Teaching language arts
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The document discusses various aspects of the writing process. It defines writing and describes its key purposes and stages. The stages include prewriting, drafting, revising, editing, and publishing. Assessment of writing occurs throughout the process, with teachers taking on roles like motivator, collaborator, and evaluator. Methods of assessment include teacher observation and portfolios. The document also discusses how writing can encourage effective teaching and learning by allowing choice, fostering positive attitudes, and emphasizing communication.
Teaching language arts
- 2. Writing is a method that is used to represent language in A visual or tactile form. It connects people across time, space and culture. The primary goal of writing is to convey a message. Because of the influence of writing, individuals can learn from yesterday gain knowledge about today and design for tomorrow.
- 3. Writing can also be defined as a sequence of letters or symbols forming coherent words. You maybe writing for yourself in order to express your feelings or to organize information in a way that is more meaningful to you or you may be exploring how much you know about a topic. The writer encodes a message that is decoded and interpreted by the reader. It usually ends in an outcome such as publishing or sharing. Writing is organized around the following stages these are: prewriting, drafting, revising, editing and publishing or sharing.
- 4. Model writing strategies by collaborating with students to write stories. Demonstrate writing on charts, overhead projectors or in small groups. This will help students especially struggling readers and writers to understand how authors think and write. Shared writing and interactive writing are examples of processes that would model the aspects of writing.
- 7. What does it mean to assess writing? Assessment of student writing and performance in the class should occur at many different stages and it should come in many different forms. It is during this process, teachers usually take on different roles such as motivator, collaborator, and evaluator.
- 8. Methods of assessing students writing cont’d Teacher Observation This a way of assessing students Progress and needs. Taking the time to observe children is an important Role of the teacher and this should be carried out to the best of their ability.
- 9. Portfolio This tool deals with the assessing of writing. It is used to identify students growth, progress and the development in literacy.
- 10. Writing is an imperative aspect in the school curriculum as it encourages effective teaching and learning in the classroom through the following ways: It allows children to make decisions about what, how and when to write. Encourages risk –taking. Foster positive attitudes to writing. Encourages children’s belief in their ability to write. Inform students that writing is primarily about communication; encourage them to socialize frequently .
- 11. 1. Use writing activities that are likely to provide successful experience. 2. Establish a positive atmosphere for writing, reading, learning 3. Foster positive attitudes to writing. Give them praise by placing stickers in their books for example very good, nice work or keep it up. 4. Arrange for students to respond to, and use a variety of materials written for a variety of purposes and audiences. 5. Involve children in their own writing development. The more they write the more they will improve on their writing skills and so you could test skills writing.
- 12. 6. They should develop their own knowledge about writing. The more they read the more their vocabulary expands and so they will get wider knowledge in writing and this will develop their critical thinking, literacy skill and they will be better able to express themselves. 7. Emphasizing writing for communication. Tell the students the importance of writing for communication
- 13. What is the writing process? The writing process can be defined as an approach to writing that views it as an ongoing experience .It consist of prewriting, drafting, revising, editing, and publishing, each stage of which has its own guidelines and procedures.
- 14. Stages of writing Stage 1: Prewriting (Think) Students choose a topics Students gather and organize ideas Students identify the audience to whom they will write Students identify the purpose of the writing activity Students brainstorm ideas about the topic Students choose an appropriate form for their compositions based on audience and purpose
- 15. Stage 2: Drafting Students write a rough draft Students write leads to grab their readers’ attention Students emphasise content rather than mechanics
- 16. Stage 3: Revising (Make it Better) Students read what they have written again Students share their writing in groups Students participate constructively in discussions about classmate’s writing Students make changes in their compositions to reflect the reactions and comments of both teacher and classmates Between the first and final drafts, students make substantive rather than only minor changes
- 17. Stage 4: Editing (Make it Correct) Students proof read their own compositions Students help proofread classmates compositions Students correct their own mechanical errors; change words that are not used correctly , correct spelling, capitalizations and punctuation
- 18. Stage 5: Publishing (Share the finished product) Students publish their own writing in an appropriate form Students share their finished writing with an appropriate audience
- 19. When a person writes something he or she has a purpose for writing. Some of these purposes are: 1.For Fluency- Fluent pieces of writing are easier and more enjoyable to read as the words are organized in a logical fashion and the overall message of the piece is easy to understand.
- 20. 2. For Application Purposes – when children are writing they write informally to analyse and synthesize their learning, and they write formally to apply their knowledge when they write stories, reports. E.g. Capital letter for the beginning of a sentence, full stop at the end of each sentence.