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Cac Ela Teachers - Manual
Cac Ela Teachers - Manual
Cac Ela Teachers - Manual
Section A provides a rationale for the revision of the writing component of the SEA and the
thinking that undergirds the information and resources contained in the guide. The importance of
a cross-curricular thematic approach to literacy development is underscored. This is further
strengthened by a process approach to writing which illustrates how to effectively build students
writing skills. As they engage in the act of writing and understand it as a process, it is intended
that the mystery be removed and students will grow in awareness of the criteria required for an
effective piece of writing. The use of rubrics by both teachers and students also encourages
understanding of and objectivity in the assessment of writing.
Section D explores the benefits of Reflective Writing. It must be noted that reflection is a
powerful method to be used as a tool of learning and a tool for learning. Reflection, by both
teachers and students, will generate deeper, more meaningful insights to best meet the needs of
students. This genre is not for assessment.
INTRODUCTION
The writing assessment has been shifted to the Continuous Assessment Component
(CAC) of the SEA. It has also been revised to accommodate writing across subject areas. This
presents a significant change in the way English Language Arts is assessed and evaluated for the
SEA. It facilitates writing about experiences across the curriculum instead of maintaining a
narrowed focus on narrative-descriptive writing or letter writing as has been traditional with the
SEA.
Students will be encouraged to create a writing portfolio over a two-year period
(Standards 4 and 5) in which they include samples of their writing on topics across subjects.
Legitimate pieces of writing can arise out of any curriculum experience in all subjects: Science,
Agricultural Science, VAPA, Social Studies, Physical Education and Mathematics. Students will
be able to observe their own writing development as they engage in writing tasks across
Standards Four and Five.
Additionally, as students write about their learning experiences across the curriculum,
teachers will better gauge their thinking processes and the degree of learning that has occurred.
Adequate feedback from teachers can then be provided to help students identify weaknesses in
their writing and guide them on how to improve and develop their writing skill. Such an
approach will also allow assessment of both the process of writing and the products created. This
will eliminate having to produce a near-perfect written piece under the constraints of time in a
highly charged examination room.
This change is intended to:
encourage a love of writing across the curriculum.
encourage writing as a tool for learning in all subject areas.
promote writing in a non-threatening environment.
promote a process approach to writing.
facilitate a range of pieces in a variety of genres (exposition, narration, description,
reflection).
allow students to work collaboratively to develop their skills.
allow marks for process and product.
MODES OF WRITING
YEAR WRITING GENRE
ASSESSMENT FORMS
Report
Final assessment
Students writing assessment will focus on the narrative-descriptive genre and include
The scores from both (Portfolio and Final assessment) will be combined and added to students
SEA score.
Standard 4
Students writing assessment will focus on the expository genre and include
The following information is to guide your planning for implementation of the CAC ELA
programme.
Practice
Terms 1-3 Assessments Mid March
Mid
November
Writing
End January
Final Assessment
Portfolio
From the writing portfolio, five (05) pieces of a students best writing that occur across
terms will be scored and contribute to the students CAC Writing score. The final writing
assessment score will also contribute to the students CAC Writing score. In total the CAC
Writing score will contribute to the students SEA score.
Note that five (05) written pieces from a students portfolio will be scored and added to
CAC Writing score.
INSTRUCTIONAL FRAMEWORK
There are two main ways in which the being assessed in the CAC. Using one
curriculum could be delivered, one being the theme, teachers can tackle a number of
subject approach and the other the cross- writing skills using content from any one of
curricular approach. the subject areas that have to be taught. Page
The subject 12 provides a list of writing skills across the
approach is the curriculum. Pages 13 and 14 show how a
teaching of a particular theme can generate a number of narrative
Phys.
subject more or less in Ed. and expository tasks respectively.
isolation from other Music
Narrative Expository
areas of the writing writing
Science tasks
tasks Subject
curriculum. For
Maths content
example,
Figure 1:
Mathematics, The subject approach
Science and
English Language Arts are taught as Theme
separate subjects. Children are taught the
skills and knowledge of a particular subject
Figure 2:
and extend their conceptual levels The cross-curricular
accordingly (see figure 1). approach
A cross-curricular approach to writing
The cross-curricular approach, however,
therefore, enables the teacher to provide a
teaches a number of skills using a theme or
vehicle through which children can apply
topic as a central core. For example, the
the skills and concepts gained from the
topic Human Development can generate a
subjects they are learning.
number of activities in Science, Physical
Education and Character Education.
The cross-curricular approach can be
very useful when teaching narrative writing
and expository writing: two genres that are
NARRATIVE-
WRITING FORMS STUDENTS NEED TO UNDERSTAND:
DESCRIPTIVE WRITING
Agricultural Science: Poems; rap; calypso; songs e.g. Stanzas, vocabulary, figurative language-
Science similes, metaphors; parts of speech; elements of
rhythm and rhyme; poetry structure (limerick);
culturally relevant words and phrases; stanzas,
verses and chorus.
Task: You are a fruit in a market stall, Healthy Diet= Healthy Body
take a look around and write a story
describing all your healthy friends Task: Write a story on the day you got
you see nearby. up and changed your life around by
eating right to stay healthy.
ELA Skills: setting, characterization,
plot, figurative language. ELA Skills: setting, characterization, plot,
figurative language.
ELA Skill:
VISUAL ARTS
AGRICULTURAL
Create a Collage using pictures
SCIENCE THEME: Human of different foods representing
Development a balance diet.
Task: Write a story
describing one day in the TOPIC: Eating Task: Describe your collage of
life of a plant. Healthy the food group.
ELA Skills: use of
ELA Skills: use of adjectives,
adjectives, sensory details,
sensory details, figurative
figurative language.
language.
