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Watch the video, and then share with us your practice in your writing class.

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Writing Assessment: Assessing Students' Writing At All Stages of the Writing Process (Virtual Tour)

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1. Download the template to share your answers.
2. Under the Title, type your name.
3. Upload your answer.

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Hi, I'm Soosee., I'm wondering what if the student writes a goal that has nothing to do with writing?

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Hi, I'm Soosee., I'm wondering what if the student writes a goal that has nothing to do with writing?

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I have done something similar. Instead of asking them to write their goal, I told them to write a very short paragraph of something that they love. Because I teach an all boys school, they mostly wrote about games and sports, the point is they wrote something! From there, I worked my way with them like what she said. 

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I have done something similar. Instead of asking them to write their goal, I told them to write a very short paragraph of something that they love. Because I teach an all boys school, they mostly wrote about games and sports, the point is they wrote something! From there, I worked my way with them like what she said. 

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SPOT TEST DEAR MR KILMER

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From the questions , I could test their understanding of the chapters by locating the evidence from the novel

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1. Grammar and constructing sentences.
2. I usually play games, like build a sentence card game, just like playing Rummy or the old fashioned rusty telephone where students whisper the message and the last person writes the sentence on the board. Other students will try to correct the sentence.

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1. to identify correct tense to use which is past tense.
2. to use the appropriate format of report
3. to develop all points given
4. HOTS - to give own ideas when needed

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Objectives & activities of teaching a report

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Objectives & activities of teaching a report

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1. Objective: students are able to use past tense form in the sentence correctly
Activity: grammar exercises - to complete list of regular and irregular verb with past tense verb form
2. Objective: students are able to use correct format of report.
Activity: students need to paste 3 elements of report format (to: receiver, title of report and name of writer) correctly on whiteboard.
3. Objective: students are able to develop all points given.
Activity: give them an example of excellent essay(report) and ask them to identify the topic sentence and supporting detail. Ask them to come out with their own elaboration for each points given.
4. Objective: students are able to come out with their own ideas when need.
Activity : teacher must always ask some questions such as students' opinion on topic of essay.

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Before students start writing, they need to ask themselves :
1) What are they required to do?
2) What are their role?
3) What about the audience?
4) How many points have been provided? Do they need to include  other points?

Skills that can be applied:
1) Students read & analyze the question.
2) Highlight all the keywords. (to ensure they will not miss any points)
3) Decide on the correct tense to use. (e.g : Past Tense)
4) Use WH-questions to expand their ideas and include examples when needed.
5) Use the correct layout & appropriate tone for report. Arrange their ideas accordingly.
6) Include linkers/connectors where necessary.

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I use talking chip discussion for a group of 5 to 6 students, to discuss on a topic and write out the points discussed and agreed upon before each student embark into writing pertaining the topic.  After that, students exchange their writing with their friends in the same group to edit and correct their mistakes.  Finally teacher corrects their essay.

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Reading and writing
Reading skills for comprehension questions can be improved by reading the questions first before reading the whole passage to understand better.  then attempt question by question referring to the related the paragraphs.  then do summary writing by reading sentence by sentence and relating to the question in order to find brand new points and omitting the elaborations.

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Upload your pre-test SPM question here:

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1. Brainstorming session - to produce ideas on topic of writing
2. Discussion on vocabularies that associate with the topic

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Skills  & Lesson Planning - Dewi Suriani

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The skills pupils require are:1.Make an outline. Write the main points of the question.

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The skills pupils require are:1.Make an outline. Write the main points of the question.

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2. Organize the points
3. Use idioms
4. Use the right vocabulary

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My Teaching of Writing
1. I will start by writing a word on the board, the word is related to the topic
2. Brainstorming session- let the students share any word that come across their minds and can be associated with the word on the board.
3. Choose 10 words and write short sentences.

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I follow a similar format but not as detailed. I make it a practice to talk to the students as they have much to share. This helps in the learning process.

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This approach will be helpful.

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1. Format of writing the report and organizing their ideas.
2. Grammatical rules- tenses
3. Expansion of ideas
4. Variation of sentence structures

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Before the lesson starts, ask students to write a free writing journal once a week. They will learn how to use sequence connectors, using correct grammar, sequencing ideas and etc. Practice makes perfect.

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Writing strategies

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Usually I follow these steps:
-.  introduce the topic and brainstorm on the issue to elicit background knowledge.
- highlight the important points
- apply process writing in small groups

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Skills and knowledge students need:
- task requirements
- required format
- suitable tenses to use
- logical connectors

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I usually start my writing class by giving the students a word that is related to the task. Students then add suggest more words. At the end we together will choose the relevant words to be used in the writing.
They are then asked to construct short sentences based on the words given.

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I also start with introducing the topic and related words by brainstorming related words and phrases while I write on the board. I then ask them to write short sentences or a paragraph related to the topic using the words and phrases.

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I usually work on the vocabulary associate with the topic, and then students work in groups to elaborate them before they start writing.

