Cac Ela Teachers - Manual

TABLE OF CONTENTS
NOTE TO TEACHERS ON THE USE OF THE ELA WRITING MANUAL ................3

Introduction .......................................................................................................... 4
General Curriculum Objectives .........................................................................5
Subject Assessment Objectives ...........................................................................6
Assessment Framework: CAC ELA Writing ........................................................6
Note to Teachers .................................................................................................... 7
CAC ELA: Writing Assessments ............................................................................. 8
SECTION A: INSTRUCTIONAL FRAMEWORK ................................................. 10

A Cross-Curricular Approach to Writing ........................................................... 11
Table 1: ELA Writing Skills across the Curriculum ............................................ 12
Writing across the Curriculum Standard 5 Narrative Tasks .............................. 13
Writing across the Curriculum Standard 4: Expository Writing ....................... 14
A Process Writing Approach: Some Strategies for Your Classroom .................. 15
Using Rubrics to Promote Thinking and Learning ............................................ 19
SECTION B: NARRATIVE-DESCRIPTIVE WRITING .......................................... 20

Overview of Narrative-Descriptive Writing....................................................... 21
A Process Approach to Writing a Narrative-Descriptive Piece ......................... 22
Rubric for Narrative-Descriptive Writing.......................................................... 26
Student Friendly Rubric for Narrative-Descriptive Writing ............................. 27
SECTION C: EXPOSITORY WRITING ................................................................ 29

Overview of Expository Writing......................................................................... 30
Core Elements of Expository Writing ................................................................. 31
Guidelines for Report Writing ............................................................................ 35
A Process Approach to Writing a Report ........................................................... 36
An Annotated Report .......................................................................................... 41
CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 1

Sample Writing Tasks (Report Writing) ............................................................. 42
Rubric for Report Writing .................................................................................. 43
Student-Friendly Report Rubric ........................................................................ 44
Learning Outcomes, Objectives and Proficiencies: Instructions ....................... 46
Guidelines for Writing Instructions ................................................................... 47
A Process Approach to Writing Instructions ..................................................... 48
Sample Writing Tasks (Instructions) .................................................................. 50
Rubric for Writing Instructions ......................................................................... 51
SECTION D: REFLECTIVE WRITING ................................................................. 52

Guidelines for Reflective Writing ....................................................................... 53
Guidelines for reflective writing- possible ideas for:......................................... 54
ADDITIONAL TEACHER RESOURCES ............................................................... 55

Lesson Plan- Report Writing................................................................................. 56
Lesson Plan - Narrative Writing Parts of a Story................................................ 58
Lesson Plan - Narrative Writing Elements of a Story .......................................... 60
Lesson Plan - Painting a Picture with Words ........................................................ 64
Lesson Plan - Developing Setting in a Narrative Piece ........................................... 66
Lesson Plan - Narrative Writing ........................................................................... 70
GLOSSARY READING AND WRITING STRATEGIES ....................................... 73
Sample Outline of Work For Standards 4 & 5 ..................................................... 77

NOTE TO TEACHERS ON THE USE OF THE ELA WRITING
MANUAL
The English Language Arts Manual is designed to support teaching and learning as the CAC
Writing programme is implemented. This guide promotes an integrated approach to literacy
development, with a specific focus on the development of students writing skills.
Section A provides a rationale for the revision of the writing component of the SEA and the
thinking that undergirds the information and resources contained in the guide. The importance of
a cross-curricular thematic approach to literacy development is underscored. This is further
strengthened by a process approach to writing which illustrates how to effectively build students
writing skills. As they engage in the act of writing and understand it as a process, it is intended
that the mystery be removed and students will grow in awareness of the criteria required for an
effective piece of writing. The use of rubrics by both teachers and students also encourages
understanding of and objectivity in the assessment of writing.
Sections B and C focus on Expository and Narrative-Descriptive writing. Students writing

skills in both genres are to be developed. Assessment of student learning will be expected during
Standards Four and Five.
Each section contains
guidelines for the development of writing skills
annotated samples of writing that demonstrate a process approach to writing
tools to develop the writing skills (graphic organisers and checklists)
rubrics for both teachers and students
sample writing tasks.
All materials offer teachers and students friendly support. The interconnectedness of the
objectives, tasks and tools are presented not only to develop writing skills, but also to motivate
learners and make successful writing achievable.
Section D explores the benefits of Reflective Writing. It must be noted that reflection is a
powerful method to be used as a tool of learning and a tool for learning. Reflection, by both
teachers and students, will generate deeper, more meaningful insights to best meet the needs of
students. This genre is not for assessment.
Section E contains the Teacher Resources inclusive of

lesson plans
suggested outline for Standard 4 and 5
strategies for developing writing skill in the different writing genres

It is hoped that the contents of this ELA Writing Guide will make teaching and learning more
meaningful and enjoyable.
INTRODUCTION
The writing assessment has been shifted to the Continuous Assessment Component
(CAC) of the SEA. It has also been revised to accommodate writing across subject areas. This
presents a significant change in the way English Language Arts is assessed and evaluated for the
SEA. It facilitates writing about experiences across the curriculum instead of maintaining a
narrowed focus on narrative-descriptive writing or letter writing as has been traditional with the
SEA.
Students will be encouraged to create a writing portfolio over a two-year period
(Standards 4 and 5) in which they include samples of their writing on topics across subjects.
Legitimate pieces of writing can arise out of any curriculum experience in all subjects: Science,
Agricultural Science, VAPA, Social Studies, Physical Education and Mathematics. Students will
be able to observe their own writing development as they engage in writing tasks across
Standards Four and Five.
Additionally, as students write about their learning experiences across the curriculum,
teachers will better gauge their thinking processes and the degree of learning that has occurred.
Adequate feedback from teachers can then be provided to help students identify weaknesses in
their writing and guide them on how to improve and develop their writing skill. Such an
approach will also allow assessment of both the process of writing and the products created. This
will eliminate having to produce a near-perfect written piece under the constraints of time in a
highly charged examination room.
This change is intended to:
encourage a love of writing across the curriculum.
encourage writing as a tool for learning in all subject areas.
promote writing in a non-threatening environment.
promote a process approach to writing.
facilitate a range of pieces in a variety of genres (exposition, narration, description,
reflection).
allow students to work collaboratively to develop their skills.
allow marks for process and product.

APPROACH
Writing must arise out of learning opportunities that are authentic and related to the
primary curriculum as a whole. It should be encouraged every day during the teaching of all
subjects. Writing is a reflective and interactive process which serves as a useful tool for learning.
Writing allows students the opportunity to express their thoughts, ideas, feelings and judgements
about what they have experienced. As they engage in writing tasks and gain understanding of the
process of writing, they become more confident as writers. It is highly recommended that writing
not be restricted to writing during English Language Arts sessions only. It is also highly
recommended that the varied purposes and forms for writing be made explicit to students.
This therefore, demands a significant shift in the way writing instruction is perceived by
teachers and presented to students. It encourages writing a range of pieces for authentic purposes
as students engage with different subjects during the school day. The skills of literacy (listening,
speaking, reading, writing and representing) are supported and strengthened when an integrated
approach is used and when opportunities for writing are generously provided. The intention is to
stimulate literacy development over time in as natural a manner as possible.
Key instructional approaches recommended in an effective writing programme are modelled
writing, collaborative writing, guided writing and independent writing. Independent writing
ought to be the eventual outcome of primary schools writing programmes.
GENERAL CURRICULUM OBJECTIVES

Students will be able to communicate effectively through speech and writing by means of
Standard English.
They will:
listen with a high degree of understanding to instructions, descriptions, explanations and
narrations.
communicate thoughts, feelings and ideas clearly and with sensitivity in speech and
writing.
write for a range of authentic purposes.
read with fluency and comprehension.

SUBJECT ASSESSMENT OBJECTIVES
Plan, draft and revise informative and imaginative texts.
Express clearly, a point of view.
Use a variety of sentence types.
Use vocabulary, including technical terms, to express meaning clearly.
Demonstrate control over internal and external text structures.
Demonstrate effective organization of texts.
Demonstrate control of language conventions.
Demonstrate creative and critical thinking when writing.
ASSESSMENT FRAMEWORK: CAC ELA WRITING
MODES OF WRITING
YEAR WRITING GENRE
ASSESSMENT FORMS
Standard 5 Narrative-descriptive Portfolio of student Stories &

writing Descriptive pieces
Final assessment Story
Standard 4 Expository Portfolio of student Reports &

writing Instructions &
Factual pieces
Report
Final assessment

NOTE TO TEACHERS
Standard 5
Students writing assessment will focus on the narrative-descriptive genre and include
Portfolio of writing across the year

Practice assessments
Final writing assessment in Term 3 on a date determined by the MOE
The scores from both (Portfolio and Final assessment) will be combined and added to students
SEA score.
Standard 4
Students writing assessment will focus on the expository genre and include
Portfolio of writing across the year

Practice assessments
Final writing assessment in Term 3 on date determined by the MOE
The following information is to guide your planning for implementation of the CAC ELA
programme.
Practice
Terms 1-3 Assessments Mid March
Mid
November
Writing
End January
Final Assessment
Portfolio

CAC ELA: WRITING ASSESSMENTS
YEAR PRACTICE FINAL ASSESSMENT WRITING
ASSESSMENTS PORTFOLIO
ONE (01)
TWO (2) FIVE (05)
Standard 5 TERM 1: Mid-November TERM 3: Mid-March Evidence of students

continuous writing
(Feedback) throughout the year
TERM 2: End-January Mark will be moderated Mark will be allotted for

internally and will process and products
(Feedback) contribute to students
final SEA scores
Standard 4 TERM 1: Mid-November TERM 3: Mid-March Evidence of students

continuous writing
(Feedback) throughout the year
TERM 2: End-January Mark will be moderated Mark will be allotted for

internally and process and products
(Feedback) communicated to
students and parents

STUDENT WRITING PORTFOLIO
The portfolio of student writing is intended to encourage students confidence as young
writers and illustrate their writing development. In engaging in a process approach to writing,
students facility with writing will increase as their efforts are supported by their teachers along
the process of pre-writing, drafting, revising and editing of their written pieces. This process
must be engaged in from the beginning of the school year and continue throughout the terms. At
the end of the year, the portfolio will reveal iterations of student writing in two genres: narrative-
descriptive and expository writing. All writing done in the student portfolio will be marked and
feedback given to students but not all will contribute to the CAC Writing score.
From the writing portfolio, five (05) pieces of a students best writing that occur across
terms will be scored and contribute to the students CAC Writing score. The final writing
assessment score will also contribute to the students CAC Writing score. In total the CAC
Writing score will contribute to the students SEA score.
ASSESSMENT: WRITING PORTFOLIO
Note that five (05) written pieces from a students portfolio will be scored and added to
CAC Writing score.
Term 1 to be Term 2 to be Term 3 to be

scored and added scored and added scored and added
2 written pieces 1 written piece
2 written pieces

SECTION A
INSTRUCTIONAL FRAMEWORK

A CROSS-CURRICULAR APPROACH TO WRITING
There are two main ways in which the being assessed in the CAC. Using one
curriculum could be delivered, one being the theme, teachers can tackle a number of
subject approach and the other the cross- writing skills using content from any one of
curricular approach. the subject areas that have to be taught. Page
The subject 12 provides a list of writing skills across the
approach is the curriculum. Pages 13 and 14 show how a
teaching of a particular theme can generate a number of narrative
Phys.
subject more or less in Ed. and expository tasks respectively.
isolation from other Music
Narrative Expository
areas of the writing writing
Science tasks
tasks Subject
curriculum. For
Maths content
example,
Figure 1:
Mathematics, The subject approach
Science and
English Language Arts are taught as Theme
separate subjects. Children are taught the
skills and knowledge of a particular subject
Figure 2:
and extend their conceptual levels The cross-curricular
accordingly (see figure 1). approach
A cross-curricular approach to writing
The cross-curricular approach, however,
therefore, enables the teacher to provide a
teaches a number of skills using a theme or
vehicle through which children can apply
topic as a central core. For example, the
the skills and concepts gained from the
topic Human Development can generate a
subjects they are learning.
number of activities in Science, Physical
Education and Character Education.
The cross-curricular approach can be
very useful when teaching narrative writing
and expository writing: two genres that are

TABLE 1: ELA WRITING SKILLS ACROSS THE CURRICULUM
STUDENTS NEED TO UNDERSTAND:

EXPOSITORY WRITING WRITING FORMS
LANGUAGE SKILLS
e.g. Imperatives, verb tense, preposition, sentence
Instructions and Directions structure, sequencing, and questioning skills.
Agricultural Science:
Science e.g. Sentence structure, concord, adverbial
Descriptions
words/phrases, sequencing, technical vocabulary.
e.g. Summary skills- main idea, transitions,

sequencing, specific supporting details relevant to
Character Education & Project Report
topic, logical structure, technical vocabulary,
Citizenship Education appropriate headings, language choice.
Description of a Process e.g. Verbs, explanation, similarities and differences;

Mathematics technical vocabulary; categorisation of mathematical
Definitive Statements concepts; word association; sentence structure;
imperatives.
NARRATIVE-
WRITING FORMS STUDENTS NEED TO UNDERSTAND:
DESCRIPTIVE WRITING
Agricultural Science: Poems; rap; calypso; songs e.g. Stanzas, vocabulary, figurative language-
Science similes, metaphors; parts of speech; elements of
rhythm and rhyme; poetry structure (limerick);
culturally relevant words and phrases; stanzas,
verses and chorus.
Character Education &

Citizenship Education Story e.g. Parts of speech, story grammar; elements of
story-setting: characters, plot, conflict, climax,
resolution; plot-Beginning-Middle-End; description-
Mathematics setting, characters; figures of speech; theme;
figurative language-similes, metaphors; descriptive
words and phrases; dialogue.

