Composition (Grade 6) By Ms. Rouse

(0)

Janella Rouse

151 Lessons

9 months

14 Student

Free

Enroll In This Course

IITAE Course UpdateGrade 6Primary School Courses

Composition (Grade 6) By Ms. Rouse

Janella Rouse

151 Lessons

(0)

9 months

14 Student

Free Enroll In This Course

Introduction

RATIONALE

The Interim Language Arts Standards for Primary Schools was developed to address the shortcomings of the present curriculum. Based on its approach, the present curriculum is deemed vague as concepts are not explicitly stated and clearly defined. It lacks scope and sequence of concepts and does not contain sufficient content to meet the needs of primary school students. Additionally, its underlying philosophy and approach are not in sync with students’ needs and our cultural and social context. Considering the fact that English is a Second Language for many students, varied forms of dialect are predominantly used in the homes and during playtime. Hence there is no standard form.

AIMS

The main objectives of this document are to:

stipulate the standards that students should master in specific grade levels
provide an insight into the standards for previous and successive grades
demonstrate that the teaching of Language Arts is spiral
standardise the Language Arts content for each grade level and all primary schools within the Federation of St. Kitts and Nevis
facilitate smooth movement of teachers and students among schools within the Federation of St. Kitts and Nevis.

Lessons

Generate possible ideas for writing through talking, recalling experiences, listening to stories, reading, brainstorming, discussing models of writing and asking questions

- - -

Independent writing

- - -

Drafting

- - -

Revising (for content)

- - -

Self/Peer editing (for grammar, mechanics etc.)

- - -

Publishing: newsletter, journal etc.

- - -

Use of checklist (for revising etc.)

- - -

TERM 1: PREWRITING SKILLS

Use of Rubric

- - -

Use of technology (for editing)

- - -

Use strategies such as graphic organisers and outlines to elaborate and organise ideas to assist with planning writing

- - -

Draft writing in a selected genre with supporting structure appropriate voice according to the intended message, audience and purpose for writing

- - -

Make decisions about the use of precise language, including adjectives, adverbs, verbs and specific details and justify the choices made

- - -

TERM 1: DRAFTING/ORGANISATION

Provide logical sequence throughout multi-paragraph works by refining organizational structures and developing transitions between ideas

- - -

Engage the reader from beginning to end with an interesting opening, logical sequence and satisfying conclusion

- - -

Craft writing to elevate its quality by adding details, changing the order of ideas, strengthening openings and closings and using dialogue.

- - -

TERM 1: REVISION SKILLS

Review your own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision (Participate with peers to comment on and react to each other’s writing by accepting ideas or considering those for revision)

- - -

Review and edit work for basic spelling, mechanics/usage, organisation, clarity and fluency.

- - -

Use reference materials to revise work, such as a dictionary, thesaurus or internet/software resources.

- - -

Sharpen focus and improve coherence by considering the relevance of included details, and adding, deleting and rearranging appropriately.

- - -

Improve the clarity of writing by rearranging words, sentences and paragraphs.

- - -

Lesson

- - -

TERM 1: PROOFREADING SKILLS/EDITING

Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real -world writing.

- - -

Understand and apply elements of grade -appropriate rubrics or checklists to improve and evaluate writing

- - -

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Composition (Grade 6) By Ms. Rouse

Composition (Grade 6) By Ms. Rouse

RATIONALE

AIMS

Lessons

TERM 1: THE WRITING PROCESS

Description: people, animal, place(still, action), thing, even - - -

Exposition: Process explanation (directions, timeline, ‘how -to -do’) - - -

Classification (advantages, disadvantages, causes, effects, problems, solutions, comparisons, contrasts ) - - -

Generate possible ideas for writing through talking, recalling experiences, listening to stories, reading, brainstorming, discussing models of writing and asking questions - - -

Independent writing - - -

Develop an awareness of form/structure in various genres, e.g. poetry, prose, comic - - -