NARRATIVE
ELA Skill: Explanation of a process
CHARACTER
DESCRIPTIV
EDUCATION/CITIZENSHIP
E WRITING MUSIC
Task: Our vegetable garden is
Task: Create a song using all
intended to lower/decrease our food
the food groups
bill. Write a poem on this vegetable
garden. ELA Skills: use of rhyme,
rhythm, figurative
ELA Skills: use of rhyme, rhythm,
language.
figurative language.
AGRICULTURAL CITIZENSHIP
SCIENCE EDUCATION
MATHEMATICS
For many Standard 4 and 5 students, Setting the Atmosphere for Writing
writing is like having a tooth extracted. It is
Integrate writing with other English
therefore important that we create an
Language Arts Skills (Reading,
atmosphere in our classroom that supports
Writing, Listening, Speaking, and
our students as much as possible.
Representing).
A significant part of writing
Students need to read what they write
instruction is making the writing process a
silently and aloud, discuss ideas, and
natural part of the students classroom
examine the writing styles of authors
experience.
other than themselves. They need to see
What is the Writing Process?
that writing is related to the other skills
The writing process is made up of five steps:
of English Language Arts.
Write along with your students. Seeing
Writing/ Miss or Sir going through the
Drafting Revising process, making mistakes and adjusting
Pre-writing
(Making them, goes a long way towards reducing
(gathering ideas)
adjustments) students anxiety as emerging writers.
Think Aloud (on your own writing) secure the new paragraph.
writing aloud, more than once if necessary, Allot time to conference with your young
and do a think aloud about how you could writers, not simply to give corrections, but
add more details to make your piece clearer. asking guiding questions that empower the
NARRATIVE-DESCRIPTIVE
WRITING
Informs
Explains
Clarifies
Instructs
Uses factual language
Often uses a formal tone
Has a logical sequence.
Narrative-Descriptive writing, on the hand, has a different purpose, which affects the
structure and language that students will use.
Narrative-Descriptive writing tells a story that includes descriptive details that appeal to
the readers senses. The diagram below shows the relationship between the elements of a
narrative piece, and the descriptive details.
For those who need a graphic organiser to guide them, they can use any one of the many story
graphic organisers available in texts and online. The diagram below shows one way of
organising ideas for this task.
The Beginning The Middle The End
(Introduce the setting and (Introducing the Problem, (Finding an interesting
character) adding exciting details) ending)
My feelings as I was pulled into Monster comes (describe Jumps back out of the
the picture: surprised, afraid, monster) picture into the room
excited. My body felt like a
rubber band. Fight the monster and Try to not end with a
escape just as the monster is dream.
The scene in the picture about to eat me.
(Remember to include senses!) Water on carpet?
I Saw: Water, trees, sand
Sand in pocket?
I Heard: wind, waves
Step two: Write a rough draft using the ideas generated in the pre-writing stage. It
need not be perfect.
As I stared at the picture I had created yesterday, I realized I was slowly being pulled into it. I
screamed in surprise as my head neck and body was being stretched like a huge rubber band. What
is happening to me? I screamed as I landed on my face. I lay there for a while in a daze and then
decided to get up and look around at the scene before me. I was in the middle of the beautiful,
deserted beach I had drawn, but everything was now moving and real! As I walked along the beach, I
observed the coconut trees swaying in the breeze. I felt very peaceful.
Suddenly, I heard a loud roar behind me. It sounded like a dinosaur from a movie. My heart
beat faster. Roar! I heard it again. I turned around to see the biggest, ugliest monster. It was green
and scaly with six eyes and a long pink tongue that dripped with green goo. The monster roared
again, as if to say, LUNCH TIME!
My eyes opened wide. I felt frozen to the spot. It was only when the monster started moving
that I realized that it was time to run! I ran like a crazy person along the beach. With every step I took,
my feet sank into the sand and I kept stumbling. Why did I come into the picture! I want to go home!
I screamed. The monster was gaining on me. He was going to have me for lunch! Ahhhhhhhh!
As if by magic, the sand opened like a trap door and there I was falling and falling for what
seemed a long time. When I finally landed, I was back in my room, staring at my picture.
CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 23
What a weird dream! I thought to myself. Then I felt the sand in my pocket
Step 4: Revise the piece. Apply ARMS (add details, remove details, move details around or
substitute details)
Subject-verb
As I stared at the picture I had created yesterday, I realized I was agreement.
slowly being pulled into it. I screamed in surprise as my head neck and body
I dont like how
was were being stretched like a huge rubber band. What is happening to me? that sounds. I will
I screamed as I landed on my face. I lay there for a while in a daze and then remove this.
decided to get up and look around at the scene before me. I was in the middle
of the a beautiful, deserted beach. I had drawn, but everything was now
moving and real! As I walked along the beach, I observed the tall, coconut
I need some more
trees swaying in the breeze. I felt very peaceful as the cool breeze blew softly adjectives and to
on my skin. discuss how the
breeze felt.
Suddenly, I heard a loud roar behind me. It sounded like a dinosaur
from a movie. My heart beat faster. Roar! I heard it again. I turned around to
see the biggest, ugliest monster. It was green and scaly with six eyes and a
long pink tongue that dripped with green goo. The monster roared again as if to
Maybe was is
say, LUNCH TIME!
the better word.
My eyes opened wide. I felt was frozen to the spot. It was only when
the monster started moving that I realized that it was time to run! I ran like a
crazy person along the beach. With every step I took, my feet sank into the I need an
sand and I kept stumbling. Why did I come into the this stupid picture! I want adjective for the
picture and more
to go home! I screamed. The ugly, hungry monster was gaining on me. He
adjectives for the
was going to have me for lunch! Ahhhhhhhh! monster.
As if by magic, the sand opened like a trap door. There I was falling
and falling for what seemed a long time. When I finally landed, I was back in my
room, staring at my picture.