WRITING ACROSS THE CURRICULUM
STANDARD 5 NARRATIVE TASKS
ENGLISH LANGUAGE ARTS PHYSICAL EDUCATION
Task: You are a fruit in a market stall, Healthy Diet= Healthy Body
take a look around and write a story
describing all your healthy friends Task: Write a story on the day you got
you see nearby. up and changed your life around by
eating right to stay healthy.
ELA Skills: setting, characterization,
plot, figurative language. ELA Skills: setting, characterization, plot,
figurative language.
ELA Skill:
VISUAL ARTS
AGRICULTURAL
Create a Collage using pictures
SCIENCE THEME: Human of different foods representing
Development a balance diet.
Task: Write a story
describing one day in the TOPIC: Eating Task: Describe your collage of
life of a plant. Healthy the food group.
ELA Skills: use of
ELA Skills: use of adjectives,
adjectives, sensory details,
sensory details, figurative
language.
NARRATIVE
ELA Skill: Explanation of a process
CHARACTER
DESCRIPTIV
EDUCATION/CITIZENSHIP
E WRITING MUSIC
Task: Our vegetable garden is
Task: Create a song using all
intended to lower/decrease our food
the food groups
bill. Write a poem on this vegetable
garden. ELA Skills: use of rhyme,
rhythm, figurative
ELA Skills: use of rhyme, rhythm,
language.

WRITING ACROSS THE CURRICULUM
STANDARD 4: EXPOSITORY WRITING
ENGLISH LANGUAGE DANCE

ARTS
Produce a dance item that
Task: Write a dialogue on celebrates a clean
the clean-up exercise in environment.
which your class was
involved. Task: Write instructions for
your dance routine.
ELA Skills: sequencing,
ELA Skills: sequencing
verb tense, structure.
transitions, verb tense.
AGRICULTURAL CITIZENSHIP
SCIENCE EDUCATION
Task: Show students a THEME: Task: Write an essay on

picture of pollution on Environment the causes and effects of
land. Write a report on pollution on your
how pollution can affect Topic: Effects of environment.
plant life. pollution on the
environment. ELA Skills: cause and
ELA Skills: introduction, effect, introduction, body,
body, conclusion, conclusion.
transitions.
MATHEMATICS
Task: Write a report on

types of pollutants found in
the clean-up exercise.
ELA Skills: introduction,

body, conclusion, transitions.

A PROCESS WRITING APPROACH
SOME STRATEGIES FOR YOUR CLASSROOM
For many Standard 4 and 5 students, Setting the Atmosphere for Writing
writing is like having a tooth extracted. It is
Integrate writing with other English
therefore important that we create an
Language Arts Skills (Reading,
atmosphere in our classroom that supports
Writing, Listening, Speaking, and
our students as much as possible.
Representing).
A significant part of writing
Students need to read what they write
instruction is making the writing process a
silently and aloud, discuss ideas, and
natural part of the students classroom
examine the writing styles of authors
experience.
other than themselves. They need to see
What is the Writing Process?
that writing is related to the other skills
The writing process is made up of five steps:
of English Language Arts.
Write along with your students. Seeing
Writing/ Miss or Sir going through the
Drafting Revising process, making mistakes and adjusting
Pre-writing
(Making them, goes a long way towards reducing
(gathering ideas)
adjustments) students anxiety as emerging writers.
Publishing Editing Set clear expectations. Students must

know exactly what constitutes a good
(Checkin piece of writing. Having sample pieces,
As the diagram above suggests, this process
g the
may help some students to understand
is not a linear one. However, our students
fine
what they need to do. Using checklists
details) approach, if
will only understand the process
and rubrics can also be very worthwhile.
we create an atmosphere that supports it.

Use mini lessons. Teach the students Interesting vocabulary lists (e.g. sensory
how to use the techniques that are word banks), observations from life (e.g.
outlined below. Model the techniques an unusual looking
wherever possible. person, an interesting
scene)
Writing Process Strategies
Interesting
Pre-Writing (gathering ideas to write)
quotations from
Examine the writing task
books/newspaper
Get students in the habit of examining their
articles/people/songs etc.
writing tasks critically and deciding what the
Interesting
task is asking of them. It may mean
photos/pictures/illustrations/the students
highlighting key words and asking
own doodles.
themselves key questions.
You may have to model this with students Students may continually refer to this
first until they are competent enough to ask notebook when they need inspiration.
the questions on their own. Free-writing:
Brainstorming: Free-writing involves
This is one of the more traditional prewriting continuously for a
writing tasks, but it is still quite effective. set period of time without
After examining a writing task, ask students worrying about spelling,
to jot down ideas as they come to them. grammar, or topic. It is excellent for helping
(These ideas could be put in order later.) students to get rid of writers block. Ideas
Keeping a Writers notebook (especially can be chosen from the free-written for
good for Narrative Writing) future development.
This is a book divided into sections where Drafting/Writing
students can store anything that they can use In this stage, the students are taking the
throughout the term when they have writing ideas they have gathered during the pre-
tasks to do. Students can decorate their writing stage and beginning to put them into
notebook and give it a name that is unique to form.
them. It is their creative space. Some
possible sections for the writers notebook:

Suggested Strategies information?). Did I write my piece in
Writing a main idea following by three the best order? Would the piece be better
or four examples or illustrations. if I moved sentences or paragraphs
Writing descriptive details for a around?
character or scene. What should I remove from this piece?
Fleshing out ideas from a graphic Do I have too many details in one
organizer. section and not enough in another?
What stays?
Revising (Making adjustments to the Use a checklist
draft) Have students check off the
This is the part of the process where students details that are
try to make their written piece more present in their piece
coherent and clear. It may involve (ARMS): according to a
checklist.
Adding details
Removing details
Cut up the piece
Moving details around
Students can literally cut out the sentences in
Substitiute details.
a specific paragraph and physically move
Strategies them around and then use a glue stick to
Think Aloud (on your own writing) secure the new paragraph.
As a teacher, model reading your own Conferencing with teacher and/peers
writing aloud, more than once if necessary, Allot time to conference with your young
and do a think aloud about how you could writers, not simply to give corrections, but
add more details to make your piece clearer. asking guiding questions that empower the
Ask yourself: students to look more critically at their own

work.
If I read this to someone who has no
Editing Strategies
knowledge of my topic would they
This is perhaps the
clearly understand?
most tedious part
Do I need to add more details? (e.g. of the writing
more examples, more adjectives, more process, because it involves looking at fine

details like grammar, punctuation and handwritten or typewritten). Students
spelling. can give the anthology a name. It can be
Suggested Strategies kept in the schools library.
Highlight one thing at a time Send the piece to an authentic
For some students, editing every aspect of audience. If the students are writing
their piece may be overwhelming. letters, let them actually mail them to a
Depending on the level of your students, you real person. Submit stories to school
may want to focus on one aspect of the piece newspapers/magazine.
at a time. For example, you may want to ask
Suggested Reading
students to go through the piece and check if White, R. (1991). Process Writing. London:
all the full stops are being used correctly, or Longman.
if all the verbs are in the correct tense. Worsham, S. (2001).Essential Ingredients:
Students can use a highlighter, go through Recipes for teaching writing. Alexandria:
ASCD
their piece (or a peers piece) and highlight
only what is directed by the teacher. Caswell, R. & Mahler, B. (2004).Strategies
for teaching writing. Alexandria: ASCD.
Corrections can be made and then another
aspect can be highlighted. International Reading Association/ National
Council of Teachers of English(2012).
Use a proofreading checklist
Have students check off the punctuation Strategy Guide: Implementing the Writing
Process Retrieved from:
marks and grammatical structures that are http://www.readwritethink.org/professional-
present in their piece. development/strategy-guides/implementing-
writing-process-30386.html
Publishing
This stage is sometimes neglected, but it is Peha, S. (1995-2002). The Writing Process
Notebook.Teaching that Makes Sense
very important that students share their work retrieved from www.ttms.org
with a variety of audiences - not just with
their teacher.
Suggested Strategies:
A notice board for written work.

A class anthology of the best of each
students work for the term (could be

USING RUBRICS TO PROMOTE THINKING AND LEARNING
What is a Rubric? scoring guidelines that can be used to

A rubric is a document that clearly provide consistency in evaluating
communicates what is expected for an student work.
assignment. It does so by listing the criteria They assess students work objectively
that would describe the assignment at and efficiently. This helps teachers to
different levels, usually from excellent to justify to students, parents and others the
poor. grades that they assign to a piece of
work.
Benefits of Rubrics:
They support student learning and the
They make teachers' expectations very development of sophisticated thinking
clear. Traditionally, we educators have skills. When students learn to work with
kept our criteria and standards to rubrics, eventually they can assess the
ourselves. We often expect students to strengths and weaknesses of their work
just know what makes a good essay, so as well as those of their peers. They also
we don't articulate our standards for help students see that learning is about
them. If a child is given written gaining specific skills (both in academic
expectations, maybe in the form of a subjects and in problem-solving and life
rubric, he/she would know what counts, skills), and they give students the
and would probably do better work. opportunity to do self-assessment to
They assist with standardisation. reflect on the learning process.
Rubrics are multidimensional sets of

SECTION B
NARRATIVE-DESCRIPTIVE
WRITING

OVERVIEW OF NARRATIVE-DESCRIPTIVE WRITING
You would remember that expository writing:
Informs
Explains
Clarifies
Instructs
Uses factual language
Often uses a formal tone
Has a logical sequence.
Narrative-Descriptive writing, on the hand, has a different purpose, which affects the
structure and language that students will use.
Narrative-Descriptive writing tells a story that includes descriptive details that appeal to
the readers senses. The diagram below shows the relationship between the elements of a
narrative piece, and the descriptive details.
Elements of a narrative: Descriptive

details, which may
Characters (People) include:
Setting (Place and Time) Adjectives
Plot: Beginning, Middle, End Similes
Conflict (Problem) Metaphors
Theme (A Central Idea) Personification

A PROCESS APPROACH TO WRITING A NARRATIVE-DESCRIPTIVE
PIECE
The task:
As I stared at the picture I had created yesterday, I realized I was slowly being pulled into it.
Write a story in which this sentence is included.
You may include details about:
Your feelings as you were being pulled into the picture.