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I usually work on the vocabulary associate with the topic, and then students work in groups to elaborate them before they start writing.

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I usually do these with the students to help them improve their writing skill.

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I usually do these with the students to help them improve their writing skill.

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1. identify the correct format of the essays
2. identify the correct tenses to use
3. students work with their group members to develop the sentences
4. students write their essays individually
5. i will discuss the essays personally with each of the student once they completed the essays.

For reading skill, i usually work out on the words that are associate with the topics so that they will have a better understanding before they start reading the whole passage. for weaker students, they will first find out meaning of the word in BM.

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Skills required:
1. Format of writing a report
2. Suitable vocabulary to use
3. Correct tenses
4. Grammatically correct sentence construction

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2. Identify the task
3. Highlight the main points and supporting details
4. Expand the notes given
5. Write the essay

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1. Identify the task
2. Format
3. Grammar - tenses
4. Notes expansion
5. Connectors
6. Writing essay

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i face difficulties to teach my weak students..so what i did was.I gave them one sample of writing and asked them to copy it.

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I was frequently reminded that we just need to give very minimal input for the low proficiency level of students. I do agree with the idea. But I think it is still okay if I try to put in more effort in pushing their potentials especially in writing. Hence , my first strategy is to make them prepare physically, mentally and emotionally before teaching of writing. To start off, I have to make sure they have adequate vocabulary in the topic that I will teach. Then followed by teaching then the basic rule in constructing simple sentences

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When teaching writing, I use two different approaches. One is for directed writing and the other is for continuous writing. For directed writing, I will first teach the format. I will then group the students into 4 to 5 people per group. Each group will be responsible to write one paragraph each. They will be given some bullet content for their paragraph so that when they combine their product, it will be cohesive. Before that, each student will present their product and any mistakes will be corrected during this phase. In the end, they will copy down the full, corrected essay. For continuous writing, I like to make it fun by choosing interesting topic. Something ridiculous or scary will always pique my students’ interest. I will write the first sentence on a piece of paper and pass the paper around. All of the students must write one sentence each to continue the story. Each time the students write a new sentence, I will write the sentence on the whiteboard and we will correct any mistake together.

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im using the

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I am using model answers where students could change it based on the questions given

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1. teach them the correct tenses for the writing
2. linkers and sequence connectors
3. sentence constructions
4. then focus on the ideas expansion

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Skills needed and activities for lesson planning

(a) Speaking

Ask a few students to share their experience as hosts for the Japan Homestay Programme  (annual school programme for Form 4 students). Brainstorming session

(b) Reading

Teacher goes through the questions and asks students to write the number of the content points (make sure there are all 12).

Then, ask students to give the examples of activities, opinions and recommendation.

OR

Can show them the sample essay

(c) writing

Teacher explains to students the organisation the essay, number of paragraphs, linkers and etc.

The using of different types of sentences, vocabulary are important to score an A. Each paragraph must have a main idea and supporting ideas.

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skills needed are :

(a) sequencing

(b) problem solving

(c) Decision making

Objectives :

(a) sequencing

Objectives : students need to use linkers to lead from one paragraph to another paragraph by using sentence connectors or linkers.

Activity :

draw I think map (Flow map) which event comes first. Pick student randomly and write on the board.

(b) problem solving

Objectives : students need to answer the three HOTS questions in order to get full marks for content points.

Activity :

ask students to sit in pair and discuss what are the answer for the HOTS questions which are ONE more activity, opinion and recommendation)

(c) Decision making

Objectives :

students need to organise their essay how many paragraphs they need to write. (planning organization of the essay), answering some of the points which did not provide answer in the question)

Activity :

put students in the group of %. Ask them to draft ut the whole essay in mind mapping form. Provide short elaborations foe each content point in the question)

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I used to ask students to brainstorm ideas by  using 'WH' questions. Students will work in group to present their points

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I used to ask students to brainstorm ideas by  using 'WH' questions. Students will work in group to present their points

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Rafidah

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1) Pre-writing (helping students expanding and elaborating the content point first)
2) Revisiting the format

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1) Past tense- students need to be able to construct sentences using past tense

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1) Revisit format
2) linking verbs

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1) Look at the question and asked students the keywords from the questions.
2) Elaborating content point as a drafting practice (pre-writing) using 5Ws1H table
3) students revisit the format and look at sample sentences they can use
4) students re-write their essay in a complete form.
5) peer checking, peer editing, peer feedback
6) teacher graded students essay

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SKILLS my students need during writing lessons

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SKILLS my students need during writing lessons

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1) Tenses
2) Linking verbs, modal verbs
3) Format

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1) Format
2) sample sentences they can use in their introductory paragraph and closing paragraph according to each format

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- look for keywords in the questions as a gist for weak students.
- pre-writing (expanding content point using 5ws1H table)
-peer editing, peer feedback
- students write the complete essay
- teacher graded the essay

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tenses
linking verbs modal verbs
format

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format
sample sentences they can use for introductory and closing paragraph

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- i use pre-writing to help students build sentences