CURRICULUM STUDIES:

THE APPLICABILITY OF WRITING SKILL

IN THE CLASSROOMNur Aliaa Awang

N7261314

OVERVIEW Classroom context

Writing skill

AnalysisLearning objectivesClassroom strategiesAssessment

Conclusion

CLASSROOM CONTEXTYear 5 I

No of students 46Theme World of KnowledgeTopic A Visit to Genting HighlandsFocus skill WritingIntegrated skill Speaking Level of proficiency Advance

WRITING SKILL Aim of English Language Syllabus:

“To equip learners with basic skills and knowledge of the English language so as to enable them to communicate, both orally and in writing, in and out of school” (Ministry of Education Malaysia, 2001).

Teachers are encouraged to vary the stimuli make writing as an enjoyable and meaningful learning experience.

(Ministry of Education Malaysia, 2001)

LEARNING OBJECTIVES By the end of the lesson, students

should be able to; i) describe the pictures seen.

ii) write a short essay by using the given words.LEARNING OUTCOME CURRICULUM

SPECIFICATION4.7 Give accurate information when writing messages, instructions, simple reports, and when filling out forms

4.7.4 Write simple recounts with guidance

CLASSROOM STRATEGIES Teacher asks few students to talk about

their experience of going for holiday.

Personal experiences are factually concrete and emotionally valuable.

(Norris, 2001)

Acknowledging students’ experiences stimulate intrinsic motivation

CLASSROOM STRATEGIES

Teacher distributes worksheet contains pictures and words.

Teacher asks students to write in their ‘Writing Book 2’ individually.

Teacher checks students’ writing marks and gives feedback.

WRITING ACTIVITY Adopt worksheet from model test paper.

Exam oriented.

Worksheet exam (UPSR) format: Section C.

To prepare the students for the upcoming English test and the UPSR.

WRITING ACTIVITY

CLASSROOM STRATEGIES Advance students individual writing

activity Scaffold them by providing vocabs in

the activity “At this stage, students should be

encouraged to write independently but when this is not possible, teachers need to set guided writing exercises relaxing the amount of control gradually as students show greater confidence”

(Year 5 Curriculum Specification, 2003)

CLASSROOM STRATEGIES

Portfolio compiling students’ writing activities in Writing Book 1

Portfolios are systematic and meaningful collections of artifacts documenting students’ literacy development over a period of time (Tompkins, 2010).

Writing Book 2

(portfolio)

Comments and feedback are

given

Helps students, teachers, and parents see

patterns of growth from one literacy

milestone to another

As a future reference see

their writing development

ASSESSMENT Summative assessment- assess students’

writing abilities

Ujian Prestasi 1, Bahasa Inggeris, Paper 2, Section C

Requires the students to write a story based on the pictures and words given

Content relates to students’ familiar topic and writing genre. Cater to students’ background knowledge (Christenson, 2002).

CONCLUSION

Teachers need to understand the curriculum content such as language skill, language content, educational emphases, and learning outcomes.

Teachers should actively involved in the curriculum (Ornstein & Hunkins, 2009)