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Teaching Writing in thePrimary ESL Classroom

Tutorial Task

Prepared by:

Nurain Sofiah

Arif Farhan

Muhamad AzizNur Farhana Akmal

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Question 1

4 ways how teacher can support spellingdevelopment in the classroom. Provide specific

example pertaining to the KBSR/ KSSR syllabus

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Students who need additional support in spellingshould be provided with a program that recognizestheir current developmental level and builds anunderstanding of word patterns based on each of thefour forms of spelling knowledge.

Systematic teaching of spelling will involve initialteacher modeling of strategies, followed by guided andthen independent practice. The teachers role is toorganize the examination of words in such a way that

students understand how particular spelling featuresand patterns operate (Templeton & Morris, 1999).

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Curriculum Content for Year 1,2 & 3

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 helppupils acquire penmanship.

Correct formation of letters of the alphabet is

important in order to help pupils write neatlyand later write words, phrases and sentences

legibly.

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Content Standard

3.2 By the end of the 6 year primary

schooling, pupils will be able to write using

appropriate language, form and style for a

range of purposes.

3.2.4 Able to spell common sight words.

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Since writing is an ongoing process, children

need to master the spelling first

Word level> phrases level> sentences level>

paragraph form & etc

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StudentCentered Approach

Personalized spelling lists

Learning variety of words including those wordsmisspelt in their own writing

Selecting words they need to spell Transferring words into a book

Learning selected words through variety ways. Eg:

Memorizing, exercises, tape. Teacher monitors and check the spelling written

by the pupils

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Example of activityThe teacher test the pupils spelling and correct them if there are any

mistake. Next, the teacher will repeat giving the pupils same words tospell to see their development and understanding.

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Break words into parts (Chunking)

Break the word into syllables.

Teach three words a day rather than four or

five, or fifteen at the beginning of the week

Repeated spelling and pronunciation

Provide enough practice to spell the word and

give feedback

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Example of activity

Teacher can ask the pupils to complete the puzzle as a practise to test the

pupils understanding on the words that the teacher had taught.

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Spelling games activity

Motivating students

Learning through fun activities

Board game, word puzzles, chaining puzzle,spelling bee, cut it out.

Self testing, partnertesting, teacher testing

Drill the words through the activities

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Example of activityThe teacher divide the pupils into several groups and asks the pupils to

complete the task sheet below. The group that finished the task in the

shortest time will be a winner!

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Look, say, cover, visualize, write, check

process (Exercises)

Look at the word, focusing on the spelling,

Say the word aloud Cover the word so it cant be seen

Visualize the word, imagining it.

Write it down on a piece of paper Check that the word has been spelt correctly.

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Exemplar 1

Justification:

We choose this activity for

because we believe that learningshould be fun and exciting which

was proposed by KSSR. We also

believe that pupils learn better

when they found the element of

fun in the learning process.

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Exemplar 2 (Word Pyramid)Justification:

Since KSSR is learner centered, by

using this activity, pupils are

encourage to build their own

knowledge, contribute to the lesson

and we believe, more discussion will

be carried out in class where pupils

will be voicing out their ideas on what

alphabet can be add on to every word

pyramid their peers have done.

To us, this is something related toconstructivism approach. The role of

a KSSR teacher is more towards

facilitating the pupils and not spoon-

feeding them all the time.

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THANKYOU