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STEP BY STEP WRITING

WRITING IN ENGLISH

FOR PRIMARY SCHOOL

LEARNERS

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TEACHING WRITING: STRATEGIES

Students need to be personally involved in order to make the learningexperience of lasting value.

Encouraging student participation in the exercise, while at the sametime refining and expanding writing skills, requires a certain pragmaticapproach.

The teacher should be clear on what skills he/she is trying to develop.

Next, the teacher needs to decide on which means (or type ofexercise) can facilitate learning of the target area.

Once the target skill areas and means of implementation are defined,

the teacher can then proceed to focus on what topic can be employedto ensure student participation.

By pragmatically combing these objectives, the teacher can expectboth enthusiasm and effective learning.

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He who dares to teach must nevercease to learn. ~ Annonymous

Good teaching is one-fourthpreparation and three-fourths theater."~ Gail Godwin

If you would thoroughly know

anything, teach it to others." ~ TryonEdwards

A teacher who is attempting to teachwithout inspiring the pupil with a desire

to learn is hammering on a cold iron." ~

Quotations on Teaching

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Writing comes more easily if you

have something to say

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There are many variations of the method, but a simple one is to use pictures asprompts.

1. Collect together enough interesting photographs for the class - 1 each. Thephotographs should have a common theme: people, landscapes, buildings andso on. Ideally you can print the pictures out on an A4 sized sheet (but otherwiseyou could just staple the picture onto a blank A4 sheet of paper).

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Give each student a different picture and ask them simply to write on the paper

a single short sentence about the picture. For example, with the picture above

the student might write:

1. There is a building on fire.

Next, get the students to pass the picture to the person next to them who must

write another sentence about the picture:

2. It is daytime.

Of course if the class are more advanced then encourage suitable speculation:

3. The fire is spreading.

And then the pictures get passed around the class so that each picture will endup with one sentence from each student on it.

3. The next step is to give each student a picture and the attached sentences.

They will now need to write the story of the picture based on their own

imaginations and what the other students have written about it.

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Variations on a Theme

As mentioned above, there are plenty of variations here. You could, for

example, give each student a piece of paper on which is the first line of a

potentially amazing story:

Suddenly the light went out.

The boy couldn't see a thing!

It was a surprise!

I have never seen anything so beautiful in all my life!

The door opened and my new teacher walked in...

Again, each student adds a sentence to a story and passes it on.

Or, you might use realia instead of pictures.

Or you could establish a theme for the writing.

Or restrict it greatly; perhaps if you had recently done a lesson on clothing

you could give each student a picture of a person and each sentence mustmention what that person is wearing.

Or use videos instead of pictures.

Or have each student fill in one part of a questionnaire.

The possibilities are almost endless.

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1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

4. ______________________________________________________________________

5._______________________________________________________________________

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1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

4. ______________________________________________________________________

5._______________________________________________________________________

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Creative Writing

Magnetic Sentences

Scrambled Sentences

Patterned Sentences

Substitution Tables

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Magnetic Sentences

RED BLACK GREEN

Colourful clothes

Music blaringLoud fire crackers

Delicious food

Relatives far and

nearHoliday mood

New clothes

Wear

PlayCelebrate

Visit

Serve

Pray

At the mosque

In the villageOn the table

At home

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Patterned Sentences

Teacher writes a sentence pattern on the chalkboard,

such as: Durians are

Durians are yellow.Durians are smelly.

Durians are green.

Durians are delicious.

Durians are good to eat.

Durians are not good for your health.

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Adjective Order

From ICALwiki

A new red Swiss army knife

When we use more than one adjective in a

phrase, they usually follow this order:

age color origin material purpose

a new red Swiss plastic army knife

We can have other types of adjectives which we put before the age. These

are general adjectives about the size, the shape and our opinion of the noun.

Often we can change the order of these adjectives but we usually put the

most important first.

Here we are concerned with taste:

opinion size

a tasty big sandwich

When you write, it is best not to use too many adjectives. Certainly, never

more than two or, at most, three in a phrase:

the sharp, Swiss army knife

a big, thick sandwich