Identify point of view in various genres 1st 2 nd, 3rd - - -

Pre-writing: Brainstorming, graphic organizing etc. - - -

Drafting - - -

Revising (for content) - - -

Self/Peer editing (for grammar, mechanics etc.) - - -

Publishing: newsletter, journal etc. - - -

Use of checklist (for revising etc.) - - -

TERM 1: PREWRITING SKILLS

Use of Rubric - - -

Use of technology (for editing) - - -

Use strategies such as graphic organisers and outlines to elaborate and organise ideas to assist with planning writing - - -

Draft writing in a selected genre with supporting structure appropriate voice according to the intended message, audience and purpose for writing - - -

Make decisions about the use of precise language, including adjectives, adverbs, verbs and specific details and justify the choices made - - -

TERM 1: DRAFTING/ORGANISATION

Provide logical sequence throughout multi-paragraph works by refining organizational structures and developing transitions between ideas - - -

Engage the reader from beginning to end with an interesting opening, logical sequence and satisfying conclusion - - -

Craft writing to elevate its quality by adding details, changing the order of ideas, strengthening openings and closings and using dialogue. - - -

TERM 1: REVISION SKILLS

Review your own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision (Participate with peers to comment on and react to each other’s writing by accepting ideas or considering those for revision) - - -

Review and edit work for basic spelling, mechanics/usage, organisation, clarity and fluency. - - -

Review and edit work for basic spelling, mechanics/usage, organisation, clarity and fluency. - - -

Use reference materials to revise work, such as a dictionary, thesaurus or internet/software resources. - - -

Sharpen focus and improve coherence by considering the relevance of included details, and adding, deleting and rearranging appropriately. - - -

Improve the clarity of writing by rearranging words, sentences and paragraphs. - - -

Lesson - - -

TERM 1: PROOFREADING SKILLS/EDITING

Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real -world writing. - - -

Understand and apply elements of grade -appropriate rubrics or checklists to improve and evaluate writing - - -

Ratings and Reviews

Description: people, animal, place(still, action), thing, even

- - -

Exposition: Process explanation (directions, timeline, ‘how -to -do’)

- - -

Classification (advantages, disadvantages, causes, effects, problems, solutions, comparisons, contrasts )

- - -

Generate possible ideas for writing through talking, recalling experiences, listening to stories, reading, brainstorming, discussing models of writing and asking questions

- - -

Independent writing

- - -

Develop an awareness of form/structure in various genres, e.g. poetry, prose, comic

- - -

Identify point of view in various genres 1st 2 nd, 3rd

- - -

Pre-writing: Brainstorming, graphic organizing etc.

- - -

Drafting

- - -

Revising (for content)

- - -

Self/Peer editing (for grammar, mechanics etc.)

- - -

Publishing: newsletter, journal etc.

- - -

Use of checklist (for revising etc.)

- - -

Use of Rubric

- - -

Use of technology (for editing)

- - -

Use strategies such as graphic organisers and outlines to elaborate and organise ideas to assist with planning writing

- - -

Draft writing in a selected genre with supporting structure appropriate voice according to the intended message, audience and purpose for writing

- - -

Make decisions about the use of precise language, including adjectives, adverbs, verbs and specific details and justify the choices made

- - -

Provide logical sequence throughout multi-paragraph works by refining organizational structures and developing transitions between ideas

- - -

Engage the reader from beginning to end with an interesting opening, logical sequence and satisfying conclusion

- - -

Craft writing to elevate its quality by adding details, changing the order of ideas, strengthening openings and closings and using dialogue.

- - -

Review your own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision (Participate with peers to comment on and react to each other’s writing by accepting ideas or considering those for revision)

- - -

Review and edit work for basic spelling, mechanics/usage, organisation, clarity and fluency.

- - -

Review and edit work for basic spelling, mechanics/usage, organisation, clarity and fluency.

- - -

Use reference materials to revise work, such as a dictionary, thesaurus or internet/software resources.

- - -

Sharpen focus and improve coherence by considering the relevance of included details, and adding, deleting and rearranging appropriately.

- - -

Improve the clarity of writing by rearranging words, sentences and paragraphs.

- - -

Lesson

- - -

Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real -world writing.

- - -

Understand and apply elements of grade -appropriate rubrics or checklists to improve and evaluate writing

- - -