Your adventure during that experience.
How the experience ended.
Step 1: Pre-write (Gather ideas)
Examine the writing task:

Ask students to look closely at the writing task. Encourage them to ask themselves: What is this
task asking me to do? To guide them, underline key words and model for students what they
are expected to do when they begin to write (see figure below). After practising this process
enough times, they should be able to do this on their own.
I have to describe the setting I must decide where I

I have to write from the
in the picture. want the sentence to
perspective of the first
person. go.
As I stared at the picture I had created

I will write about an
yesterday, I realized I was slowly being pulled
exciting adventure, not
into it. Write a story in which this sentence is just list things I saw. Some
included. kind of problem must
You may include details about: occur.
Your feelings as you were being pulled into

I should include
feelings, and not just the picture.
I must come up with an
details about what Your adventure during that experience. interesting ending.
happened.
How the experience ended.

Step 2: Use a Graphic Organizer to Generate and Organize Ideas
For those who need a graphic organiser to guide them, they can use any one of the many story
graphic organisers available in texts and online. The diagram below shows one way of
organising ideas for this task.
The Beginning The Middle The End
(Introduce the setting and (Introducing the Problem, (Finding an interesting
character) adding exciting details) ending)
My feelings as I was pulled into Monster comes (describe Jumps back out of the
the picture: surprised, afraid, monster) picture into the room
excited. My body felt like a
rubber band. Fight the monster and Try to not end with a
escape just as the monster is dream.
The scene in the picture about to eat me.
(Remember to include senses!) Water on carpet?
I Saw: Water, trees, sand
Sand in pocket?
I Heard: wind, waves
I Felt: wind blowing on my skin
Step two: Write a rough draft using the ideas generated in the pre-writing stage. It
need not be perfect.
As I stared at the picture I had created yesterday, I realized I was slowly being pulled into it. I
screamed in surprise as my head neck and body was being stretched like a huge rubber band. What
is happening to me? I screamed as I landed on my face. I lay there for a while in a daze and then
decided to get up and look around at the scene before me. I was in the middle of the beautiful,
deserted beach I had drawn, but everything was now moving and real! As I walked along the beach, I
observed the coconut trees swaying in the breeze. I felt very peaceful.
Suddenly, I heard a loud roar behind me. It sounded like a dinosaur from a movie. My heart
beat faster. Roar! I heard it again. I turned around to see the biggest, ugliest monster. It was green
and scaly with six eyes and a long pink tongue that dripped with green goo. The monster roared
again, as if to say, LUNCH TIME!
My eyes opened wide. I felt frozen to the spot. It was only when the monster started moving
that I realized that it was time to run! I ran like a crazy person along the beach. With every step I took,
my feet sank into the sand and I kept stumbling. Why did I come into the picture! I want to go home!
I screamed. The monster was gaining on me. He was going to have me for lunch! Ahhhhhhhh!
As if by magic, the sand opened like a trap door and there I was falling and falling for what
seemed a long time. When I finally landed, I was back in my room, staring at my picture.
What a weird dream! I thought to myself. Then I felt the sand in my pocket
Step 4: Revise the piece. Apply ARMS (add details, remove details, move details around or
substitute details)
Subject-verb
As I stared at the picture I had created yesterday, I realized I was agreement.
slowly being pulled into it. I screamed in surprise as my head neck and body
I dont like how
was were being stretched like a huge rubber band. What is happening to me? that sounds. I will
I screamed as I landed on my face. I lay there for a while in a daze and then remove this.
decided to get up and look around at the scene before me. I was in the middle
of the a beautiful, deserted beach. I had drawn, but everything was now
moving and real! As I walked along the beach, I observed the tall, coconut
I need some more
trees swaying in the breeze. I felt very peaceful as the cool breeze blew softly adjectives and to
on my skin. discuss how the
breeze felt.
Suddenly, I heard a loud roar behind me. It sounded like a dinosaur
from a movie. My heart beat faster. Roar! I heard it again. I turned around to
see the biggest, ugliest monster. It was green and scaly with six eyes and a
long pink tongue that dripped with green goo. The monster roared again as if to
Maybe was is
say, LUNCH TIME!
the better word.
My eyes opened wide. I felt was frozen to the spot. It was only when
the monster started moving that I realized that it was time to run! I ran like a
crazy person along the beach. With every step I took, my feet sank into the I need an
sand and I kept stumbling. Why did I come into the this stupid picture! I want adjective for the
picture and more
to go home! I screamed. The ugly, hungry monster was gaining on me. He
adjectives for the
was going to have me for lunch! Ahhhhhhhh! monster.
As if by magic, the sand opened like a trap door. There I was falling
and falling for what seemed a long time. When I finally landed, I was back in my
room, staring at my picture.
What a weird dream! I thought to myself. Then I felt the sand in my
pocket
Step 4: Edit the piece
Some students are able to revise (make structural changes) and edit (proofread for spelling and
mechanics) simultaneously. For those who cannot, let them look at the piece again and check
their work for spelling and punctuation.
Step 5: Students can then submit their work.

Sample Writing Tasks (Narrative-Descriptive)
Note to Teachers:
Encourage students to create descriptions that appeal to many of their senses.
They must also use adjectives and adverbs that convey clear and precise
meaning. Remind students that when similes and metaphors are used,
meaning is enhanced and the impact of their writing is stronger.
1. Write a story with the title: The Adventure of Pablo the Paintbrush
Include details about what Pablo:

Saw, heard and felt during his adventure.
Faced during the adventure.
Did at the end of his adventure.
2. Write a story that includes this sentence: At the end of the day, I realized that my parents
were right.
Include details about:

What you did.
How your parents reacted to your actions.
Your feelings during this experience.
3. Write a story with the title: The Day I Got Lost

Include descriptive details about:
Where you were.
How you felt while you were lost.
How you got out of the situation.

RUBRIC FOR NARRATIVE-DESCRIPTIVE WRITING
Superior Competent Satisfactory Emerging Makes Attempt
10-9 8-7 6-5 4-3 2-1
WRITING Uses the writing process Uses the writing process Uses the writing process Uses the writing process Uses the writing process
PROCESS
CONTENT
Setting effectively established Setting well-developed Fair development of setting Weak attempt at setting No real setting evident
Plot effectively developed in

keeping with the theme and Plot well-developed plot in Fair development of plot in Limited development of plot Little or no development
task keeping with theme and task keeping with theme and theme of plot and theme
Characters effectively
developed through Characters well developed Character fairly developed Limited development of Neglects development of
description, action and or through description, action and or through description, action and or characters character
dialogue dialogue dialogue
LANGUAGE USE
Uses vivid and impressive Uses appropriate descriptive Uses descriptive language and Uses limited or repetitive Struggles with word
descriptive language and language and sensory details some sensory details word choice choice
sensory details
Uses figurative language in a Little or no use of
Uses figurative language Uses figurative language Uses figurative language limited way figurative language
effectively images, appropriately images, symbols,
symbols, colours colours
Little or no variety in
Demonstrates command of Uses varied sentence length and Fair use of sentence length and Uses limited sentences with sentences.
sentence variety and structure structure to enhance meaning structure some run-on
in conveying meaning
GRAMMAR AND
Effective use of punctuation, Few errors in punctuation, Some errors in punctuation, Errors in punctuation, Little or no use of
MECHANICS spelling, capitalization, and spelling, capitalization, and spelling, capitalization, and spelling, capitalization, and/or punctuation, spelling,
grammar. grammar do not impede meaning grammar impede meaning grammar impede meaning capitalization, and
grammar.
ORGANISATION Effective organization of Well-organized ideas using Organises ideas but limited Limited organization and use Little or no organisation
ideas and use of transition transition words and paragraphs transition words and paragraph of transition words and of ideas.
words/phrases and paragraphs paragraphs

STUDENT FRIENDLY RUBRIC FOR NARRATIVE-DESCRIPTIVE WRITING
My Writing
Superior Competent Satisfactory Makes an attempt
10-9 8-6 5-3 2-1
I used the writing process I used the writing process I used some steps of the I used few steps of the
Writing effectively (prewriting, (prewriting, drafting, revising, writing process (prewriting, writing process (prewriting,
Process drafting, revising, editing, editing, publishing). drafting, revising, editing, drafting, revising, editing,
publishing) to enhance publishing) publishing)
writing.
-I established a well-developed -I established a developed an -I established an idea/plot and I established a weak idea/plot
idea/plot and setting. idea/ plot and setting. setting and setting
Content
-My storyline was developed in -My storyline was well -My storyline was fairly -My storyline and theme was
keeping with the theme. developed and in keeping with developed in keeping with developed in a limited way.
theme. theme.
-I attempted to identify
-I developed characters - I developed characters -I identified characters. characters.
through description, dialogue, through the use of
and action. descriptions
-I created a vivid setting and -I created an appropriate -I created a limited setting -I attempted to create a
atmosphere through the use of setting and atmosphere. and atmosphere. setting and an atmosphere.
descriptions.
Word Choice -I used vivid descriptive - I used descriptive language I used limited, repetitive word -I used limited, repetitive
language and details that and some details that appeals choice. word choice.
appeals to the senses. to the senses.
-My writing reflected contexts - My writing reflected -My writing reflected contexts -My writing reflected contexts
vividly (images, symbols, contexts effectively (images, in a limited way (images, in a limited way (images,
colours). symbols, colours) symbols, colours). symbols, colours).

My Writing
Organisation -I created a clear and engaging -I created a clear storyline -I created a storyline with -I attempted at a storyline.
beginning, middle and end. with a beginning, middle and some elements of a beginning,
end. middle and/or end. -I used few transition words
-I organised ideas effectively -I used transition words or or phrases.
using transition words or -I organised ideas using phrases.
phrases. transition words or phrases. -I organised ideas, supporting -I made an attempt to organise
details, but they may not be in ideas and supporting details.
-I used paragraphs. -I used paragraph form: main paragraph form
idea and supporting details.
Sentence -I used a varied sentence -I used sentence length and I used some sentence length -I attempted to use sentence
fluency length and structure that structure (e.g. beginning) to and structure (e.g. beginning). length and structure (e.g.
enhances meaning. enhance meaning. beginning).
-All my sentences flowed -Most of my sentences flowed. -Some of my sentences flowed. -My sentences are
fragmented, run-on or
confusing.
Grammar I used rules of punctuation, I used rules of punctuation, I used some rules of I used few rules of
Usage and spelling, capitalisation, and spelling, capitalisation, and punctuation, spelling, punctuation, spelling,
grammar to clarify and grammar to clarify meaning. capitalisation, and grammar to capitalisation, and grammar to
Mechanics
enhance meaning. Errors do not impede meaning. clarify meaning. Errors do not clarify meaning. Errors impede
impede meaning. meaning.
Sentence I used rules of punctuation, I used rules of punctuation, I used some rules of I used few rules of
Fluency spelling, capitalisation, and spelling, capitalisation, and punctuation, spelling, punctuation, spelling,
grammar to clarify and grammar to clarify meaning. capitalisation, and grammar to capitalisation, and grammar to
enhance meaning. Errors do not impede meaning. clarify meaning. Errors do not clarify meaning. Errors impede
impede meaning. meaning.

SECTION C
EXPOSITORY WRITING

OVERVIEW OF EXPOSITORY WRITING
What is Expository Writing?
Expository writing is a type of writing that is used to explain, describe, inform and it
presents facts. The objective of this type of writing is to examine and explain information by
presenting an idea, relevant evidence, and appropriate discussion. There are no personal opinions
in this type of writing. It is the most frequently used type of writing by students in schools.
Expository writing is used to:
inform
explain
clarify
describe
instruct
direct
It facilitates understanding. REPORTS
TERM
PAPERS
INSTRUCTIONS
EXAMPLES
OF
EXPOSITORY
WRITING
PROJECTS DIRECTIONS

CORE ELEMENTS OF EXPOSITORY WRITING
FORMAL TONE RELEVANT CONTENT
For example in report writing only

Tone is the writers attitude toward the topic.
specific, relevant details must be
The writers attitude is expressed through the included.
words and details he or she selects. For
example, textbooks are usually written with a
formal tone which includes facts and
reasonable explanations. Formal tone is ORGANISATION
impartial. It does not show any feelings for or
Introduction with a main idea;
against a topic; therefore, it is unbiased or
Body with supporting
neutral. Often formal tone uses higher level
paragraphs; Conclusion-restate
words and avoids pronouns such as I and you,
main idea and sub-topics and
creating a formal environment.
remind the reader of the writers
point.
MAIN/ CENTRAL IDEA CORE

An expository piece must ELEMENTS
have a main /central idea OF
EXPOSITORY
TOPIC SENTENCE GRAMMAR &
WRITING
MECHANICS
A statement that discusses
the main idea of each Proper punctuation, usage
paragraph and sentence construction
PARAGRAPH CONSTRUCTION
VOCABULARY/ WORD CHOICE
Topic sentence in each paragraph, varied
Use words that convey precise meaning,
sentence types, unity and coherence,
also use the technical vocabulary
adequate development of paragraphs and
required for example in report writing.
use of transitions to shift from one to the
next.

