PKU3105 Teaching Writing Skill

8/3/2019 PKU3105 Teaching Writing Skill

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Cloze

Spelling

Simple sentences

Teaching writing skill


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Cloze

y Distribute the cloze passage only.

y Instruct students to read the selection, even though there are missing words

y Tell students to guess or predict which word belongs in each blank. Tell

them to use context clues and to pay attention to parts of speech that are

missing from the sentence. Important: Tell students they will have an

opportunity to check their work with the complete passage. Their guesses

should not be graded for correctness. (If a grade is given for this activity, it

should be for completion only.)When they are finished, tell them to turn

their cloze over.


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y Distribute the complete passage.Instruct students to read the

complete passage silently. Here, they should pay attention to

the words that were missing in their cloze text. Important:

Again, they should only have one paper on their desk at a

time. At this point, they are not to be "checking their work"

by comparing their answers side-by-side. Having the pages

side by side eliminates the objective of this strategy.


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yInstruct students to turn the complete passage over and to return

to their cloze.Students now have the opportunity to make

corrections, if necessary, to their guesses or predictions. If a

student is having trouble "remembering" which words to corrector needs to refer back to the complete passage, he or she may turn

the cloze over, re-read the complete passage, turn the complete

passage over and return to the cloze. Both documents should notbe face-up at the same time.


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Spelling

Develop Phonemic Awareness

y I find that children develop the ability to hear sounds in words

when I involve them in lots of shared reading of poems, chants,

songs, and big books with repetitive refrains and rhyme. I ask

children to listen for and identify rhyming words, and clap when

they hear them.


6/15

y Select words children know from books, rhymes, songs, and

so on and discover together how knowing one word can help

with the recognition or writing of others, just by changing the

beginning letter(s). For example, when reading the chant "Mary

Mack" or the book Zoo-looking by Mem Fox (Mondo, 1996), write

the words Mack, black, back, crack, quack on a chart. Invite

children to suggest other words with the same sound: pack, sack,

whack, track. Ask children, "How will this help you with your

reading and writing?"


7/15

Explore Sounds

y Tell children you have noticed them listening for sounds in

words they are trying to write so you will help them

discover how different sounds can be written. Reread

familiar books, rhymes, chants, and songs, asking children to

listen for words with a particular sound. List these on a

chart; for example, words with a /k/ sound: kite, cat, school,

bike,Christine,truck,cake,back


8/15

y Help children to identify the letter(s) that represent this sound.

Underline these and ask children to group the words according to

the different ways the sound is represented. For example:

y kite, bike, cake

cat, cake

school, Christine

truck, back


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y During the next few days, ask children to find other words

they know with this sound and add them to the class list. I

usually explain that kids must say a word to listen for the

sound, and I do not confuse them by referring to the soundby a particular letter name. As other sounds are explored, ask

children how this will help them with their writing.


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Discover Spelling Patterns

y Tell the children that thinking about what a word looks like is

a useful spelling strategy, so you are going to explore some

common spelling patterns together. Reread a familiar bigbook, poem, or so on, selecting a particular spelling pattern

to look for. For example, look for and list words with ea,

such as: bead,bread,dead,instead,great,read,treat,break.


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y Ask children to identify and underline the ea spelling pattern in

each word, say the words, and group them according to their

pronunciation, such as:

y bead, read, treatbread, dead, instead, readgreat, break

y Select one of the words and show how knowing it can help with

the spelling of other words in that word family. For example, great:

greater, greatest, greatly, or break: breaking, breaks. Ask children to try

this with the other words you've found. Talk about how thinking

about spelling patterns and building on word families can help

with reading and writing.


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Simple sentences

y Teach, or review, the alphabet with the students. Help them

understand that the letters they are learning form the

sentences you will be teaching them.

y Have each student write a letter of the alphabet on the board

and read it aloud to ensure proper understanding.


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y Write a very simple word on the board, such as "cat." Have the

students say the word repeatedly.

y Write a word relating to the first word on the board. For

example, if the first word was "cat," the second word may be

"meow." Have the students say the new word, in addition to the

first one.

y

Add the filling words in the sentence. Instead of simply "cat"and "meow," complete the sentence. It may read: "The cat says

meow."


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y Encourage the students to read the sentence and copy it on

paper, one word at a time. Praise the students who are doing

well and calmly correct any who are struggling. Have the

students place two fingers from their non-writing hand to the

right of each word. The next word should begin after a "two

finger" space.

y Repeat this process with other sentences until the students

are comfortable writing simple sentences.


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Example sim ple sentences

Example worksheet of cloze

Example worksheet of spelling

Documents

PKU3105 Teaching Writing Skill