tired, hungry, sleepy, sorry & sad • Time words e.g. Monday, Tuesday, morning, afternoon

49. There are too many books – textbooks, readers, writing books … but there is too little time. What should I do? How many writing tasks should I give? Three? One? How can I make the materials more interesting?

50. Mini-teaching • Please join me in the mini-teaching part • Imagine that you are P.3 students & I am your teacher • You are just back to school after a long holiday