EXPOSITORY WRITING CHECKLIST
Use this as a guide when you are looking over your expository piece.
RELEVANT CONTENT
I used content information specific to the topic.
I used specific examples and details to explain each of my points.
I used relevant supporting details for each of the points I made
I used an introduction in my piece.
My composition was organized so that it made sense.
I used paragraphing to help organize my thoughts.
I used an introduction that had a clear main or central idea which

explained what I wrote about.
I used a conclusion that successfully tied my ideas together and

reminded my reader of my point.
GRAMMAR AND MECHANICS
I spelt familiar words correctly.
I used the same verb tense throughout my piece of writing.
I spelt higher-level words the way they sound.
I used capitalization and punctuation correctly.
I made sure that the subject of the sentence agreed with the verb.

PARAGRAPH CONSTRUCTION
I used paragraphs in my piece.
I used a topic sentence in each of my paragraphs.
I used paragraphs that are well developed.
I used varied sentences in my paragraphs.
I used transitions /connecting words to connect my sentences and

paragraphs so that my composition flowed smoothly when I read it.
VOCABULARY/ WORD CHOICE
I used words correctly and purposefully.
I used words relevant to the content.
I used words suitable to the context/ setting/situation.
I did not use the same words over and over again.
MAIN IDEA AND TOPIC SENTENCE
I used a main/ central idea in my piece.
I used a topic sentence in the beginning of each paragraph.
I used a topic sentence that contains the main idea of each paragraph

Learning Outcomes, Objectives and Proficiencies
Report Writing
Learning Outcomes: Students will write an informative report.
Learning Objectives: Students will be able to:
Write a logical, informative report using specific relevant details.

Use formal tone.
Use clear, precise and suitable language.
Learning Proficiencies / Skills:
Students will demonstrate proficiencies / skills in:
Creating a clear, focused introductory and concluding paragraph.

Selecting relevant details.
Sequencing details logically.
Using transitions (connecting words).
Using clear, literal and precise language.

GUIDELINES FOR REPORT WRITING
What is a Report?
A report is an organized presentation of facts learned/determined about a specific event/

subject. A report aims to inform as clearly and succinctly as possible. It provides information,
on a particular subject, that is both precise and concise. It uses only information that supports its
focus or the point being made, with enough depth to inform its intended audience. Report writing
is an essential life-skill. For example, students can be asked to write a report about accident/
incident they witnessed or a report about a competition they participated in recently.
CORE ELEMENTS OF REPORT WRITING
Clearly focussed Formal Tone-

introduction, Tone is the writers attitude
conclusion and towards the topic.
For example, textbooks are
coherent paragraphs.
Specific details usually written with a formal
relevant to topic tone which includes facts and
reasonable explanations.
(precise & Often formal tone uses higher
concise) level words and avoids
pronouns such as I and you.
Summary skills- REPORT

main idea and
relevant WRITING (TO Suitable use of
grammar (i.e.
supporting INFORM) use the past
details tense)
Details Uses connecting

words/ transitions
sequenced (e.g. next, then)
Information
logically
about facts

A PROCESS APPROACH TO WRITING A REPORT
(Each step must be modelled by the teacher to the students).
Task: Write a report to your teacher about something that happened during lunch time that you
feel she needs to know about.
Include information on:
- The date, time, and the place it happened at.

- How it started.
- The person/persons that took part in it.
- What happened during the experience.
- How it ended.
Step 1: Prewriting Strategies (Brainstorm)
Write your question on the board and underline key terms for understanding the task.
Step 2: Generate ideas through discussion (Brainstorm)
Generate ideas through class discussions. Ask students what the task requires of them to do.
.
Step 3: Use Graphic Organizers (Brainstorm)
You can use a graphic organizer to assist with this process. The teacher can put key terms in a
symbol and have students fill in what they comprehend. For example
Date:
Person/s An incident at
involved lunch time at Time:
school
Place:
How it What happened? How it started?

ended?

Step 4: Sequencing
You must sequence your ideas and this can be done by using a sequencing graphic organizer.
Step 5: Drafting
At this stage the teacher must model and scaffold how to write the report as a representation of
what is expected of the student. Starting with the introduction, the teacher must highlight key
terms that must be included. For the body, students must be shown where to place topic
sentences and supporting details. For the conclusion, students must be shown how to use
appropriate transitional phrases and how to sum up points without adding new information. Each
stage is done separately.
You can use examples of transitional words, technical vocabulary and graphic organizers as
supporting tools.
Step 6: Revising
Teacher must look at the external structure first. You can use the ARMS revising tool (Faigley &
White, 1981) A-Add, R- Remove, M-Move/Shift, S-Substitute. You can give instructions for
group/peer or self-revision. Teacher must engage in one- on one where needed. A self-revision
checklist is useful, highlighters, different colour pen.
Step 7: Editing
You must focus on grammar usage, mechanics and refining language. Teacher can start with
circling and correcting spelling and then follow on to capitalization etc. A self-editing checklist
can be used, ask a peer, teacher-student.
Step 8: Publishing
Teacher must increase students motivation to write by publishing their work. For example: on
the walls of classrooms, library, bulletin boards, newsletter, magazine and can be read on the P.A
system at an assembly.

Self/ Peer Revising Checklist
The report has an introduction, body and

conclusion.
The paragraphs are indented.
All of the necessary information is included in

my introduction.
The body has three main ideas along with

supporting details or examples.
The ideas in the paragraphs are in a logical

order.
The tone used is formal and no information

irrelevant to the topic.
The conclusion is brief and has all the details

needed. There is no new information included
here.

SELF/PEER EDITING CHECKLIST
The report is edited for capitalization.

eg. sally (Sally)
The report is edited for the correct use of

words.
eg. He one the medal (won)
The report is edited for punctuation.

eg. Ted Fred and Kate were inolved
Ted, Fred and Kate were involved.
The report is edited for spelling.

eg. caried (carried)
The report has extensive use of appropriate

vocabulary.
eg. It was big (It was enormous)
The report has consistent use of appropriate
tense.
eg. The competition is on June 6th
(The competition was on June 6th).
The report is edited for effective use of

varying sentence types.
eg. simple, compound and complex
The report is edited for appropriate use of

connecting words (transitional words).
see transitional words table.

TRANSITIONAL WORDS FOR REPORTS
TIME COMPARE CONTRAST EMPHASIZE CONCLUDE/ ADD CLARIFY

A POINT SUMMARIZE INFORMATION
while likewise but again finally again That is
after like however To repeat lastly also For
instance
next also still truly As a result As well In other
words
before as yet In fact therefore next
during while although especially To sum up another
first similarly otherwise To All in all and
emphasize
second In the same On the For this In besides
way other hand reason conclusion
third even though because finally
now For instance

until moreover
meanwhile Along with
as soon as In addition
when For example
suddenly
next week additionally
yesterday other
soon
later
afterwards
about
finally
then

An Annotated Report
Time
At approximately quarter past twelve on Monday the twenty fifth of
Introduction Date
June, 2012, an accident involving Justin Ali, Daniel Maraj and Adrian Charles took
Place
place on the JJ Primary Schools play field.
During the lunch period, Justin, Daniel and Adrian were playing a game
called Ride Over. This game is played when two children hold both hands facing
each other as another child runs towards them and either jumps over or burst
through their hands. While playing this game, Justin tried to jump over Daniel
and Adrians hands. As he attempted to jump, Daniel and Adrian raised their
hands higher, and as a result, Justin tripped, fell over and burst his lower
Body How it started.
lip. His lip began to swell and bleed immediately.
As soon as the accident took place, Andrew Bijaram ran to the
cafeteria and got a piece of ice for Justin to put on his lip. While Andrew
was attending to Justin, Aaliyah Dick ran to the teachers staff room and
What
reported the accident to Ms. Diana Francis, Justins class teacher. Ms. happened
during the
Francis called for Ms. Ramon, the schools principal and Justin was then experience.
taken to the principals office where the teachers attended to him. After he
was attended to, the principal called Justins mother and reported the
incident. About ten minutes later, his mother came and took him home.
At the end of the lunch period, the principal called an assembly; informed
How it ended.
all the students about the incident and instructed that Ride Over was not to be
Conclusion played during school hours anymore. She thanked Andrew and Aaliyah for
assisting Justin and asked students to be more careful when playing with each
other.

SAMPLE WRITING TASKS (REPORT WRITING)
1. Write a report for your principal on a competition in which your school participated.
Include information about:
- The type of competition.

- The date, time and the venue.
- The schools involved.
- What happened during the competition.
- How the competition ended.
2. Write a report to your teacher about something that happened during lunch time that you feel
she needs to know about.
Include information on:
- The date, time, and the place it happened.

- How it started.
- The person/persons that took part in it.
- What happened during the experience.
- How it ended.
2. Write a report for your principal on a field trip your recently went on.
Include information about:

- Date of the field trip and the time you left school.
- The place(s) visited.
- What happened during the field trip.
- What was learnt.
- How the field trip ended.

RUBRIC FOR REPORT WRITING
CRITERIA Superior Competent Satisfactory Emerging Makes an Attempt
10-9 8-7 6-5 4-3 2-1
WRITING Uses the writing process Uses the writing process Uses the writing process. Uses the writing process. Uses the writing process
PROCESS
CONTENT Details are specific to topic and Details are related to topic Some relevant details Few, insufficient or minor Unable to find specific details
provide all the necessary and provide most of the presented. details presented. relevant to topic.
information. necessary information.
LANGUAGE USE Uses language that conveys Uses language Satisfactory use of language Limited use of language Many errors in language use.
precise meaning. Extensive appropriately in conveying relevant to report. relevant to report
vocabulary use meaning. Competent use of Satisfactory use of
vocabulary vocabulary
.
GRAMMAR AND Effective use of punctuation, Few errors in punctuation, Some errors in punctuation, Errors in punctuation, Little or no use of
MECHANICS spelling, capitalization, and spelling, capitalization, and spelling, capitalization, and spelling, capitalization, punctuation, spelling,
grammar. grammar do not impede grammar impede meaning and/or grammar capitalization, and grammar
meaning impede meaning
Introductory paragraph is All relevant information Relevant information Limited information in Introductory paragraph is
clearly stated and all relevant included in introductory included in introductory introductory paragraph unclear.
information included. paragraph paragraph
Information is presented in a Information is presented Information is logical. Information is scattered Details are not organized,
ORGANIZATION comprehensive manner with effectively within Evidence of paragraph use Use of simple sentences written in sentence fragments
sequencing of paragraphs, paragraphs, at least two and at least one sentence with few details provided. and difficult to understand.
varying sentence types and sentence types and types
pertinent details included. pertinent details included.
Effective use of transitions Competent use of linking Satisfactory use of linking Some use of linking Little use of linking
throughout the report. words/transitions words/transitions words/transitions. words/transitions.
Final paragraph draws a clear Final paragraph is logically Final paragraph follows Final paragraph is Absence of concluding
and effective conclusion to the connected to report report discussion minimally related to the paragraph.
report. report topic.