What a weird dream! I thought to myself. Then I felt the sand in my
pocket
Some students are able to revise (make structural changes) and edit (proofread for spelling and
mechanics) simultaneously. For those who cannot, let them look at the piece again and check
their work for spelling and punctuation.
Note to Teachers:
Encourage students to create descriptions that appeal to many of their senses.
They must also use adjectives and adverbs that convey clear and precise
meaning. Remind students that when similes and metaphors are used,
meaning is enhanced and the impact of their writing is stronger.
1. Write a story with the title: The Adventure of Pablo the Paintbrush
2. Write a story that includes this sentence: At the end of the day, I realized that my parents
were right.
CONTENT
Setting effectively established Setting well-developed Fair development of setting Weak attempt at setting No real setting evident
Characters effectively
developed through Characters well developed Character fairly developed Limited development of Neglects development of
description, action and or through description, action and or through description, action and or characters character
dialogue dialogue dialogue
LANGUAGE USE
Uses vivid and impressive Uses appropriate descriptive Uses descriptive language and Uses limited or repetitive Struggles with word
descriptive language and language and sensory details some sensory details word choice choice
sensory details
Uses figurative language in a Little or no use of
Uses figurative language Uses figurative language Uses figurative language limited way figurative language
effectively images, appropriately images, symbols,
symbols, colours colours
Little or no variety in
Demonstrates command of Uses varied sentence length and Fair use of sentence length and Uses limited sentences with sentences.
sentence variety and structure structure to enhance meaning structure some run-on
in conveying meaning
GRAMMAR AND
Effective use of punctuation, Few errors in punctuation, Some errors in punctuation, Errors in punctuation, Little or no use of
MECHANICS spelling, capitalization, and spelling, capitalization, and spelling, capitalization, and spelling, capitalization, and/or punctuation, spelling,
grammar. grammar do not impede meaning grammar impede meaning grammar impede meaning capitalization, and
grammar.
ORGANISATION Effective organization of Well-organized ideas using Organises ideas but limited Limited organization and use Little or no organisation
ideas and use of transition transition words and paragraphs transition words and paragraph of transition words and of ideas.
words/phrases and paragraphs paragraphs
-I established a well-developed -I established a developed an -I established an idea/plot and I established a weak idea/plot
idea/plot and setting. idea/ plot and setting. setting and setting
Content
-My storyline was developed in -My storyline was well -My storyline was fairly -My storyline and theme was
keeping with the theme. developed and in keeping with developed in keeping with developed in a limited way.
theme. theme.
-I attempted to identify
-I developed characters - I developed characters -I identified characters. characters.
through description, dialogue, through the use of
and action. descriptions
-I created a vivid setting and -I created an appropriate -I created a limited setting -I attempted to create a
atmosphere through the use of setting and atmosphere. and atmosphere. setting and an atmosphere.
descriptions.
Word Choice -I used vivid descriptive - I used descriptive language I used limited, repetitive word -I used limited, repetitive
language and details that and some details that appeals choice. word choice.
appeals to the senses. to the senses.
-My writing reflected contexts - My writing reflected -My writing reflected contexts -My writing reflected contexts
vividly (images, symbols, contexts effectively (images, in a limited way (images, in a limited way (images,
colours). symbols, colours) symbols, colours). symbols, colours).
Sentence -I used a varied sentence -I used sentence length and I used some sentence length -I attempted to use sentence
fluency length and structure that structure (e.g. beginning) to and structure (e.g. beginning). length and structure (e.g.
enhances meaning. enhance meaning. beginning).
-All my sentences flowed -Most of my sentences flowed. -Some of my sentences flowed. -My sentences are
fragmented, run-on or
confusing.
Grammar I used rules of punctuation, I used rules of punctuation, I used some rules of I used few rules of
Usage and spelling, capitalisation, and spelling, capitalisation, and punctuation, spelling, punctuation, spelling,
grammar to clarify and grammar to clarify meaning. capitalisation, and grammar to capitalisation, and grammar to
Mechanics
enhance meaning. Errors do not impede meaning. clarify meaning. Errors do not clarify meaning. Errors impede
impede meaning. meaning.
Sentence I used rules of punctuation, I used rules of punctuation, I used some rules of I used few rules of
Fluency spelling, capitalisation, and spelling, capitalisation, and punctuation, spelling, punctuation, spelling,
grammar to clarify and grammar to clarify meaning. capitalisation, and grammar to capitalisation, and grammar to
enhance meaning. Errors do not impede meaning. clarify meaning. Errors do not clarify meaning. Errors impede
impede meaning. meaning.
EXPOSITORY WRITING
Expository writing is a type of writing that is used to explain, describe, inform and it
presents facts. The objective of this type of writing is to examine and explain information by
presenting an idea, relevant evidence, and appropriate discussion. There are no personal opinions
in this type of writing. It is the most frequently used type of writing by students in schools.
Expository writing is used to:
inform
explain
clarify
describe
instruct
direct
It facilitates understanding. REPORTS
TERM
PAPERS
INSTRUCTIONS
EXAMPLES
OF
EXPOSITORY
WRITING
PROJECTS DIRECTIONS
PARAGRAPH CONSTRUCTION
VOCABULARY/ WORD CHOICE
Topic sentence in each paragraph, varied
Use words that convey precise meaning,
sentence types, unity and coherence,
also use the technical vocabulary
adequate development of paragraphs and
required for example in report writing.
use of transitions to shift from one to the
next.
Use this as a guide when you are looking over your expository piece.
RELEVANT CONTENT
I made sure that the subject of the sentence agreed with the verb.
I did not use the same words over and over again.
I used a topic sentence that contains the main idea of each paragraph
Write your question on the board and underline key terms for understanding the task.
Generate ideas through class discussions. Ask students what the task requires of them to do.
.
Step 3: Use Graphic Organizers (Brainstorm)
You can use a graphic organizer to assist with this process. The teacher can put key terms in a
symbol and have students fill in what they comprehend. For example
Date:
Person/s An incident at
involved lunch time at Time:
school
Place:
You must sequence your ideas and this can be done by using a sequencing graphic organizer.
