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Teaching Writing - Some Ideas for Hands-On Activities
The document presents various 'hands-on' activities for teaching writing, focusing on sentence construction and scaffolding techniques for weaker learners. It includes labeling and matching activities, mini whiteboards for writing practice, sentence panels for group collaboration, and graphic organizers to help students organize their thoughts. Additionally, it offers methods to revise vocabulary and encourages the use of songs and logical connectors to enhance writing skills.
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Teaching Writing - Some Ideas for Hands-On Activities
- 1. TEACHING WRITING SOME IDEASFOR ‘HANDS-ON’ACTIVITIES CYNTHIA C. JAMES (SKK2)
- 2. SENTENCE CONSTRUCTION SCAFFOLDING ACTIVITIESTO HELP WEAKER LEARNERS
- 3. LABELING ACTIVITY • Tohelp students remember vocabulary and key phrases • Teacher provides the words and phrases for ‘subject’, ‘verb’ and ‘object / complement’ • Students label picture and construct sentences based on the picture
- 7. MATCHING ACTIVITY • Inpairs or small groups • Good students help their friends • Students match words and phrases based on what they can see in the picture • Students work together to construct sentences
- 10. ARRANGING WORDS • Turnthe activity into a group competition to make it more interesting • Students get into small groups • Distribute envelopes containing words needed to construct sentences for the picture • Students work together in their groups to arrange the words and form the correct sentences for the picture • Give one point for each correct sentence • Group with the most points win
- 13. ‘Mini Whiteboard’ • Laminatea few pieces of white A4-sized papers and use these as 'mini whiteboards' for the students to write their sentences on, using non-permanent / dry-erase markers • Students write their sentences on the 'mini whiteboard‘ • The non-permanent / dry-erase markers on the laminated piece of paper can be easily erased using tissue paper or a piece of crumpled paper • The students hold the 'mini whiteboard' up to show the sentence that they've written. The pair / group with the correct sentence will get a point
- 17. ‘Sentence Panel’ • Torevise the sentence structure • Assign students into small groups and give each group one ‘sentence panel’ • Students work together to form sentences • Students may write on the panel using dry-erase markers or post-its
- 20. Singing ‘the structure’ •To revise the basic sentence structure • Melody is used to aid memorisation • Two basic structures: • Subject – Verb – Object • There is / There are
- 21. How many –Subject – Be – Verbing – What/Where/Who
- 22. There – be– how many – nouns - place
- 23. WRITING REASONS IDEAS ANDACTIVITIES
- 24. GRAPHIC ORGANISER / MINDMAP • Help students to organise thoughts and ideas • Revise vocabulary and aid memorisations
- 27. FACTS - REASONS •Help students distinguish between facts and reasons • Help students to organise thoughts and ideas
- 32. VOCABULARY WORK • Hands-onactivities to revise important vocabulary and key-words • Aids memorisations
- 37. Using songs • Introducestudents to logical connectors to help make their paragraph more interesting • Help students to revise and remember some key sentences and vocabulary
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- 40. NARRATIVE WRITING SOME IDEASFOR NOTE EXPANSION
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- 48. • For moretips and ideas on ‘hands-on’ activities for writing and the scaffolded writing strategy, visit: ‘Beyond Chalk & Talk’ http://cindyjbj79.blogspot.com