STUDENT-FRIENDLY REPORT RUBRIC
This can be shared with students, and used along with the checklist on pages 32 to
33 to guide their writing.
My Writing
10-9 8-6 5-3 2-1
The Writing I used all steps of I used most I used some steps of My writing shows
Process the writing process steps of the the writing process little or no use of
to enhance meaning writing process the writing
process
My first paragraph My first My first paragraph is My first
is clearly stated paragraph is stated. paragraph is
Organisation and focused for clearly stated unclear.
clarity. with a focus.
I used adequate I used I used some details I used details that

details which are paragraphs with that are scattered and are not organized
written in an some logically needs development. and are difficult
effective order. ordered details. to follow and
understand.
I used appropriate I used sufficient I used some linking I used little

linking words. linking words. words. linking words.
I used different I used different I used at least two I used simple

sentences sentences. different sentences. sentences and
effectively. fragments.
I wrote a clear an I wrote a I wrote a conclusion I have no

effective conclusion. which is barely related conclusion.
conclusion. to the report topic.
Content I used relevant I used satisfactory I used few, insufficient I did not use
details specific to ssupporting details. or minor details. details specific and
topic providing all relevant to topic.
necessary
information.

My Writing
10-9 8-6 5-3 2-1
Word choice I used extensive I used vocabulary I used vocabulary with I used vocabulary
vocabulary. appropriately. a few errors. with many errors.
I used I used I used some I used

words/phrases to words/phrases to words/phrases to words/phrases
convey precise appropriately convey meaning. convey little or no
meaning. convey meaning. meaning.
I used regular I showed use of I showed some use of I showed little or

Grammar, punctuation, punctuation, punctuation, spelling, no use of
usage & spelling, spelling, capitalization, and punctuation,
mechanics capitalization, and capitalization, grammar to explain spelling,
grammar to explain and grammar to meaning. capitalization, and
and enhance explain meaning. grammar to
meaning. explain meaning.
I used appropriate I used I used some appropriate I used little or no

tense. appropriate tense. appropriate tense.
tense.

LEARNING OUTCOMES, OBJECTIVES AND PROFICIENCIES:
INSTRUCTIONS
Learning Outcomes: Students will write clear instructions.
Learning Objectives: Students will be able to:
Use relevant information / instructions that is accurate and specific.

Present information logically.
Use clear, precise and suitable language.
Learning Proficiencies /Skills:
Students will demonstrate proficiencies / skills in:
Sequencing.
Using numbers.
Using words and phrases which convey precise meaning.
Using clear, precise and suitable language.

GUIDELINES FOR WRITING INSTRUCTIONS
What are instructions?
Written or spoken directions for carrying out a procedure or performing a task.
TIPS FOR WRITING INSTRUCTIONS:
Step-by-step instructions typically use the second-person point of view (you, your,
yours).
Instructions are written in the active voice and the imperative (command) mood: Address
your audience directly.
Instructions can be written in the form of a numbered list so that users clearly recognize
the sequence of the tasks.
Clear instructions are unambiguous, understandable, complete, consistent, and efficient.
BASIC FEATURES OF INSTRUCTIONS

Instructions tend to follow a consistent step-by-step pattern, whether you are describing how to
make a chow or how to play a game.
Introduction
with
content
information
Conclusion
Basic
that signals
Features of Specific and
completion of
Instruction precise title
task
Sequential
ordered steps
(numbered)

A PROCESS APPROACH TO WRITING INSTRUCTIONS
(Each step should be modelled by the teacher to the students).
Task: Your principal wants to know how to play your favourite game. Write a letter giving the
instructions of the game.
Include the following details:
The name of the game and the number of players.

The rules of the game.
How to play the game.
Step 1: Prewriting Strategies (Brainstorm)
Write your question on the board and underline key terms for understanding the task.
Step 2: Generate ideas through discussion (Brainstorm)
Generate ideas through class discussions. Ask students what the task requires of them to do..
Step 3: Use Graphic Organisers (Brainstorm)
You can use a graphic organiser to assist with this process. The teacher can put key terms in a
symbol and have students fill in what they comprehend. For example
How to play the game? Name of the game
Step 1: Example: Catch
My Favourite
Game
Step 2:
Rules of the game:
1.
Step 3:
2.
Step 4: Sequencing
You must sequence your ideas and this can be done by giving step by step instructions on how to
play the game. Ensure that the rules follow a logical format as well as the steps to play the game.
The rules must be done separately from the steps of the games.

Step 5: Drafting
At this stage the teacher must model and scaffold how to write the instructions as a
representation of what is expected of the student.
Start with the introduction, the teacher must highlight key terms that must be included.
In the body, the rules of the games must be placed before how to play the game. Students
can write the rules and instructions in numbered form. The use of imperative verbs
(commanding verbs) and transitional words (connecting words) can be highlighted so
students can identify with its importance in writing instructions.
For the conclusion, students must be shown how to use appropriate transitional phrases,
imperative verbs and how to sum up points without adding new information.
Each stage is done separately.

You can use examples of transitional words, imperative verbs and graphic organisers as
supporting tools.
Step 6: Revising
Teacher must look at the external structure first. You can use the ARMS revising tool (Faigley &
White, 1981) A-Add, R- Remove, M-Move/Shift, S-Substitute. You can give instructions for
group/peer or self-revision. Teacher must engage in one- on one where needed. A self-revision
checklist is useful, highlighters, different colour pen.
Step 7: Editing
You must focus on grammar usage, mechanics and refining language. Teacher can start with
circling and correcting spelling and then follow on to capitalization etc. A self-editing checklist
can be used or ask a peer or teacher-student conference.
Step 8: Publishing
Teacher must increase students motivation to write by publishing their work. For example: on
the walls of classrooms, library, bulletin boards, newsletter, magazine and can be read on the P.A
system at an assembly.

SAMPLE WRITING TASKS (INSTRUCTIONS)
1. You gave your neighbour a puppy as a gift. Write a letter giving him/her instructions on
how to take care of the puppy. Be sure to say why it is important to take good care of the
puppy.
In your instructions, include details about:

Feeding the puppy.
Cleaning the puppy.
Exercising and playing with the puppy.
2. You have made the best chow and your classmates want everyone at your school to
know how you made it. Your teacher asked you to write a letter giving instructions on
how you made this chow for your school magazine.

How you learnt to make the chow.
The ingredients and how much you used for the chow.
The instructions for making your excellent chow.
3. Your principal wants to know how to play your favourite game. Write a letter giving the
instructions of the game.

The name of the game and the number of players
The rules of the game.
How to play the game.

RUBRIC FOR WRITING INSTRUCTIONS
CRITERIA Exceeds Objectives Meets Objectives Emerging Makes an Attempt
10-9 8-6 5-3 2-1
Uses the writing process Uses most steps of the Uses some steps of the Shows little or no evidence of
Writing Process effectively writing process. writing process. using the writing process.
Content Uses details that are always Uses details that are accurate Uses some details that are Uses limited details specific to the
accurate and specific to the to the instructions and task. accurate to the task. task.
instructions and task.
Organization Presents instructions logically Presents accurate Presents some accurate Instructions are not logical.
and effectively. instructions. instructions
Uses transitions effectively. Uses transitions Uses transitions occasionally. Little or no use of transitions.
appropriately.
Uses a format appropriate for Uses a format appropriate for Limited use of appropriate Inappropriate use of format.
instructions including instructions including format.
paragraphs, bullets or numbers paragraphs, bullets or
as necessary. numbers as necessary.
Word Choice Uses words/phrases that Uses words/ phrases that Uses some words Uses vague or repetitive diction.
convey precise meaning. convey meaning. appropriately.
Vocabulary is confusing or
Consistent use of vocabulary Some use of vocabulary Little use of vocabulary irrelevant
appropriate to instructions. appropriate to instructions. appropriate to instructions.
Grammar, Effectively demonstrates use Demonstrates use of Some errors in punctuation, Little or no use of punctuation,
Mechanics of punctuation, spelling, punctuation, spelling, spelling, capitalization, and spelling, capitalization, and
capitalization, and grammar. capitalization, and grammar. grammar. grammar.
Consistent use of appropriate Tense used correctly Some errors in use of tense.
tense Little or no use of appropriate
tense.

SECTION D
REFLECTIVE WRITING

GUIDELINES FOR REFLECTIVE WRITING
REFLECTIVE WRITING involves a personal response to experiences, situations, events or
new information. It is not a description of them. It involves:
responses to thoughts, feelings, experiences, an opportunity to gain self-knowledge

opinions, events or new information a way to achieve clarity and better
thinking to explore your learning understanding of what is learned
making meaning out of what you study developing students critical thinking skills
developing and reinforcing students writing skills
Reflective Writing helps students clarify and develop the reading/writing connection:
o The skills underlying the reading and writing knowledge and processes are similar, so the combination of
reading and writing instruction is essential in literacy development.
o In reading, meaning is built from texts and in writing meaning is built for texts.
o As writing improves through daily communicative use, reading is enhanced.
clarify content
studied and how
and why they do it
develop the connection

become active and between literacy skills
aware learners (reading , writing,
speaking, listening,
representing and
thinking).
Reflective
Writing develops
discover successful metacognition.
techniques to use Students... reflect on mistakes to
again avoid repeating them
identify questions they

describe their own still have and decide on
literacy skills, strategies, what actions they must
processes or areas of now take to learn in the
growth future, (problem solve)

GUIDELINES FOR REFLECTIVE WRITING- POSSIBLE IDEAS FOR:
Did you figure out what you

Description of the lesson understand from the lesson?
Did you figure out how you learned this
Describe your classroom when the lesson new material (teachers explanation,
was taught. writing notes, speaking about the lesson
Include the time of day when the lesson with friends, re-reading notes)?
was taught.
Write about the students present in the How to improve your work
class. How did they behave?
Were you able to hear what the teacher What other ideas/methods can you try, to
was saying? If not, why? learn your work better?
Were the students attentive or not listening What other activities can you and your
to the teacher? friends do to learn your work?
Describe the content/topic of the lesson What can you do in a new lesson to help
that was taught. you learn faster in the future
Write details about the activities done
during the lesson. Examples of Reflective Writing:
Feelings about the lesson Diary entries- used for recording personal
How did you feel about this new lesson? and group responses.
What were you thinking during the Journal & Double Entry Journal- with
lesson? regular entries for any subject area
How did you feel about what was Learning Log /Reflective Note- a
happening during the lesson? reflection on what has been learnt
How did you behave during this lesson?
Poems/Songs/Stories- a creative response
How did you feel when the lesson ended?
to a individuals experience of a lesson
Review of lesson
Prompts for Reflective Writing:
Write on what you liked about the lesson.
I like..
Write details about what you did not
like/did not understand in the lesson.
I did not like
Write about how your friends felt about
the lesson. I am happy with
Did you follow what the teacher was
saying? If Yes, why? If No, why not? I understand
I did not understand

SECTION E
ADDITIONAL TEACHER
RESOURCES

LESSON PLAN- REPORT WRITING
Lesson Topics: Writing the body of an expository report
Lesson Type: The lesson seeks to develop student skills in selecting and organising relevant
details within the body of an expository report.
Previous Knowledge:
Paragraphs details, such as internal and external structure
Estimated Time: 45 minutes
Objectives:
Students will
Identify relevant details to include in the report

Organise supporting details in logical order
Write one paragraph from the body in the report
Materials
Computer with Internet Access

Multimedia Projector
5 Ws Graphic Organiser
Microsoft Word
Procedures
1. Students view a YouTube Cartoon Clip at

http://www.youtube.com/watch?v=Le13by2WM70 entitled Finding Nemo School of Fish
2. Teacher and students discuss what was seen in the video. Students work in groups to fill a
graphic organiser with relevant details about the persons and situation from the video.
3. Teacher takes relevant information and demonstrates on the board how to insert the main
points and supporting details into the paragraph of the body.
4. Students work in groups, to collaboratively construct another paragraph of the body based on
the situation presented in the video.

5. Students work to revise the paragraph created using a checklist and edit.
Evaluation
Groups orally present their paragraphs followed by general class discussion of each
paragraph presented to identify the main point and supporting details.
FIVE Ws GRAPHIC ORGANISER
Fill in each row with details that answer the question
When did situation/event/incident happen? (Date & Time)
Where did situation/event/incident happen? (Location, Place)
Who were involved?
Why did situation/event/incident happen?
What happened during situation/event/incident?