Step 5: Drafting
At this stage the teacher must model and scaffold how to write the report as a representation of
what is expected of the student. Starting with the introduction, the teacher must highlight key
terms that must be included. For the body, students must be shown where to place topic
sentences and supporting details. For the conclusion, students must be shown how to use
appropriate transitional phrases and how to sum up points without adding new information. Each
stage is done separately.
You can use examples of transitional words, technical vocabulary and graphic organizers as
supporting tools.
Step 6: Revising
Teacher must look at the external structure first. You can use the ARMS revising tool (Faigley &
White, 1981) A-Add, R- Remove, M-Move/Shift, S-Substitute. You can give instructions for
group/peer or self-revision. Teacher must engage in one- on one where needed. A self-revision
checklist is useful, highlighters, different colour pen.
Step 7: Editing
You must focus on grammar usage, mechanics and refining language. Teacher can start with
circling and correcting spelling and then follow on to capitalization etc. A self-editing checklist
can be used, ask a peer, teacher-student.
Step 8: Publishing
Teacher must increase students motivation to write by publishing their work. For example: on
the walls of classrooms, library, bulletin boards, newsletter, magazine and can be read on the P.A
system at an assembly.
as soon as In addition
when For example
suddenly
next week additionally
yesterday other
soon
later
afterwards
about
finally
then
During the lunch period, Justin, Daniel and Adrian were playing a game
called Ride Over. This game is played when two children hold both hands facing
each other as another child runs towards them and either jumps over or burst
through their hands. While playing this game, Justin tried to jump over Daniel
and Adrians hands. As he attempted to jump, Daniel and Adrian raised their
hands higher, and as a result, Justin tripped, fell over and burst his lower
Body How it started.
lip. His lip began to swell and bleed immediately.
cafeteria and got a piece of ice for Justin to put on his lip. While Andrew
was attending to Justin, Aaliyah Dick ran to the teachers staff room and
What
reported the accident to Ms. Diana Francis, Justins class teacher. Ms. happened
during the
Francis called for Ms. Ramon, the schools principal and Justin was then experience.
taken to the principals office where the teachers attended to him. After he
was attended to, the principal called Justins mother and reported the
incident. About ten minutes later, his mother came and took him home.
At the end of the lunch period, the principal called an assembly; informed
How it ended.
all the students about the incident and instructed that Ride Over was not to be
Conclusion played during school hours anymore. She thanked Andrew and Aaliyah for
assisting Justin and asked students to be more careful when playing with each
other.
1. Write a report for your principal on a competition in which your school participated.
2. Write a report to your teacher about something that happened during lunch time that you feel
she needs to know about.
2. Write a report for your principal on a field trip your recently went on.
WRITING Uses the writing process Uses the writing process Uses the writing process. Uses the writing process. Uses the writing process
PROCESS
CONTENT Details are specific to topic and Details are related to topic Some relevant details Few, insufficient or minor Unable to find specific details
provide all the necessary and provide most of the presented. details presented. relevant to topic.
information. necessary information.
LANGUAGE USE Uses language that conveys Uses language Satisfactory use of language Limited use of language Many errors in language use.
precise meaning. Extensive appropriately in conveying relevant to report. relevant to report
vocabulary use meaning. Competent use of Satisfactory use of
vocabulary vocabulary
.
GRAMMAR AND Effective use of punctuation, Few errors in punctuation, Some errors in punctuation, Errors in punctuation, Little or no use of
MECHANICS spelling, capitalization, and spelling, capitalization, and spelling, capitalization, and spelling, capitalization, punctuation, spelling,
grammar. grammar do not impede grammar impede meaning and/or grammar capitalization, and grammar
meaning impede meaning
Introductory paragraph is All relevant information Relevant information Limited information in Introductory paragraph is
clearly stated and all relevant included in introductory included in introductory introductory paragraph unclear.
information included. paragraph paragraph
Information is presented in a Information is presented Information is logical. Information is scattered Details are not organized,
ORGANIZATION comprehensive manner with effectively within Evidence of paragraph use Use of simple sentences written in sentence fragments
sequencing of paragraphs, paragraphs, at least two and at least one sentence with few details provided. and difficult to understand.
varying sentence types and sentence types and types
pertinent details included. pertinent details included.
Effective use of transitions Competent use of linking Satisfactory use of linking Some use of linking Little use of linking
throughout the report. words/transitions words/transitions words/transitions. words/transitions.
Final paragraph draws a clear Final paragraph is logically Final paragraph follows Final paragraph is Absence of concluding
and effective conclusion to the connected to report report discussion minimally related to the paragraph.
report. report topic.
My Writing
Superior Competent Satisfactory Makes an attempt
The Writing I used all steps of I used most I used some steps of My writing shows
Process the writing process steps of the the writing process little or no use of
to enhance meaning writing process the writing
process
My first paragraph My first My first paragraph is My first
is clearly stated paragraph is stated. paragraph is
Organisation and focused for clearly stated unclear.
clarity. with a focus.
Content I used relevant I used satisfactory I used few, insufficient I did not use
details specific to ssupporting details. or minor details. details specific and
topic providing all relevant to topic.
necessary
information.
Word choice I used extensive I used vocabulary I used vocabulary with I used vocabulary
vocabulary. appropriately. a few errors. with many errors.
Sequencing.
Using numbers.
Using words and phrases which convey precise meaning.
Using clear, precise and suitable language.
Step-by-step instructions typically use the second-person point of view (you, your,
yours).
Instructions are written in the active voice and the imperative (command) mood: Address
your audience directly.
Instructions can be written in the form of a numbered list so that users clearly recognize
the sequence of the tasks.
Clear instructions are unambiguous, understandable, complete, consistent, and efficient.
Introduction
with
content
information
Conclusion
Basic
that signals
Features of Specific and
completion of
Instruction precise title
task
Sequential
ordered steps
(numbered)
Write your question on the board and underline key terms for understanding the task.
Generate ideas through class discussions. Ask students what the task requires of them to do..
You can use a graphic organiser to assist with this process. The teacher can put key terms in a
symbol and have students fill in what they comprehend. For example
My Favourite
Game
Step 2:
1.
Step 3:
2.
Step 4: Sequencing
You must sequence your ideas and this can be done by giving step by step instructions on how to
play the game. Ensure that the rules follow a logical format as well as the steps to play the game.
The rules must be done separately from the steps of the games.
At this stage the teacher must model and scaffold how to write the instructions as a
representation of what is expected of the student.
Start with the introduction, the teacher must highlight key terms that must be included.
In the body, the rules of the games must be placed before how to play the game. Students
can write the rules and instructions in numbered form. The use of imperative verbs
(commanding verbs) and transitional words (connecting words) can be highlighted so
students can identify with its importance in writing instructions.
For the conclusion, students must be shown how to use appropriate transitional phrases,
imperative verbs and how to sum up points without adding new information.
Step 6: Revising
Teacher must look at the external structure first. You can use the ARMS revising tool (Faigley &
White, 1981) A-Add, R- Remove, M-Move/Shift, S-Substitute. You can give instructions for
group/peer or self-revision. Teacher must engage in one- on one where needed. A self-revision
checklist is useful, highlighters, different colour pen.
Step 7: Editing
You must focus on grammar usage, mechanics and refining language. Teacher can start with
circling and correcting spelling and then follow on to capitalization etc. A self-editing checklist
can be used or ask a peer or teacher-student conference.
Step 8: Publishing
Teacher must increase students motivation to write by publishing their work. For example: on
the walls of classrooms, library, bulletin boards, newsletter, magazine and can be read on the P.A
system at an assembly.
2. You have made the best chow and your classmates want everyone at your school to
know how you made it. Your teacher asked you to write a letter giving instructions on
how you made this chow for your school magazine.
3. Your principal wants to know how to play your favourite game. Write a letter giving the
instructions of the game.
Uses transitions effectively. Uses transitions Uses transitions occasionally. Little or no use of transitions.
appropriately.
Uses a format appropriate for Uses a format appropriate for Limited use of appropriate Inappropriate use of format.
instructions including instructions including format.
paragraphs, bullets or numbers paragraphs, bullets or
as necessary. numbers as necessary.
Word Choice Uses words/phrases that Uses words/ phrases that Uses some words Uses vague or repetitive diction.
convey precise meaning. convey meaning. appropriately.
Vocabulary is confusing or
Consistent use of vocabulary Some use of vocabulary Little use of vocabulary irrelevant
appropriate to instructions. appropriate to instructions. appropriate to instructions.
Grammar, Effectively demonstrates use Demonstrates use of Some errors in punctuation, Little or no use of punctuation,
Mechanics of punctuation, spelling, punctuation, spelling, spelling, capitalization, and spelling, capitalization, and
capitalization, and grammar. capitalization, and grammar. grammar. grammar.
Consistent use of appropriate Tense used correctly Some errors in use of tense.
tense Little or no use of appropriate
tense.
REFLECTIVE WRITING
Reflective Writing helps students clarify and develop the reading/writing connection:
o The skills underlying the reading and writing knowledge and processes are similar, so the combination of
reading and writing instruction is essential in literacy development.
o In reading, meaning is built from texts and in writing meaning is built for texts.
o As writing improves through daily communicative use, reading is enhanced.
clarify content
studied and how
and why they do it
Reflective
Writing develops
discover successful metacognition.
techniques to use Students... reflect on mistakes to
again avoid repeating them
Feelings about the lesson Diary entries- used for recording personal
How did you feel about this new lesson? and group responses.
What were you thinking during the Journal & Double Entry Journal- with
lesson? regular entries for any subject area
How did you feel about what was Learning Log /Reflective Note- a
happening during the lesson? reflection on what has been learnt
How did you behave during this lesson?
Poems/Songs/Stories- a creative response
How did you feel when the lesson ended?
to a individuals experience of a lesson
Review of lesson
Prompts for Reflective Writing:
Write on what you liked about the lesson.
I like..
Write details about what you did not
like/did not understand in the lesson.
I did not like
Write about how your friends felt about
the lesson. I am happy with
Did you follow what the teacher was
saying? If Yes, why? If No, why not? I understand
ADDITIONAL TEACHER
RESOURCES
Lesson Type: The lesson seeks to develop student skills in selecting and organising relevant
details within the body of an expository report.
Previous Knowledge:
Objectives:
Students will
Materials
Procedures
2. Teacher and students discuss what was seen in the video. Students work in groups to fill a
graphic organiser with relevant details about the persons and situation from the video.
3. Teacher takes relevant information and demonstrates on the board how to insert the main
points and supporting details into the paragraph of the body.
4. Students work in groups, to collaboratively construct another paragraph of the body based on
the situation presented in the video.
Evaluation
Groups orally present their paragraphs followed by general class discussion of each
paragraph presented to identify the main point and supporting details.
Next-
Next-
Next-
Last-
Objectives:
Students will:
Identify the important parts of a story (setting, character, conflict, theme, plot).
Resources
Concept map,
whiteboard markers,
the video link of the story, Little Red Riding Hood
( http://www.bbc.co.uk/cbeebies/misc/stories/misc-littleredridinghood/),
Multimedia projector,
laptop,
speakers
Internet connection.
PROCEDURES:
Step 1: Teacher plays the short clip and students listen to the interactive video reading of
Little Red Riding Hood.
Step 2: After this video, teacher asks students to direct their attention to the whiteboard,
where he/she draws a concept map. In the middle of the circle is written, Story-
Little Red Riding Hood. The various lines extended out that connect to the circle
have character, plot, theme, conflict, descriptive details.
SETTING THEME
The Three
CONFLICT PLOT
Little Pigs
CHARACTERS
Instructions:
Use this concept map as a guide and fill out what you understood from the lesson taught. Read
the story provided of the Three Little Pigs to fill out information. You can use your copy books
to fill out information, using the subheadings above.
RESOURCES
Multi-media projector
Laptop PowerPoint presentation
Movie clip (Transformers or any other student-friendly movie with a strong plot like
Finding Nemo)
Graphic organisers
Work strips
Sample of song
PROCEDURE
SET INDUCTION Teacher shows an intense scene from the movie (For example, in
Transformers where Sam destroys Megatron) (5 minutes)
This PLOT ORGANISER shows how the main events in a short story are organised into a
plot.
Climax
Falling Action
Rising Action
Ending (Conclusion)
Beginning (Introduction)
STEP 2: Ask students to recall the fairy tale Jack and the Bean Stalk (or any story with
which the students may be familiar). Draw a graphic organiser on the board
illustrating the stages of plot. The teacher writes simple sentences on cardboard
strips, summarising the stages. Read and then allow students to place word strips
in the correct order along the organizer.
STEP 4 Ask groups to present the stories to the class pointing out the stages of the plot. Have
the class assess whether the plot was accurately maintained. If the plot needs revision, ask the
class to make corrections.
CLOSURE Distribute a song to students. The teacher will question students with respect
to the stages of plot and the importance of each stage.
EVALUATION
Students will be given a short story and asked to read and illustrate the stages of plot.
FOLLOW UP LESSON
Lesson Two
ESTIMATED TIME: 70 minutes
OBJECTIVES
Students will be able to:
Give information for the plot of a short story
Sequence information according to the stages of the plot
Assess and make changes to the plot of the story
Write a sentence to illustrate each stage of the plot.
Given a topic, elicit from students:
The beginning (introduction)..
Rising action.
Climax...
Falling action
Resolution (conclusion).
Use a plot chart to put in this information.
SONG
Plot is the action, the quest for satisfaction,
What's going down, what's going to happen.
Four men at sea in an open boat,
Rowing and hoping that they can stay afloat. The plot:
They have to make it to the beach,
But the waves are big, and the shore seems out of reach,
Plot is a series of events... like .,
It could be crazy, wild or straight wicked.
Lesson Topic: Painting a picture with words Using the five senses to write
Character Descriptions
Previous Knowledge: Students understand adjectives, its form, use and function; students know
the five senses and understand their use in narrative/descriptive writing.
Estimated Time: 60 minutes
MATERIALS:
Whiteboard markers
Chalk
Pictures of characters/media personalities/sport stars
Graphic organiser copies
MEDIA RESOURCES:
DVD
Multi-media Projector
Music Video
STRATEGIES:
Brainstorming
Modelling
Guided practice to Independent practice.
Objectives:
Students will be able to:
Identify adjectival words and phrases needed to paint a picture of the character.
Discuss how adjectives are used to describe characters which appeal to the five senses.
Produce/create a written description of the music personalities shown incorporating
adjectives that have the effect of describing a character through the five senses.
Make oral presentations in Standard English describing a character.
1. Share a basic definition of adjectives for students, on the board or an overhead, to review
the concept to students.
2. Review the five senses and how they function in narrative/descriptive writing.
3. Have students look at a music video of their favourite music genre.
4. Brainstorm through use of a graphic organiser the physical characteristics of one of the
characters in the video.
5. Group the adjectival phrase/words in senses categories (touch, taste, smell, sight, sound).
6. Model redefinition of the words and phrases into vibrant precise verbs (red dress- blood-
red dress)
7. Elicit student response through guided questions to revise adjectives to paint an exact
picture of what they are trying to capture. (Sight- type of clothing, height, eye colour,
weight, colour; Touch- hair texture, clothing texture, skin texture, what the character
touches, what they are carrying; Taste- are they eating? What are they eating? What
foods and what specific smells; Sound- sounds heard in the characters setting or
environment, voice; Smell- the scent of the character, the scent of their surroundings)
8. Choose one character and model how to incorporate the adjectives on the board.
9. Choose another character and through modelled writing create with the class a descriptive
paragraph on the character.
10. Place students into groups and give each group a picture of a character in a setting.
11. Have each group use their graphic organiser to brainstorm characteristics/traits.
12. Have students create a written description of the character using precise adjectives
incorporating sensory details.
13. Have students read their piece and justify their adjective selection.
EVALUATION:
RESOURCES:
Setting hand-out
Setting Assessment hand-out
Movie clip from the movie
Any story with a rich setting
Multi-media projector
Lap top
PROCEDURES:
Step 1: Review what the setting of a story is. Distribute the Setting hand-out, and go over
the three components of setting: time, place and environment.
Step 2: The teacher reads or tells the story and leads a discussion of how the time, place
and environment influenced the story plot.
Suggested questions:
How would the story have been different if the time, place or environment
was different?
Step 3: Before playing the clip from the movie, ask students to watch and listen for details
about the various settings in this clip.
Step 4: Students discuss the various settings in the movie clip. Teacher models for
students how to complete one part of the setting hand-out.
Step 5: Before showing the movie clip again, teacher asks students to take notes recording
details about the setting's time, place and environment. Students complete the
Setting hand-out.
Step 6: After viewing, allow students to share their responses and add to their notes.
Discuss how the time, place and environment of the setting from the movie clip
influenced the story.
For students who need additional teacher guidance:
Read several children's stories and discuss how the setting influences each
story's plot.
Review note-taking strategies before watching the segment.
Provide assistance with taking notes while watching the video by pausing the
movie clip at intervals to allow students extra time to write.
Provide opportunities for students to view the movie clip additional times.
Step 7: Each student will produce a continuous paragraph using the notes from their
setting hand-out.
CLOSURE:
The students produce a paragraph on setting. They would also present this orally to the class.
EVALUATION:
1. Listen to students discussion on setting from the story and movie clip.
2. Evaluate students finished product.
TEACHER REFLECTION: The teacher records comments, observations and reflections about
the lesson. This includes comments about the students attitudes to the lessons, to their tasks and
SETTING HAND-OUT
Setting might include:
What is the setting(s) in the movie? Write the details under the headings:
Place
Environment
Time
Directions: Using your Setting Notes, write a paragraph in which you explain how the
place, time, and environment make the movie more interesting.
The setting(s) from the movie "Brave" influences the story in many ways.
The setting that is the place, time, and environment of this story has a great deal to do with what
happens.
Teaching point: The stages of plot in the short story are beginning (introduction), rising action,
climax, falling action and end (Conclusion).
Objectives:
Students will:
Resources
Teacher Reflection
1. How did students respond to the lesson in general? (Refer to journal entries)
2. What challenges did I face?
3. What did you do during the lesson to overcome challenges?
4. What other strategies can you use to teach this lesson more effectively?
Sensory Word Bank Tool
SIGHT TOUCH TASTE HEARING SMELL
A prince An old lighthouse To save the princess A curse from the Goddess, Hera
A princess A cave under the The prince must rescue Mack is released from the cave
water the princess
Mack, the monster A rocky cliff To break the curse Stormy gusts of wind
1. STORY STAIRCASE
Use the outline below to retell the main events in story order:
Title of Story___________________________________________________
This story begins when ___________________________________________
The problem is __________________________________________________
The next thing that happens is ______________________________________
Then __________________________________________________________
After that, ______________________________________________________
The problem is solved when _______________________________________
2. CHARACTER WEB
1. Choose a character from a story and write the name in the central box.
2. Write about the things the character does in the story in two circles.
3. Think about and write words to describe the characters actions for example: exciting
in the two boxes.
4. Write other characters view of the selected character in two boxes.
3. WORD DETECTIVE
4. NARRATIVE SCAFFOLDS
Title of story:
Main characters name
Two words describing main character
Three words describing the setting
Four words stating the problem
Five words describing one main event
Six words describing a second main event
Seven words describing a third main event
Eight words stating the resolution to the problem
Adapted from: http://wwwfp.education.tas.gov.au/english/narrative.htm
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5. PLOT GENERATOR
Use the details in each column to mix and match details to create a plot.
Tell Show
He fell down. The childs tear-filled eyes reflected the pain of his
scraped knees. A broken skate lay nearby.
The squirrel went up the A gray squirrel jumped from ground to tree trunk in one
tree. bounce as it scurried safely out of reach of the barking
dog.
ASCD (2004): Strategies for Teaching Writing
Answer the following questions about your character? Remember there are no wrong
answers since the character is created by you. Use some of these details to further
develop your character.
8. BOOKMARKS
After reading a story or a report, respond to the following prompts on the bookmark.
Background Knowledge-It will probably help that I already know This part
connects to what I know about
Main Idea and Authors Purpose-So far, this text is aboutThe author wrote this
in order to
Summarising-This section or paragraph was about
Questioning-I wonder why. How.
Inferring-I bet thatbecauseI thinkBased on this part I assume that
Predicting-I predict thatbecause
Word Meaning-This word meansbecause it has the word partThe word
meansbecause of its context
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SAMPLE OUTLINE OF WORK
FOR STANDARDS 4 & 5
An Outline of the English Language Arts Skills and Sub-skills to be developed at Primary Schools
In preparation of this sample outline of ELA skills and sub-skills, four major factors were considered:
1. Teachers requested a suggested outline of ELA skills and sub-skills to be developed that was aligned with the Continuous Assessment
Component (C.A.C), the S.E.A., the Process Approach to Writing, and the Whole Language Approach.
2. Sequencing of the various ELA skills and sub-skills to facilitate its development before, during, and after Expository and Narrative
Descriptive writing
3. The changes in the methods of assessing and assessment of students writing
4. The varying ELA proficiency levels of students throughout the country
expository pieces
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CONTENT OUTCOMES/OBJECTIVES SUGGESTED STRATEGIES
SKILLS & SUBSKILLS Students will be able to: TEACHING POINTS
Punctuation and Capitalization -use periods and capitals correctly Preparation for Modelling
1. Identify learning outcomes from the
curriculum
2. Collect and display short but well written
examples of the genre of writing
3. Highlight and label key features
4. Provide text scaffolds to support modelling
5. Identify different ways to cater for
differentiated learners
6. Build on different cultural understandings,
skills and experiences that students bring to
the classroom
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CONTENT OUTCOMES/OBJECTIVES SUGGESTED STRATEGIES
SKILLS & SUBSKILLS Students will be able to: TEACHING POINTS
Adverbs and Adverbial -use words with similar meanings effectively that functions as an adverb
Phrases -use pronouns correctly to enhance cohesion
Vocabulary (Synonyms)
Pronouns
-brainstorm and write ideas for a recall report
EXPOSITORY WRITING -draft, revise, and edit an introductory, body, and Brainstorming Implementation
REPORT WRITING concluding paragraphs for a recall report
1. State clearly topic, purpose and audience
2. Decide how and record information
Adverbs and Adverbial -define, identify, and use adverbs correctly
3. If done as a class ask each student to record 3
Phrases -use words with similar meaning effectively
or 4 ideas before sharing
Vocabulary (Synonyms) -identify parts of a book
4. Set rules e.g. no criticism etc.
Study Skills -use the various parts of books to retrieve
5. Encourage the free flow of ideas
information
6. Leave explanations for later
-use the techniques of skimming and scanning to
locate specific information
-use the internet to retrieve information
Effective Writing Instructions
1. Review previously taught skills
2. Present new writing tasks
3. Provide guided practice
4. Provide group and independent practice
5. Provide cumulative review activities
(students must be given a task in which
examples of the most recently introduced
skills are integrated with examples of skills
previously taught)
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CONTENT OUTCOMES/OBJECTIVES SUGGESTED STRATEGIES
SKILLS & SUBSKILLS Students will be able to: TEACHING POINTS
-identify causes and effect in reports The Introduction is the first section of an essay. It
EXPOSITORY WRITING -identify main ideas in cause and effect paragraphs should include the topic of the essay and any other
Comprehension Cause and -identify supporting details in cause and effect sentences at the beginning that give background
Effect paragraphs information or provide a transition.
-identify the information placed in the introduction, The Body follows the introduction and it discusses
the body, and the conclusion of a cause and effect the controlling idea, using facts, arguments,
report analysis, examples, and other information.
Transitional words and -identify transitional words and phrases used in The Conclusion is the final section summarizes the
phrases cause and effect reports connections between the information discussed in
-use words in context to show different meanings the body of the paragraph and the essays
Vocabulary (Multiple -determine meaning of words by analysing the controlling idea.
Meaning Words) context OWL (Observe, Wonder, Link to Life)
http://www.rcampus.com/users/LPWeakland/upload/File/Strategy_Presentation_OWLing(3).pdf
Research Skills -use a variety of media
SQ3R
-conduct research using different sources http://www.studygs.net/texred2.htm
KWL
https://www.msu.edu/course/cep/886/Reading%20Comprehension/7Learn_Serv_Proj_KWL.html
-brainstorm and write ideas for a cause and effects OWL (Observe, Wonder, Link to Life)
http://www.rcampus.com/users/LPWeakland/upload/File/Strategy_Presentation_OWLing(3).pdf
EXPOSITORY WRITING report
SQ3R
Cause and Effect Report -draft, revise and edit an introductory, body, and http://www.studygs.net/texred2.htm
concluding paragraphs for a cause and effect report KWL
https://www.msu.edu/course/cep/886/Reading%20Comprehension/7Learn_Serv_Proj_KWL.html
Vocabulary (Multiple
JIGSAW
Meaning Words) -use words in context to show different meanings http://www.readingrockets.org/strategies/jigsaw/
http://www.prel.org/media/176015/ce_eis.pdf
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CONTENT OUTCOMES/OBJECTIVES SUGGESTED STRATEGIES
SKILLS & SUBSKILLS Students will be able to: TEACHING POINTS
LETTER WRITING -identify the various parts of the letter 1. Keep It Short And To The Point
-identify punctuation marks used in letter writing 2. Make It Clear, Concise, And Logical
Informal and Formal Letters - identify the characteristics of the personal and the 3. Focus On The Recipient's Needs
business letters (Date, Addresses [senders and 4. Use simple language
enclosed], salutation, introduction, body, conclusion, 5. Use short sentences and paragraphs
signature)
6. Review and revise it (make sure the message
-state similarities and differences between the personal
and business letters is what is intended
-brainstorm, draft, revise, edit, and post a personal letter 7. Double check spelling, grammar and
informing someone about a past event punctuation
Imperative Verbs -define and use imperative verbs
Vocabulary (Homographs) -pronounce and state the meaning of homographs in
given sentences
-construct sentences using homographs correctly
Punctuation (period, comma, -use periods, commas, colon, and semicolons correctly
colon and semicolon) when writing letters
85
CONTENT OUTCOMES/OBJECTIVES SUGGESTED STRATEGIES
SKILLS & SUBSKILLS Students will be able to: TEACHING POINTS
-analyse a descriptive piece of writing Prepositional Phrases
NARRATIVE/DESCRIPTIVE -identify the different senses being appealed to
WRITING -evaluate the effectiveness and appropriateness of 1. Develop a class list
Descriptive Writing the description 2. Explain to students that prepositions can be
-identify adjectives and adverbs used in the used to locate things in time, place and
description manner
Prepositional Phrases -evaluate the effectiveness of these adjectives and 3. Construct a wanted poster using PP to
adverbs enhance description of a wanted character
-use prepositional phrases to enhance description 4. Select sentences from a procedural text
(science) to show PP use
-use adjectives and adverbs to effectively and
NARRATIVE/DESCRIPTIVE appropriately describe characters and places
WRITING -effectively and appropriately appeal to the senses
Brainstorm and Draft when describing characters and places
Descriptive Writing -brainstorm and draft character and place
Revise and Edit Descriptive descriptions
pieces -revise and edit character and place descriptions
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CONTENT OUTCOMES/OBJECTIVES SUGGESTED STRATEGIES
SKILLS & SUBSKILLS Students will be able to: TEACHING POINTS
-identify and define the elements of the short story
NARRATIVE/DESCRIPTIVE -brainstorm and state ideas for a short story
WRITING (characters, setting, main events, climatic moment, Punctuation
Brainstorm and draft ideas for conflict, theme and resolution
Narrative piece -draft the beginning, middle and end of a short 1. During read aloud or shared reading point
story out punctuation marks and explain their
First, second, and third person -identify first, second, and third person singular and purpose
Singular and Plural plural 2. Read text with all punctuation removed
Subject and Verb Agreement -apply the rules of subject and verb agreement to 3. Provide a punctuation maze using students
Tenses Review (present, past, first, second, and third persons guided or independent
past continuous) -identify and use the different tenses correctly 4. Examine a shared text to show students how
Direct and Reported Speech -differentiate between direct and reported speech quotation marks are used in direct speech.
-convert direct to reported speech and vice versa Discuss their function
Interjection -identify and use interjections correctly in oral and 5. Provide opportunities for students to
Punctuation (quotation marks) written work experiment with dialogue
-punctuate direct speech correctly
-use quotation marks correctly
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