1
Strand 1.0
4.0 Writing
7 Sub-strands28 Lessons in Term 3
1.1 4.2 Writing readiness skills
4 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Hold a writing tool properly in and out of class.
- Turn pages from right to left during a writing activity in and out of class.
- Take pleasure in pre-writing activities in and out of class.
Key Inquiry Questions (KIQs)
- Where do we place our books when writing?
- Where do we place our hands when writing?
- How do we hold the writing tool when writing?
Learning Experiences
- Learners could practise a writing walk where they turn pages from right to left as they write on each page.
- Learners could be guided to write patterns from left to right individually or in groups.
- Learners could be guided in activities on appropriate grip of the writing tool (pencil between index finger and thumb, resting on middle finger).
- Learners could be engaged in activities where they write line and cursive patterns from left to right across a line.
- Learners could view video clips demonstrating appropriate pencil grip and imitate.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 4.3 Writing posture
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Sit appropriately when writing in and out of class.
- Derives pleasure in activities for writing posture in and out of class.
Key Inquiry Questions (KIQs)
- How do we sit when we are writing?
- How do we position a book when writing?
- Where do you place your feet while writing?
Learning Experiences
- Learners could be guided to continue practising the correct writing posture every time they write.
- In pairs learners could practise the correct writing posture.
- Learners could recite rhymes on appropriate writing posture as they write.
- Learners could view video clips demonstrating correct writing posture and practise it.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 4.4 Eye-hand coordination skills
4 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Demonstrate eye-hand coordination when writing in and out of class.
- Enjoy participating in eye-hand coordination activities in and out of class.
Key Inquiry Questions (KIQs)
- What are the necessary skills for preparing a learner to write?
- What activities will promote eye-hand coordination?
Learning Experiences
- Learners could be involved in pegging puzzles and fitting templates.
- Learners could fix jigsaw puzzles and letter jigsaws.
- Learners could practise typing letters on a computer keyboard.
- Learners could be involved in modelling letters using clay, dough or plasticine.
- Learners could join dots to make letters or trace letters.
- Learners could play digital games that enhance eye-hand coordination.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 4.5 Pattern writing
4 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Write simple cursive patterns in and out of class.
- Use audio visual materials to make simple cursive patterns in and out of class.
- Hold writing tools appropriately when writing.
- Experience pleasure in cursive pattern writing activities in and out of class.
Key Inquiry Questions (KIQs)
- Which cursive patterns are easy for learners to write?
- What materials can learners use to form cursive patterns?
- What items in the environment could have cursive patterns?
Learning Experiences
- Learners could be engaged in writing simple cursive patterns in the air.
- Learners could be engaged in tracing simple cursive patterns and joining dots.
- Learners could practise writing simple varied cursive patterns.
- Learners could view the process of drawing cursive patterns on a computer and copy them.
- Learners could write cursive patterns using digital audio-visual apps such as Writing Wizard.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 4.6 Letter formation
4 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Form letters correctly in and out of class.
- Demonstrate ability to form letters correctly in and out of class.
- Have pleasure in letter formation activities in and out of class.
Key Inquiry Questions (KIQs)
- How do you shape each letter of the alphabet?
- How can a teacher incorporate letter formation in children's play?
Learning Experiences
- Learners could sing rhymes related to letter formation.
- Learners could practise modelling, colouring and painting letters while singing rhymes.
- Learners could practise threading beads and lacing through holes on a card to make letters.
- Learners could shade within letter outlines and recite letter formation rhymes as they write on sand and in the air.
- Learners could be engaged in joining dots to form letters.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 4.7 Writing letters of the alphabet
6 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Demonstrate ability to write letters properly in and out of class.
- Write letters of the alphabet properly in and out of class.
- Enjoy using basic tools for letter writing activities in and out of class.
Key Inquiry Questions (KIQs)
- What opportunities arise for writing letters of the alphabet?
- How can a teacher incorporate letter writing in children's play?
Learning Experiences
- Learners could be encouraged to join dots to make letters of the alphabet.
- Learners could be encouraged to trace and copy letters of the alphabet.
- Learners could be guided in writing letters of the alphabet.
- In pairs and in small groups, learners could make patterns using letters of the alphabet.
- Learners could practise writing letters of the alphabet using digital devices.
- Learners could practise writing letters on worksheets and display their work.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 4.8 Writing three to four letter words
4 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Write three to four letter words in class.
- Copy own name in class.
- Have pleasure in participating in writing activities in and out of class.
Key Inquiry Questions (KIQs)
- What activities are required for writing practice?
- What resources would you use for writing practice?
Learning Experiences
- Learners could practise writing three to four letter words based on demonstrated ability to read words.
- Learners could be guided to write syllables with reference to vowels as read (e.g. /pa/, /ba/, /ca/).
- Learners could practise writing two letter words relating to each vowel beginning with 'a' (e.g. 'ba', 'ta', 'ma').
- Learners practise joining a syllable and a sound and write it as a word.
- Learners could be engaged in colouring letters of their own name and copying their own name.
- Learners could be engaged in writing three to four letter words in pairs and small groups.
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.