First-
Next-
Next-
Next-
Last-

LESSON PLAN - NARRATIVE WRITING PARTS OF A STORY
Lesson Topic: Narrative Writing Parts of a Story
Previous Knowledge: Students have knowledge of fairy tales
Objectives:
Students will:
Identify the important parts of a story (setting, character, conflict, theme, plot).
Resources
Concept map,
whiteboard markers,
the video link of the story, Little Red Riding Hood
( http://www.bbc.co.uk/cbeebies/misc/stories/misc-littleredridinghood/),
Multimedia projector,
laptop,
speakers
Internet connection.
PROCEDURES:
Step 1: Teacher plays the short clip and students listen to the interactive video reading of
Little Red Riding Hood.
Step 2: After this video, teacher asks students to direct their attention to the whiteboard,
where he/she draws a concept map. In the middle of the circle is written, Story-
Little Red Riding Hood. The various lines extended out that connect to the circle
have character, plot, theme, conflict, descriptive details.

Step 3: Teacher asks students to help fill the diagram using details from the story they
have just listened to. Teacher questions students about:
What characters were involved in the story?
Where did the story take place?
What places did the characters visit?
As the teacher discusses with students, the information is written on the board
until it is completed.
Step 4: Teacher emphasizes to students that the points generated indicate the parts that
make up a story.
Evaluation:
Teacher assesses students understanding from classroom discussion and ensures that the concept
map was completed accurately. Students work in groups to complete this activity, they are asked
to fill out a work sheet on the elements of a popular story, Three Little Pigs and the descriptive
words found in the story for homework.
CONCEPT MAP: PARTS OF NARRATIVE WRITING
SETTING THEME
The Three
CONFLICT PLOT
Little Pigs
CHARACTERS
Instructions:
Use this concept map as a guide and fill out what you understood from the lesson taught. Read
the story provided of the Three Little Pigs to fill out information. You can use your copy books
to fill out information, using the subheadings above.

LESSON PLAN - NARRATIVE WRITING ELEMENTS OF A STORY
LESSON TOPIC: Narrative Writing Stages of Plot
PREVIOUS KNOWLEDGE: Students have knowledge of fairy tales.
ESTIMATED TIME: 70 minutes
TEACHING POINT: The stages of plot in the short story are beginning (introduction), rising
action, climax, falling action and end (Conclusion).
OBJECTIVES:
Students will:
Identify the stages of plot in a short story

State the stages of the plot from short stories (fairy tales or folk tales)
Illustrate the stages of the plot from short stories using a graphic organiser (fairy tales or
folk tales)
RESOURCES
Multi-media projector
Laptop PowerPoint presentation
Movie clip (Transformers or any other student-friendly movie with a strong plot like
Finding Nemo)
Graphic organisers
Work strips
Sample of song
PROCEDURE
SET INDUCTION Teacher shows an intense scene from the movie (For example, in
Transformers where Sam destroys Megatron) (5 minutes)
Step 1: Teacher elicits events which led to the scene.

QUESTIONS
Teacher asks questions to engage students thinking:
What happened at the beginning of the movie?

What were the events in the movie which lead to this scene?
What happened as a result of this scene?
This PLOT ORGANISER shows how the main events in a short story are organised into a
plot.
Climax
Falling Action
Rising Action
Ending (Conclusion)
Beginning (Introduction)
STEP 2: Ask students to recall the fairy tale Jack and the Bean Stalk (or any story with
which the students may be familiar). Draw a graphic organiser on the board
illustrating the stages of plot. The teacher writes simple sentences on cardboard
strips, summarising the stages. Read and then allow students to place word strips
in the correct order along the organizer.
STEP 3 (Group Work)

Ask the different groups to write the plot of familiar fairy tales or folk tales and include the
elements of the plot. Groups will be given chart paper/transparencies to illustrate the stages of
plot within the story using the above plot chart; beginning (introduction), rising action, climax,
falling action and ending (conclusion).

Contingency
The teacher can give students the outline of the plot on sentence strips and ask students to place
them in an order along the plot chart
STEP 4 Ask groups to present the stories to the class pointing out the stages of the plot. Have
the class assess whether the plot was accurately maintained. If the plot needs revision, ask the
class to make corrections.
CLOSURE Distribute a song to students. The teacher will question students with respect
to the stages of plot and the importance of each stage.
EVALUATION
Students will be given a short story and asked to read and illustrate the stages of plot.
FOLLOW UP LESSON
Lesson Two
OBJECTIVES
Students will be able to:
Give information for the plot of a short story
Sequence information according to the stages of the plot
Assess and make changes to the plot of the story
Write a sentence to illustrate each stage of the plot.
Given a topic, elicit from students:
The beginning (introduction)..
Rising action.
Climax...
Falling action
Resolution (conclusion).
Use a plot chart to put in this information.

Lesson Three
OBJECTIVES:

Orally develop a story based on plot chart
Draft paragraphs based on orally developed plot
SONG
Plot is the action, the quest for satisfaction,
What's going down, what's going to happen.
Four men at sea in an open boat,
Rowing and hoping that they can stay afloat. The plot:
They have to make it to the beach,
But the waves are big, and the shore seems out of reach,
Plot is a series of events... like .,
It could be crazy, wild or straight wicked.
Beginning, rising action, climax, falling action

Resolution yes these are the 5 things
That you're going to be needing
When you're reading or writing
A PLOT that's mad exciting. (x2)
Adapted from: http://flocabulary.com/fivethings/

LESSON PLAN - PAINTING A PICTURE WITH WORDS
Lesson Topic: Painting a picture with words Using the five senses to write
Character Descriptions
Previous Knowledge: Students understand adjectives, its form, use and function; students know
the five senses and understand their use in narrative/descriptive writing.
MATERIALS:
Whiteboard markers
Chalk
Pictures of characters/media personalities/sport stars
Graphic organiser copies
MEDIA RESOURCES:
DVD
Multi-media Projector
Music Video
STRATEGIES:
Brainstorming
Modelling
Guided practice to Independent practice.
Objectives:
Identify adjectival words and phrases needed to paint a picture of the character.
Discuss how adjectives are used to describe characters which appeal to the five senses.
Produce/create a written description of the music personalities shown incorporating
adjectives that have the effect of describing a character through the five senses.
Make oral presentations in Standard English describing a character.

PROCEDURE:
1. Share a basic definition of adjectives for students, on the board or an overhead, to review
the concept to students.
2. Review the five senses and how they function in narrative/descriptive writing.
3. Have students look at a music video of their favourite music genre.
4. Brainstorm through use of a graphic organiser the physical characteristics of one of the
characters in the video.
5. Group the adjectival phrase/words in senses categories (touch, taste, smell, sight, sound).
6. Model redefinition of the words and phrases into vibrant precise verbs (red dress- blood-
red dress)
7. Elicit student response through guided questions to revise adjectives to paint an exact
picture of what they are trying to capture. (Sight- type of clothing, height, eye colour,
weight, colour; Touch- hair texture, clothing texture, skin texture, what the character
touches, what they are carrying; Taste- are they eating? What are they eating? What
foods and what specific smells; Sound- sounds heard in the characters setting or
environment, voice; Smell- the scent of the character, the scent of their surroundings)
8. Choose one character and model how to incorporate the adjectives on the board.
9. Choose another character and through modelled writing create with the class a descriptive
paragraph on the character.
10. Place students into groups and give each group a picture of a character in a setting.
11. Have each group use their graphic organiser to brainstorm characteristics/traits.
12. Have students create a written description of the character using precise adjectives
incorporating sensory details.
13. Have students read their piece and justify their adjective selection.
EVALUATION:
Students graphic organisers

Students written character descriptions
Students oral expressions.

LESSON PLAN - Developing Setting in a Narrative Piece
Lesson Topic: Developing Setting in a Narrative Piece
PREVIOUS KNOWLEDGE: Students are familiar with setting in stories.
OBJECTIVES: Students will be able to:

Understand the concept of setting (place, time and environment).
Identify the various settings in the story and the movie clip.
Discuss the various settings in the story and movie clip.
Produce a description of one setting from the movie clip.
Present their descriptions orally using Standard English.
RESOURCES:
Setting hand-out
Setting Assessment hand-out
Movie clip from the movie
Any story with a rich setting
Multi-media projector
Lap top
PROCEDURES:
Step 1: Review what the setting of a story is. Distribute the Setting hand-out, and go over
the three components of setting: time, place and environment.
Step 2: The teacher reads or tells the story and leads a discussion of how the time, place
and environment influenced the story plot.
Suggested questions:
How would the story have been different if the time, place or environment
was different?

Why is setting important and how does it influence stories?
Step 3: Before playing the clip from the movie, ask students to watch and listen for details
about the various settings in this clip.
Step 4: Students discuss the various settings in the movie clip. Teacher models for
students how to complete one part of the setting hand-out.
Step 5: Before showing the movie clip again, teacher asks students to take notes recording
details about the setting's time, place and environment. Students complete the
Setting hand-out.
Step 6: After viewing, allow students to share their responses and add to their notes.
Discuss how the time, place and environment of the setting from the movie clip
influenced the story.
For students who need additional teacher guidance:
Read several children's stories and discuss how the setting influences each
story's plot.
Review note-taking strategies before watching the segment.
Provide assistance with taking notes while watching the video by pausing the
movie clip at intervals to allow students extra time to write.
Provide opportunities for students to view the movie clip additional times.
Step 7: Each student will produce a continuous paragraph using the notes from their
setting hand-out.
CLOSURE:
The students produce a paragraph on setting. They would also present this orally to the class.
EVALUATION:
1. Listen to students discussion on setting from the story and movie clip.
2. Evaluate students finished product.
TEACHER REFLECTION: The teacher records comments, observations and reflections about
the lesson. This includes comments about the students attitudes to the lessons, to their tasks and

to questions asked by the teacher. Also students oral responses, level of participation and
involvement will be monitored.
SETTING HAND-OUT
Setting might include:
Place: The physical location

Time
What city or country?
Day, Month, Year?
Are there mountains/ beaches?/concrete/
etc.? Season?
What type of neighbourhood? Time of day (morning? afternoon? evening?
night?)
Environment (Details in the surroundings.)
Present? Past? Future?
What is going on around the characters?
What is the weather like?
Is it crowded or isolated? Place:
What is the setting(s) in the movie? Write the details under the headings:
Place
Environment
Time

SETTING ASSESSMENT
Directions: Using your Setting Notes, write a paragraph in which you explain how the
place, time, and environment make the movie more interesting.
The setting(s) from the movie "Brave" influences the story in many ways.
The place of the setting __________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The time of the setting ___________________________________________________________

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
The environment of the setting ____________________________________________________

______________________________________________________________________________
The setting that is the place, time, and environment of this story has a great deal to do with what
happens.

