Writing just gets manageable and enjoyable for them by the lessons. The usual hands on activities get them engaged and actively participating in their work.
Brainstorming is the first step for writing. This is not easy to achieve, as students need to really be still in their thoughts first before thinking creatively. Ideas are not always on track, and we rejected both groups’ story plots, before accepting them the second try. Once they were ready after concept maps were out, off they went to present their work on board and orally.
The brainstorming process was just for our students to come up with a skeletal form of writing, more “meat” is needed to fill up the gaps and make the story “fleshier”. We dropped them pointers for our class to include, which is more on descriptive phrases – the who, the what, the where, the when, the why and the how. We were very impressed with Z’s interpretation of brainstorming his ideas. This was something we were caught unaware, and we must say it was a very well drawn ferris wheel graphic organiser!
F has improved by leaps and bounds, and she is slowly mastering the art of weaving descriptive phrases into her contents. We encourage our students to make use of descriptive phrases in those guide books to help them for the initial stages. The end goal is for them to remember such phrases on their own without any aid and write out a story from start to end. This takes time, and we want to do that right from the start. Our main objective is to raise confident and competent writers by the time they hit P6.