Writing Year 6 KSSR ENGLISH 2015

Bahagian Pembangunan Kurikulum
KEMENTERIAN PENDIDIKAN MALAYSIA
The content standards of writing skills are achieved through

learning standards that have been devised carefully throughout
primary schooling.
In Level Two, pupils progress to cursive writing of words,
phrases and sentences in paragraphs. This is further developed
with copy writing activities and gradually pupils are taught
guided writing whereby pupils write linear and non-linear texts
using appropriate language, form and style.
The use of various media is also encouraged and pupils can
create both linear and non-linear texts with guidance as well as
work independently.

SK
SJK
3.1.1
Able to write in neat legible print with

correct spelling:
(a) sentences
(b) paragraphs
3.1.1
Able to write in neat legible print

with correct spelling:
(a) sentences
(b) paragraphs
3.1.2
Able to write in neat cursive writing

(a) sentences
(b) paragraphs
3.1.2
3.2.1
Able to transfer information

to complete:
(a) linear texts
(b) non-linear texts
3.2.1
Able to transfer information with guidance
to complete:
(a) linear texts
(b) non-linear texts
3.2.2
Able to write with guidance:

(a) stories
(b) formal letters
(c) poems
(d) descriptions
(e) instructions
Able to write in neat cursive writing

(a) sentences
(b) paragraphs
3.2.2
Able to write with guidance:

(a) stories
(b) informal letters
(c) descriptions
3.2.3
Able to use punctuation correctly.
3.2.3
Able to use punctuation correctly.
3.2.4
Able to spell words by applying

spelling rules.
3.2.4
Able to spell words by applying

spelling rules.
3.3.1
Bahagianto
Pembangunan
Able
create Kurikulum
texts using a variety of
media:
3.3.1
Able to create texts using a variety

of media :
Good penmanship takes practice. Improve your pupils' skills by

providing enough material to keep the practice interesting.
Cursive handwriting is introduced to Primary Two pupils in Bahasa
Malaysia lessons. The lessons start out with single capital and small
case letters and gradually move up to letter combinations, words and
then sentences. It is mandatory to reinforce these skills in English
KSSR Level Two. (Years 4 -6)
You can supervise your pupils to ensure that they have the "correct"
tracing pattern so that the handwriting flows easily. Level Two pupils
should write using cursive writing in any written tasks in their
exercise books and worksheets.
By the age of twelve, your pupils cursive handwriting skills should
be to the point of coming naturally and without supervision.

Advantages of Learning Cursive

Writing
faster than printing.
more efficient for taking notes.
enables pupils to write faster
during examinations.
All letters are slanted.

The letters within words are joined.
The pencil is not lifted from the paper until
the word is finished. (This is the most
important point to make)
Ending strokes are important not too long or
not too short also called connecting strokes.
These strokes determine the spacing between
words as well as connecting each letter.



Its fun not to do any house chores

because

10
First step : Prewriting getting your

thoughts written down on paper
Brainstorm, outline or writing down notes
Second step : Putting your ideas and

thoughts together
Writing out sentences and paragraphs

11
Third step : Correcting grammar and

punctuation
Fourth step : Rewriting or
rearranging sentences to make
sense
Fifth step : Sharing your work with
others
This is your final copy and
presenting your work
12

ACTIVITY 2
Put up the picture of a snowman on the
board.
Ask pupils to think of words that describe the
snowman.
Write the words in the shape of a snowman
on the board/display sheet.

Can you name the learning standard?

WHAT IS A CONCRETE POEM?

Concrete poetrysometimes also called
shape poetryis poetry whose visual
appearance matches the topic of the poem.
The words form shapes which illustrate the
poems subject as a picture, as well as
through their literal meaning.

Choose an object to be the subject for your poem.

Good suggestions for beginners could be favourite
animals or favourite food.
Draw a simple outline of its shape on paper or on the
computer. If youre using paper, draw with a pencil
not a pen.
Write your poem according to the shape of the
subject.Try to describe how the subject influences
your feelings. The words will be fitted into your
drawing, so dont make it too long between 6-12
lines is probably a good length!
IT DOESNT HAVE TO RHYME!

RHYMING:
Couplets are made up of two lines whose last words rhyme. They are often
silly.
An example is The cat ate a mouse
And then brought it in the house.
Triplets are made up of three lines. The rhyming pattern can be AAA or ABA.
An example is What a fine day
To go out to play
In the month of May.
Quatrains are made up of four lines. The rhyming pattern can be AABB or
ABAB.

ACTIVITY 3
Complete the story below:
One day, a fox wandered by a tree. A crow
was sitting on a branch. She held a piece of
cheese in her beak. The fox wanted the
cheese for himself. Unfortunately,
.......................................
......
..
..
Can you name the learning standard?
19
co
n te
nt
cu
e
r
lt u
An inte
resting
story
gr
ar
m
am

vo
ca
bu
lar
20
Favourite stories can also be used as a model.

Pupils can be eased into writing their own
stories by reading a story and then writing the
prequel or sequel. For example, you could ask
your pupils to write a sequel to Goldilocks and
the Three Bears Their story could be titled:
Goldilocks Gets Punished
or
Goldilocks Doesnt Get Punished

After reading or rereading the original story,

you could have a prewriting discussion where
you prompt your pupils with questions such as:
(a)What do you think the three bears should do to
Goldilocks?
(b)Do you think that they should talk to
Goldilocks parents? Why or why not?
(c)What do you think her parents should do to
her?
Then, ask pupils to write their sequel
DIGITAL STORY-TELLING
Why use digital story-telling?
Usually pupils listen to stories told verbally by
their parents at home, friends and teachers in
the classroom. Nevertheless, in digital storytelling, pupils will learn about the age-old
practice of storytelling and use 21st century
tools to create their own digital story.

Pupils will explore digital storytelling as a way to tell

a story, promote cross-cultural understanding and
build meaningful connections with others. They can
participate in an email exchange to discuss the
process of developing their own stories. Pupils need
to collaborate with their peers in order to:
develop the topic of the story
write the details of their story
create or find appropriate images to support their
story
and share their story and reflect on their work.
To teach writing skills effectively, teachers need

to scaffold the writing activities of their pupils
through:
Use of pictures and visual aids

Using mind maps and thinking maps
Notes expanding notes
Shared writing

Teacher can encourage pupils learn

their spellings using the 'Look, Cover,
Write, Check' method.
This method encourages the pupil to
'see' and 'hear' the word, and to see for
himself if he spelt it right.

26
Find words within the word (there's a 'hen' in

'when'!)
Break the word up into smaller parts (Wed +
nes + day = Wednesday)
Break the word up into sounds (th-a-nk)
Make up a silly sentence using the letters (big
elephants cause accidents under small
elephants spells 'because')
Say the word as it is written (like 'knight')
Find a word that rhymes with it: is the
spelling the same?
27
What would you assess in writing skills?

Accuracy structurally correct grammatical
sentences
Vocabulary appropriateness of word choice
Coherence ideas which flow logically
Clarity ideas and messages conveyed clearly
Interesting if its a story
Correct format or layout appropriate format
for various text types
quantity
quality/
levels
Content
/ Ideas
appropriate
clarity
Organisation
paragraph
syntax
accuracy

Language
sentence complexity
simple
compound
vocabulary

30

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Bahagian Pembangunan Kurikulum

KEMENTERIAN PENDIDIKAN MALAYSIA

The content standards of writing skills are achieved through

Bahagian Pembangunan Kurikulum

Able to write in neat legible print with

Able to write in neat legible print

Able to write in neat cursive writing

Able to transfer information

Able to write with guidance:

Able to write in neat cursive writing

Able to write with guidance:

Able to use punctuation correctly.

Able to use punctuation correctly.

Able to spell words by applying

Able to spell words by applying

Able to create texts using a variety

Good penmanship takes practice. Improve your pupils' skills by

Bahagian Pembangunan Kurikulum

Advantages of Learning Cursive

All letters are slanted.

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

Its fun not to do any house chores

Bahagian Pembangunan Kurikulum

First step : Prewriting getting your

Second step : Putting your ideas and

Bahagian Pembangunan Kurikulum

Third step : Correcting grammar and

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

Can you name the learning standard?

WHAT IS A CONCRETE POEM?

Bahagian Pembangunan Kurikulum

Choose an object to be the subject for your poem.

IT DOESNT HAVE TO RHYME!

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

Favourite stories can also be used as a model.

Bahagian Pembangunan Kurikulum

After reading or rereading the original story,

Bahagian Pembangunan Kurikulum

Pupils will explore digital storytelling as a way to tell

To teach writing skills effectively, teachers need

Use of pictures and visual aids

Bahagian Pembangunan Kurikulum

Teacher can encourage pupils learn

Bahagian Pembangunan Kurikulum

Find words within the word (there's a 'hen' in

What would you assess in writing skills?

Bahagian Pembangunan Kurikulum

Bahagian Pembangunan Kurikulum

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