LESSON PLAN - NARRATIVE WRITING
Lesson Topic: Narrative Writing Breaking up a Narrative-Descriptive Task into

Relevant Parts.
Previous Knowledge: Students have knowledge of stories
Teaching point: The stages of plot in the short story are beginning (introduction), rising action,
climax, falling action and end (Conclusion).
Objectives:
Students will:
Demonstrate an understanding of what is involved in a narrative-descriptive task by writing a

draft
Express an appreciation of what is involved in a narrative-descriptive task by making a
journal entry
Resources
Computer with Internet Access

Multimedia Projector
YouTube Clip
Graphic Organiser
Plot Generator Handout

Procedures
Steps Literacy Skills
1. Teacher shows one and a half minute of the following Viewing/Representing
YouTube Clip Listening
http://www.youtube.com/watch?v=BQpgIJUh9D4 as a Speaking
stimulus to engage students in discussion to lead to task. Thinking
2. Students are presented with the task and engage in a Thinking

discussion. Speaking
Task: As I stared at the picture I had created Listening
yesterday, I realized I was slowly being pulled into
it. Write a story which begins with this sentence.
Suggestions
Include Descriptive details about:
People you met.
The places you saw.
What happened when you were drawn into the picture
As students view picture, they are guided to make links with
the clip suggesting what draws them into the picture and
what happens after. This can include character/s, setting/s,
event/s.
3. Students give details about the picture guided by the Speaking
teacher. Thinking
Listening
4. Students write descriptive details which appeal to the Writing
senses in a graphic organiser. This includes details about Thinking
character/s met, setting/s and other descriptive details. Representing
5. Using the YouTube Video as a platform; students, work Writing
in groups with a plot generator writing tool to make up Thinking
possible scenarios about ...what happened when drawn Speaking
into the picture Representing

Evaluation
1. Students write a draft of the narrative-descriptive task.
2. Students make a journal entry.
Teacher Reflection
1. How did students respond to the lesson in general? (Refer to journal entries)
2. What challenges did I face?
3. What did you do during the lesson to overcome challenges?
4. What other strategies can you use to teach this lesson more effectively?
Sensory Word Bank Tool
SIGHT TOUCH TASTE HEARING SMELL
PLOT GENERATOR WRITING TOOL

Use the details in each column to mix and match details to create a plot.
Character Location Goal Obstacle
A prince An old lighthouse To save the princess A curse from the Goddess, Hera
A princess A cave under the The prince must rescue Mack is released from the cave
water the princess
Mack, the monster A rocky cliff To break the curse Stormy gusts of wind
Adapted from ASCD (2004): Strategies for Teaching Writing

GLOSSARY READING AND WRITING STRATEGIES
1. STORY STAIRCASE
Use the outline below to retell the main events in story order:
Title of Story___________________________________________________
This story begins when ___________________________________________
The problem is __________________________________________________
The next thing that happens is ______________________________________
Then __________________________________________________________
After that, ______________________________________________________
The problem is solved when _______________________________________
2. CHARACTER WEB
1. Choose a character from a story and write the name in the central box.
2. Write about the things the character does in the story in two circles.
3. Think about and write words to describe the characters actions for example: exciting
in the two boxes.
4. Write other characters view of the selected character in two boxes.
3. WORD DETECTIVE
Detective Name: Word:

Sentence where I found the word: My own definition:
Part of Speech: My own sentence:
Context Clue: A picture that will remind me of
what this word means to me:
4. NARRATIVE SCAFFOLDS
Title of story:
Main characters name
Two words describing main character
Three words describing the setting
Four words stating the problem
Five words describing one main event
Six words describing a second main event
Seven words describing a third main event
Eight words stating the resolution to the problem
Adapted from: http://wwwfp.education.tas.gov.au/english/narrative.htm
73
5. PLOT GENERATOR
Use the details in each column to mix and match details to create a plot.
Character Location Goal Obstacle
David, a skinny An old castle To celebrate a birthday A lack of money

boy
A queen A school To get food
A black dog A football field To win friends
ASCD (2004): Strategies for Teaching Writing
6. SHOW VERSUS TELL PRACTICE TOOL
Tell Show
He fell down. The childs tear-filled eyes reflected the pain of his
scraped knees. A broken skate lay nearby.
The squirrel went up the A gray squirrel jumped from ground to tree trunk in one
tree. bounce as it scurried safely out of reach of the barking
dog.
ASCD (2004): Strategies for Teaching Writing
7. CHARACTER QUESTIONING TOOL
Answer the following questions about your character? Remember there are no wrong
answers since the character is created by you. Use some of these details to further
develop your character.
1. What types of food does your character like to eat?

2. What does your character do with his or her friend?
3. What are your characters favourite song, movie and game?
4. Describe some of your characters hobby.
5. Does he/she have any special talent/skills?
6. What kind of clothes does he/she like to wear?
7. Who are the other members of your characters family?
8. Describe the house in which your character lives.
74
9. What school is your character attending?
10. What does your character like to do during school vacation?
8. BOOKMARKS
After reading a story or a report, respond to the following prompts on the bookmark.
Background Knowledge-It will probably help that I already know This part
connects to what I know about
Main Idea and Authors Purpose-So far, this text is aboutThe author wrote this
in order to
Summarising-This section or paragraph was about
Questioning-I wonder why. How.
Inferring-I bet thatbecauseI thinkBased on this part I assume that
Predicting-I predict thatbecause
Word Meaning-This word meansbecause it has the word partThe word
meansbecause of its context
9. CUE ALPHABET MODEL

Use the 26 letters of the alphabet to generate words/phrases related to the topic/story or
report. TOPIC: The Zoo
A- animals B- bear C - candy D-dog E-elephant F-fishes
G-goat H- hat I-ice-cream J- jaguar K-kangaroo L-lion
10. QUICK WRITES
Use during or at end of class

Reveals what student has/have not learned
Reveals area/s of difficulty
Helps to modify/redirect instruction to remediate and meet students needs
Quick Write Prompts:
This is what I learned today
I like this lesson today because
This is puzzling me
I am not sure about
What I dont understand is
This is not clear at all because
11. CREATE A CLASS BOOK

Compiled either from whole group or individual writing, students can:
write in response to a shared experience (e.g. field trips).
75
write in response to literature ( favorite books, songs, or poems).
write about newly learned content (e.g. butterflies, the pitch lake).
display for parents to view students work.
http://www.thewritingsite.org/resources/curriculum/ideasK1.asp
12. FRACTURED FAIRY TALE
Use any fairy tale, folk lore or popular story.

Change one or any combination of the following: plot development, character/s, setting
and story ending to create a new story.
Example:
Fairy Tale: Little Red Riding Hood.
Fractured Fairy Tale:
Red Rose invited her friend to dinner. She wanted to prepare a delicious meal for her friend
Wolvina, the foxette. She started cooking the meal early. Soon the house was filled with the
scent of fried rice, pastelle, baked chicken, orange juice and coconut water. Red Rose set the
food on the table and hurriedly dressed to welcome her friend. Ten minutes later when Red
Rose returned; there was her Grandmother contentedly helping herself to the food. Alas, poor
Red Rose could not break her Grandmas heart and said, Hope you enjoy the food
Grandma. The End
76
SAMPLE OUTLINE OF WORK
FOR STANDARDS 4 & 5
An Outline of the English Language Arts Skills and Sub-skills to be developed at Primary Schools
In preparation of this sample outline of ELA skills and sub-skills, four major factors were considered:
1. Teachers requested a suggested outline of ELA skills and sub-skills to be developed that was aligned with the Continuous Assessment
Component (C.A.C), the S.E.A., the Process Approach to Writing, and the Whole Language Approach.
2. Sequencing of the various ELA skills and sub-skills to facilitate its development before, during, and after Expository and Narrative
Descriptive writing
3. The changes in the methods of assessing and assessment of students writing
4. The varying ELA proficiency levels of students throughout the country
CONTENT OUTCOMES/OBJECTIVES SUGGESTED STRATEGIES

SKILLS & SUBSKILLS Students will be able to: TEACHING POINTS
Modelled Writing helps student to gain knowledge
EXPOSITORY WRITING -define expository writing about language, vocabulary and text structures
- identify types and characteristics of expository required to write for a range of purposes. This
Attentive Listening writing includes EXPLICT teaching about the processes
-identify and discriminate between expository and involved in composing texts. Modelled writing
Comprehension narrative writing means using both models and modelling. The
Fact and Fiction -differentiate between fact and fiction teacher, on one hand, shows the students how
Vocabulary writing works, and on the other hand,
Technical Vocabulary -identify technical vocabulary specific to topics demonstrates writing to them.
Grammar
Tense [present and past] -identify the varying forms of verb tenses used in FQR (Facts, Questions, Responses)
http://www.stemresources.com/static/tools/Assessments/Formative/FQR/FQR.pdf
the expository texts
EXPOSITORY WRITING -define report writing DIA (Directed Inquiry Activity)
-identify different types of reports 5Ws & 1H
http://tompsonsolutions.com/masters/step4.htm
-identify characteristics of report writing
77
-use report writing rubric and checklist to assess a Book Talk Framework
Main Idea and Sequencing report To establish a book talk framework, the teacher
(comprehension) -identify main ideas in expository texts (Reports provides examples of informal language (English
TOPIC/SUBJECT and main ideas in paragraphs) Creole) and formal language (standard) and
-identify sequence of main ideas and supporting explicitly identifies the type and purpose of the
details in reports language being used.
-identify and differentiate among information to be
Attentive Listening placed in the introduction, body, and conclusion of
Vocabulary [contextual reports
analysis] -listen and recall main ideas
-identify word meanings using contextual clues
EXPOSITORY WRITING Teaching Simple Sentences
Simple Sentences -identify and write simple sentences
Subject and Verb Agreement -apply rules of subject and verb agreement in 1. Role play parts of a sentence
Topic Sentence simple sentences 2. Analyse simple sentences
-define a topic sentence 3. Elicit a definition from students
-identify topic sentences in reports 4. Present more examples
Speaking -brainstorm, state, and sequence ideas for a report 5. Give flawed examples and state why
as a prewriting activity 6. Provide guided practice
-draft topic sentences and identify supporting
details for the introduction of a report
Tone/Voice -discriminate between simple sentences with an
informal tone and a formal tone
Tenses -use the present and past tenses in simple sentences
Vocabulary (Synonyms) -provide words/phrases of similar meaning A topic sentence introduces the main idea of a
paragraph. It unifies the content of the paragraph
http://www2.actden.com/writ_den/tips/paragrap/topic.htm
Comprehension -recall and summarize events
Note, recall, and summarize -classify events Graphic Organizers for Prewriting Activities (maps,
events webs, sequencing charts, etc.)
Attentive Listening -listen and recall main ideas supporting details from http://www.netrover.com/~kingskid/graphic/graphic.htm
expository pieces
78
Punctuation and Capitalization -use periods and capitals correctly Preparation for Modelling
1. Identify learning outcomes from the
curriculum
2. Collect and display short but well written
examples of the genre of writing
3. Highlight and label key features
4. Provide text scaffolds to support modelling
5. Identify different ways to cater for
differentiated learners
6. Build on different cultural understandings,
skills and experiences that students bring to
the classroom
EXPOSITORY WRITING Collaborative Writing (Jigsaw)

http://www.readingrockets.org/strategies/jigsaw/
Simple and Compound -identify and write/construct compound sentences
Sentences -apply rules of subject and verb agreement in A concluding sentence restates the topic sentence
Subject and Verb Agreement compound sentences A transition is a connecting word or phrase
between two parts of a piece of writing contributing
Topic Sentence -draft ideas for a report to cohesion
Supporting Sentences -construct topic sentences, supporting details http://www.studygs.net/wrtstr6.htm
Concluding Sentence sentences and concluding sentences for the Coordinating Conjunctions connect words,
introduction of reports phrases, and independent clauses. They are:
Vocabulary (Homophones& -provide words/phrases of similar meaning F-for,
Synonyms) -identify and use homophones correctly in A-and,
Transitional words/phrases sentences N-nor,
-define, identify, and use transitional words and B-but,
Coordinating Conjunctions phrases suitable for reports correctly O-or,
-identify and use coordinating conjunctions Y- yet,
correctly S-so
-define, identify, and use coordinating conjunctions
79
correctly
EXPOSITORY WRITING -construct paragraphs Each paragraph must have one main idea
Paragraph Development For -construct topic sentences, supporting sentences
The Body Of The Report and concluding sentences for paragraphs in the A subordinating conjunction joins a main clause to
Including Supporting Details body of the essay a dependent/subordinate clause
Drafting Of The Body Of
Report -sequence ideas and supporting details A prepositional phrase is used to show the
Transitional Words/Phrases relationship of a noun/pronoun to another noun
Compound and Complex Implementation of Modelling

Sentences -identify and use a variety transitional words and
Coordinating and phrases within and between paragraphs 1. Identify the purpose of the text/writing
Subordinating Conjunctions -construct complex and compound sentences 2. Use a model to show how the writing works
Prepositions/Prepositional -define and identify subordinating conjunction 3. Read together, pointing out typical features
Phrases -use conjunctions correctly 4. List these features
Punctuation and Capitalization -use the correct preposition in context 5. Point out the type of language used
Active and Passive Voice -use prepositions to enhance writing 6. Present bad examples and state why
-use periods, commas, semi-colon and capitals 7. Mix up sections of text and have students
Vocabulary (Homophones) correctly sequence them
-identify differences in use and structure of the 8. Engage students in the Writing Process
active and passive voices 9. Employ collaborative writing
-determine meaning and spelling of words by 10. Provide opportunities for students to practice
analysing context
EXPOSITORY WRITING -identify characteristics of a reports concluding

Paragraphing paragraph
Draft the Concluding -construct a concluding paragraph
Paragraph -revise, edit and publish report
Revising, Editing And
Publishing the Report -define, identify, and use adverbs correctly An adverbial phrase is a group of related words
80
Adverbs and Adverbial -use words with similar meanings effectively that functions as an adverb
Phrases -use pronouns correctly to enhance cohesion
Vocabulary (Synonyms)
Pronouns
-brainstorm and write ideas for a recall report
EXPOSITORY WRITING -draft, revise, and edit an introductory, body, and Brainstorming Implementation
REPORT WRITING concluding paragraphs for a recall report
1. State clearly topic, purpose and audience
2. Decide how and record information
Adverbs and Adverbial -define, identify, and use adverbs correctly
3. If done as a class ask each student to record 3
Phrases -use words with similar meaning effectively
or 4 ideas before sharing
Vocabulary (Synonyms) -identify parts of a book
4. Set rules e.g. no criticism etc.
Study Skills -use the various parts of books to retrieve
5. Encourage the free flow of ideas
information
6. Leave explanations for later
-use the techniques of skimming and scanning to
locate specific information
-use the internet to retrieve information
Effective Writing Instructions
1. Review previously taught skills
2. Present new writing tasks
3. Provide guided practice
4. Provide group and independent practice
5. Provide cumulative review activities
(students must be given a task in which
examples of the most recently introduced
skills are integrated with examples of skills
previously taught)
81
-identify causes and effect in reports The Introduction is the first section of an essay. It
EXPOSITORY WRITING -identify main ideas in cause and effect paragraphs should include the topic of the essay and any other
Comprehension Cause and -identify supporting details in cause and effect sentences at the beginning that give background
Effect paragraphs information or provide a transition.
-identify the information placed in the introduction, The Body follows the introduction and it discusses
the body, and the conclusion of a cause and effect the controlling idea, using facts, arguments,
report analysis, examples, and other information.
Transitional words and -identify transitional words and phrases used in The Conclusion is the final section summarizes the
phrases cause and effect reports connections between the information discussed in
-use words in context to show different meanings the body of the paragraph and the essays
Vocabulary (Multiple -determine meaning of words by analysing the controlling idea.
Meaning Words) context OWL (Observe, Wonder, Link to Life)
http://www.rcampus.com/users/LPWeakland/upload/File/Strategy_Presentation_OWLing(3).pdf
Research Skills -use a variety of media
SQ3R
-conduct research using different sources http://www.studygs.net/texred2.htm
KWL
https://www.msu.edu/course/cep/886/Reading%20Comprehension/7Learn_Serv_Proj_KWL.html
-brainstorm and write ideas for a cause and effects OWL (Observe, Wonder, Link to Life)
http://www.rcampus.com/users/LPWeakland/upload/File/Strategy_Presentation_OWLing(3).pdf
EXPOSITORY WRITING report
SQ3R
Cause and Effect Report -draft, revise and edit an introductory, body, and http://www.studygs.net/texred2.htm
concluding paragraphs for a cause and effect report KWL
https://www.msu.edu/course/cep/886/Reading%20Comprehension/7Learn_Serv_Proj_KWL.html
Vocabulary (Multiple
JIGSAW
Meaning Words) -use words in context to show different meanings http://www.readingrockets.org/strategies/jigsaw/
-determine meaning of words by analysing the

context
http://www.prel.org/media/176015/ce_eis.pdf
82
LETTER WRITING -identify the various parts of the letter 1. Keep It Short And To The Point
-identify punctuation marks used in letter writing 2. Make It Clear, Concise, And Logical
Informal and Formal Letters - identify the characteristics of the personal and the 3. Focus On The Recipient's Needs
business letters (Date, Addresses [senders and 4. Use simple language
enclosed], salutation, introduction, body, conclusion, 5. Use short sentences and paragraphs
signature)
6. Review and revise it (make sure the message
-state similarities and differences between the personal
and business letters is what is intended
-brainstorm, draft, revise, edit, and post a personal letter 7. Double check spelling, grammar and
informing someone about a past event punctuation
Imperative Verbs -define and use imperative verbs
Vocabulary (Homographs) -pronounce and state the meaning of homographs in
given sentences
-construct sentences using homographs correctly
Punctuation (period, comma, -use periods, commas, colon, and semicolons correctly
colon and semicolon) when writing letters
LETTER WRITING -brainstorm, draft, revise, edit, and post a business

Formal Letter letter to the Manager of a company/store etc. in
Punctuation (period, comma, their area requesting assistance for a school project
colon and semicolon) -use periods, commas, colon, and semicolons
correctly when writing letters
EXPOSITORY WRITING Writing Instructions
Instructions -evaluate sequencing of instructions
Comprehension -identify information placed in the introduction, 1. Create a title that explains what the
Logical Sequencing body, and conclusion of the instructional text instructions are How to...."
-identify main ideas and supporting details in 2. Use action (imperatives) verbs in the
instructional texts beginning "Pick up, take, hold...."
Imperative Verbs -use imperative verbs correctly when writing 3. Use short clear sentences with words that are
Punctuation (period, comma, instructions common.
colon and semicolon) -use periods, commas, colon, and semicolons 4. Avoid words with more than one meaning.
Responsive Listening correctly when writing 5. Make sure to include any cautions, warnings,
83
-demonstrate use of the telephone for sending and or dangers if necessary.
receiving a massage, instructions, and explanations 6. Be Specific.
EXPOSITORY WRITING -write instructions for tasks and games using a
Brainstorm and Draft Ideas for logical sequence
Instructions -brainstorm and draft instructions for tasks or
games
-identify information and draft an introductory
paragraph for the instructions
-sequence instructions
-identify information and draft a concluding
paragraph for the instructions
Imperative Verbs -use imperative verbs correctly when writing
instructions
EXPOSITORY WRITING -write instructions for tasks and games using a
Revise and Edit Instructions logical sequence
-revise and edit instructions for tasks or games
-revise and edit the introductory paragraph for the
instructions
-revise and edit the sequence of instructions
-revise and edit a concluding paragraph for the
instructions
-identify different types of prose fiction (fable, fairy LEA
http://suite101.com/article/language-experience-approach-a51007
NARRATIVE/DESCRIPTIVE tale, folk tale)
Literature -follow the events of stories
-recall stories events
-recall dialogue used in stories
-identify and use correctly the mechanics of
dialogue in narrative writing
-retell stories
-identify and describe stories characters and their
1. STORY STAIRCASE
84
traits 2. CHARACTER WEB
-identify and describe stories setting 3. NARRATIVE SCAFFOLDS
-identify main events of stories (PLOT Rising and 4. PLOT GENERATOR
Falling Action) 5. SHOW VERSUS TELL PRACTICE
-identify the climaxes in stories TOOL
-identify conflicts in stories 6. FRACTURED FAIRY TALE
Literary Devices -identify resolutions in stories
-identify themes in stories
-define and give examples of the literary devices:
personification, similes, and metaphors
Adjectives -identify personification, similes, and metaphors in
stories
-evaluate the effective and appropriate use of these
Adverbs literary devices
-identify adjectives in the context of sentences
-note nouns used as adjectives
Comprehension -use adjectives in sentences
Main Idea, sequencing and -identify adverbs in the context of sentences
Inference -use adverbs in sentences
-identify main idea in narrative descriptive texts
Efferent Listening -identify the sequence of ideas in narrative
descriptive texts
-make inferences after reading narrative descriptive
texts
-predict and anticipate outcomes of story/event
-provide relevant details to support predictions
-listen and enjoy the different literature genres
85
-analyse a descriptive piece of writing Prepositional Phrases
NARRATIVE/DESCRIPTIVE -identify the different senses being appealed to
WRITING -evaluate the effectiveness and appropriateness of 1. Develop a class list
Descriptive Writing the description 2. Explain to students that prepositions can be
-identify adjectives and adverbs used in the used to locate things in time, place and
description manner
Prepositional Phrases -evaluate the effectiveness of these adjectives and 3. Construct a wanted poster using PP to
adverbs enhance description of a wanted character
-use prepositional phrases to enhance description 4. Select sentences from a procedural text
(science) to show PP use
-use adjectives and adverbs to effectively and
NARRATIVE/DESCRIPTIVE appropriately describe characters and places
WRITING -effectively and appropriately appeal to the senses
Brainstorm and Draft when describing characters and places
Descriptive Writing -brainstorm and draft character and place
Revise and Edit Descriptive descriptions
pieces -revise and edit character and place descriptions
86
-identify and define the elements of the short story
NARRATIVE/DESCRIPTIVE -brainstorm and state ideas for a short story
WRITING (characters, setting, main events, climatic moment, Punctuation
Brainstorm and draft ideas for conflict, theme and resolution
Narrative piece -draft the beginning, middle and end of a short 1. During read aloud or shared reading point
story out punctuation marks and explain their
First, second, and third person -identify first, second, and third person singular and purpose
Singular and Plural plural 2. Read text with all punctuation removed
Subject and Verb Agreement -apply the rules of subject and verb agreement to 3. Provide a punctuation maze using students
Tenses Review (present, past, first, second, and third persons guided or independent
past continuous) -identify and use the different tenses correctly 4. Examine a shared text to show students how
Direct and Reported Speech -differentiate between direct and reported speech quotation marks are used in direct speech.
-convert direct to reported speech and vice versa Discuss their function
Interjection -identify and use interjections correctly in oral and 5. Provide opportunities for students to
Punctuation (quotation marks) written work experiment with dialogue
-punctuate direct speech correctly
-use quotation marks correctly
NARRATIVE/DESCRIPTIVE -revise and edit beginning, middle, and end of a

WRITING short story
Speaking -tell/read stories with enthusiasm and interpretation
to enable the audience to share its aesthetic quality
87

Cac Ela Teachers - Manual

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Cac Ela Teachers - Manual

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TABLE OF CONTENTS

NOTE TO TEACHERS ON THE USE OF THE ELA WRITING MANUAL ................3

SECTION A: INSTRUCTIONAL FRAMEWORK ................................................. 10

SECTION B: NARRATIVE-DESCRIPTIVE WRITING .......................................... 20

SECTION C: EXPOSITORY WRITING ................................................................ 29

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 1

SECTION D: REFLECTIVE WRITING ................................................................. 52

ADDITIONAL TEACHER RESOURCES ............................................................... 55

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 2

Sections B and C focus on Expository and Narrative-Descriptive writing. Students writing

Section E contains the Teacher Resources inclusive of

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 3

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 4

GENERAL CURRICULUM OBJECTIVES

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 5

ASSESSMENT FRAMEWORK: CAC ELA WRITING

Standard 5 Narrative-descriptive Portfolio of student Stories &

Final assessment Story

Standard 4 Expository Portfolio of student Reports &

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 6

Portfolio of writing across the year

Portfolio of writing across the year

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 7

Standard 5 TERM 1: Mid-November TERM 3: Mid-March Evidence of students

TERM 2: End-January Mark will be moderated Mark will be allotted for

Standard 4 TERM 1: Mid-November TERM 3: Mid-March Evidence of students

TERM 2: End-January Mark will be moderated Mark will be allotted for

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 8

ASSESSMENT: WRITING PORTFOLIO

Term 1 to be Term 2 to be Term 3 to be

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 9

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 10

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 11

STUDENTS NEED TO UNDERSTAND:

e.g. Summary skills- main idea, transitions,

Description of a Process e.g. Verbs, explanation, similarities and differences;

Character Education &

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 12

ENGLISH LANGUAGE ARTS PHYSICAL EDUCATION

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 13

ENGLISH LANGUAGE DANCE

Task: Show students a THEME: Task: Write an essay on

Task: Write a report on

ELA Skills: introduction,

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 14

Publishing Editing Set clear expectations. Students must

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 15

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 16

Strategies them around and then use a glue stick to

As a teacher, model reading your own Conferencing with teacher and/peers

Ask yourself: students to look more critically at their own

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 17

A notice board for written work.

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 18

What is a Rubric? scoring guidelines that can be used to

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 19

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 20

You would remember that expository writing:

Elements of a narrative: Descriptive

CURRICULUM PLANNING AND DEVELOPMENT DIVISION 2012 21

Your feelings as you were being pulled into the picture.

Step 1: Pre-write (Gather ideas)

Examine the writing task: