1. English Language textbooks for primary students : A scaffold for developing writing skills? Marie Perera Marie Perera Dept. of Humanities Education

2. Rationale for the study G.C.E. O/L Examination - 2012 English Language Evaluation Report students’ performance in both the writing tasks are unsatisfactory.G.C.E. O/L Examination - 2012 English Language Evaluation Report students’ performance in both the writing tasks are unsatisfactory. NEREC,2014 - writing is the weakest skill of the grade 8 students. 1C and Type 2 schools’ performance is very much below that of the students of 1AB and National schools.NEREC,2014 - writing is the weakest skill of the grade 8 students. 1C and Type 2 schools’ performance is very much below that of the students of 1AB and National schools. NEREC - 2015 writing and grammar are the weakest skills in grade 4 students. (in press)NEREC - 2015 writing and grammar are the weakest skills in grade 4 students. (in press) Therefore, writing is considered a difficult skill. There is a need to improve the low achievers’ writing skill.Therefore, writing is considered a difficult skill. There is a need to improve the low achievers’ writing skill.

3. Objective Do the primary English language textbooks provide adequate opportunities to develop the writing skills?

4. Data collection Documentary analysis – syllabuses of grades 3-5Documentary analysis – syllabuses of grades 3-5 Writing task to identify the writing ability-50Writing task to identify the writing ability-50 Analysis of grade 3 textbookAnalysis of grade 3 textbook Interview teachers - 10Interview teachers - 10

5. Grade 3 syllabus Trace/copy lines/patterns Copy/trace letters with correct hand movement Form individual letters on paper Copy/write letter groups/words Write simple sentences Distinguish between upper case /lower case letters Use basic punctuation marks

6. Assessment scale Writes letters of the alphabet with correct directional hand movement.Writes letters of the alphabet with correct directional hand movement. Writes capital & simple letters of correct size and formationWrites capital & simple letters of correct size and formation Trace/copy lines/patterns Writes one’s name Begins a sentence with a capital letter and ends it with a full stopBegins a sentence with a capital letter and ends it with a full stop Rearranges & writes the jumbled parts of a sentenceRearranges & writes the jumbled parts of a sentence Writes a simple sentence using a picture clueWrites a simple sentence using a picture clue

7. Test marks Distinguish between upper case /lower case letters -23% Writes one’s name -45%Writes one’s name -45% Begins a sentence with a capital letter and ends it with a full stop. -30%Begins a sentence with a capital letter and ends it with a full stop. -30% Rearranges & writes the jumbled parts of a sentence -46%Rearranges & writes the jumbled parts of a sentence -46% Write simple sentences -30%

8. Analysis of the textbook Pupil’s book and two work booksPupil’s book and two work books Follows a thematic approach – 14 units.Follows a thematic approach – 14 units. Unit 1 & 2 – no writing tasks in the pupil’s bookUnit 1 & 2 – no writing tasks in the pupil’s book Alphabet is introduced in unit 2 in the workbook

9. Unit 9 lesson6 FoodUnit 9 lesson6 Food read and writeread and write (Picture of Pancha)…….. Likes ……… ( picture of toffees) In the work book There are activities to form words – jumble words No activities to form sentences Unit 7 - Family My sister’s hat is yellow.(p.93) My s…….. hat is yellow Unit 9 lesson6 – read and write

10. Alphabet is introduced – both simple and capitalAlphabet is introduced – both simple and capital There are opportunities to copy/ trace lettersThere are opportunities to copy/ trace letters Copy letter groupsCopy letter groupsHowever, There are no opportunities to differentiate between simple capital letters When to use simple/ capital letters Punctuation marks are not introduced Formation of a simple sentence is not introduced

11. Teachers’ views “ “The students can manage the book. Almost all the students are going for tuition. But when the students come without doing anything in Grades one and two…they find it difficult to manage the book.” “ In grade 5 they have to write a lot. They can manage in grade 3 but find it difficult in grade5”

12. Conclusion There is no alignment between the syllabus, assessment, textbook and workbook Textbook is not a scaffold for developing writing skills The syllabus needs to be revisedThe syllabus needs to be revised Textbooks rewrittenTextbooks rewritten

13. References Department of Examinations (2012) Reviewing of the performance of school candidates. G.C.E. (O.L.) Examination -2011 National Institute of Education (2000). English Language Syllabus for Grades 3,4,& 5 National Education Research and Evaluation Centre (NEREC). 2014 National Assessment of Achievement of Grade 8 Students in Sri Lanka. Colombo, Sri Lanka: Author National Education Research and Evaluation Centre (NEREC). 2015 National Assessment of Achievement of Grade 4 Students in Sri Lanka. Colombo, Sri Lanka: Author Thank you