Teacher's Book Composition I Louis Fidge www.IELTS4U.blogfa.com Writing Composition Teacher's Book 1-2 Louis Fidge www.IELTS4U.blogfa.com ~ MACMILLAN MACMILLAN FOUNDATION SKILLS Contents Page Introduction Teacher's Book Teacher's Book Skills, scope and sequence chart Teaching notes 10 Copymasters 18 Handwriting practice sheets 53 Skills, scope and sequence chart 58 Teaching notes 60 Copymasters 70 Handwriting practice sheets 90 www.IELTS4U.blogfa.com Introduction to the series Introduction The Skills, Scope and Sequence Chart Each book in the series offers structured support in helping children write for many different purposes Throughout the series as a whole, children encounter fiction, poetry and non-fict ion texts The books are carefully graded in difficulty The books provide a valuable complement to any other resources or series currently being used The 'Skills, Scope and Sequence Chart' provides an immed iate overview of the books and the skills being developed This chart is very helpfu l for planning purposes The activities The first book in the series (Book 1) is designed to help you support your class in learning to write and in developing some essential writing skills It introduces children to the correct formation of lower case letters and capital letters These are taught in meaningful contexts, in writing words, phrases and sentences The workbook also supports the development of phonic and spelling skills Using the books To gain maximum benefit from the books, it is suggested that they are used systematically, work ing through each unit one at a time, in the given order However, the books may also be used flexibly, selecting units as desired to complement other work being done in class Tackling the units in Book and Book It is suggested that, prior to working on any unit, there is adequate discussion with the pupils to ensure they fully understand what is required of them and can gain maximum benefit f rom each activity The inst ructions on each page are kept to a imum Read them to and with your class, po inting to the words and expla ining unfamiliar vocabulary as you so if necessary www.IELTS4U.blogfa.com The first two books in the series, (Book and Book 2), focus especially on the teach ing of handwriting - teaching individual letter formation, leading on to the introduction of joined script Developing a fluent, leg ible style of handwriting is encouraged throughout the rest of the series, too The activities, especially from Book on, support the development of essential compositional writing skills They also focus on the technical side of writing, develop ing appropriate punctuation skills Style of handwriting The style of handwriting and form of individual letter shapes taught in this series is similar to that used in the majority of UK schools It is designed to promote a simple, fluent, legible and efficient form of handwriting In Book 1, as many ind ividual letters as possible are given 'exit flicks' to make joined-up writ ing more natural and easy to achieve at the next stage For example: m (without exit flick); m (with exit fl ick) When new letter shapes are introduced they are marked with a starting point and directional arrows Similarly, when a new join is introduced it is done so through a letter pattern marked with a starting point and directional arrows Encourage the children to pay careful attention to these as they will help them develop good writing hab its, reinforce the correct formation of each letter and learn the four basic joins requ ired for successful joined writing Demonstrate the formation of individual letters and each new join to the class on the board, using appropriate vocabulary to explain what you are doing You may w ish to get children to practise forming letters and joins in the air with their fingers to get the 'feel' of them, before attempting them in the Each unit has an accompanying 'copymaster' in this book, which supports and complements the work done in the unit (There are also some photocopiable guidelines which children may use for further handwriting practice These are provided in d ifferent sizes so that the children may practise writing, using the size that best suits them.) book (See also the notes on Teaching Handwriting on page of this book.) In Book 1, individual letters are always shown linked to pictures of objects Talk about the pictures and make links between the letter shape and the initial letter sound of each object Having a good grasp of individual letter sounds is vital in learning to write and spell Unit 20 in Book contains some handwriting patterns for the children to copy These may be used at any po int throughout the year, as appropriate The patterns aid fluency and facilitate joining techn iques In Book 2, the accompanying act ivities are always divided into two types: a 'