1. Indian Community Languages Schools Parents and Teachers Conference 2017
08 July 2017

2. Developing Writing Skill
A quick reference guide By
Thiru Thirunanthakumar
Teacher of Year 11 and Past Principal,
Tamil Study Centre, Homebush Inc

3. Syllabus K-10 [Language]
Objectives
Outcomes

4. 5. Objectives
Using Language
L/S/R/W

5. 5. Objectives

6. 6. Outcomes
Using Language
Writing
A student:
Stage 1
(Kinder to Year 2)
1.UL.4
demonstrates developing writing skills by recognising and copying [Language]
Stage 2
(Year 3 and Year 4)
2.UL.4
uses models to write text to convey personal
information and ideas
Stage 3
(Year 5 and Year 6)
3.UL.4
writes texts to present key points of information in [Language]
Stage 4
(Year 7 and Year 8)
4.UL.4
applies a range of linguistic structures to express own ideas in writing
Stage 5
(Year 9 and Year 10)
5.UL.5
experiments with linguistic patterns and structures in [Languages] to convey information and to express own ideas.
Using Language: Students will develop the knowledge, understanding and the skills ( Listening, Speaking, Reading and Writing) necessary for effective interaction in [Language]

7. Stage 1 Students learn about Students learn to
symbol / letter formation when writing words and phrases
reproduce symbols/ letters, words and phrases by tracing and copying
ways of organizing and presenting information in context, eg: as labels, speech bubbles, key words in a greeting card
develop writing skills in context
eg: matching words and pictures, labelling objects, completing speech bubbles
features and functions of multimedia used to access and produce text
produce texts using a range of media
eg: greeting cards, posters

8. Stage 2 Students learn about Students learn to
key features of writing systems, eg: ?
featues and conventions of written text, eg: heading, layout conventions
practice writing using models
use scaffolds to experiment with language and produce their own texts
eg: model texts, sample sentence patterns
the construction of text in order to convey meaning
organise and present information
eg: by selecting from options to label pictures and complete sentences
the use of supports to convey meaning to assist the communication of ideas
eg: dictionaries, word lists, glossaries
Refer to chart or lists to access vocabulary to enhance communication of ideas
use of ICT for communicative purpose
use word processing skills to produce texts and engage the interest of the reader
eg: greeting card, posters

9. Stage 3 Students learn about: Students learn to:
the impact of purpose, context and audience on constructing text
apply specific rules of grammar and access appropriate vocabulary to construct written texts
referring to models used to express own ideas
use available resources to support the construction of new texts
eg: dictionaries, word lists, sentence models
principles of text organization and structure in constructing own text
eg: sentences, heading
convey information in a sequence of sentences, each containing one r two main points
the use of multimedia for communicative purposes
use multimedia to support production of original texts
eg: word processing, power point, images from internet etc.

10. Activities Recognizing and copying Letters / Words / Phrases
Label pictures
Matching words and pictures
Filling gaps in sentences / paragraphs
Use models to write about personal information and ideas
using a model sentences
using a model paragraphs

11. Activities Name Vani Giri You Neighbour1 Neighbour 2 Age Ten Twelve
Class
Year five
Year seven
Favorite Subject/s
Language
English and Technology
Favorite Sports
Tennis
Cricket
Leisure time activities

12. My name if Vani. I am ten years old. I am in year five at ……………………
My name if Vani. I am ten years old. I am in year five at …………………….. My favorite subject is Language. I like Tennis. My leisure time activities are: ………………………………………………….
Students use the above model paragraph to write
Now students can write about themselves, using the grid and the model paragraph.
They can also attempt to write about their neighbours using the grid and the model paragraph.
They will attempt to write in third person singular.

13. Activities
When students finished writing, using a model sentence or model paragraph
encourage them to extend the writing by asking questions.
Identify the common error and keep it for remedial teaching
do NOT attempt to correct each and every mistake found in the original writing

14. Writing Workshop
In the US, writing workshops are done in mainstream schools to develop the writing skill of the students.
I have done it in Tamil School.
It requires at least four days to complete
One hour of work is involved in each day
Workshops has four stages:
Rehearsal, Draft, Editing and Final Copy
Students choose their own topic and write

15. Writing Workshop
I am using its principles in developing writing with senior students as well.
Happy to share the learning and improvements in writing with interested groups.

16. Reminder Communicative Competence
Students learn a language through using it
Students learn a language by using it; they don’t use a language by learning it.
(Learning by doing)
Teachers are now mere facilitators
Instead of marking errors and making students to write
error free sentences, facilitate the process of students using
the language with or without errors.

17. Tips for Parents and Teachers
Play rhyming games, letter games, and shape and number games with your child, and practice taking turns in games and activities.
Use simple language, and play with words and word meanings or playing word association games.
Continue to read to your child even when she can read for herself.
Let your child hear and see lots of new words in books, on TV or in general conversation, and explain what the words mean.
When your child shows you, or tells you about something in his play, try to pause, give him your attention and ask a question or two. 

18. Tips for Parents and Teachers
Little children strongly dislike being given more help than they ask for.
As John Holt in his book ‘How Children Learn’ sums up,
- Trust Children.
Nothing could be more simple - or more difficult.
Difficult, because to trust children we must trust ourselves, and
most of us were taught as children that we could not be trusted   

19. ? It is only in the presence of loving, respectful and trusting adults
that children will learn all they are capable of learning, or reveal to us what they are learning

20. Thank you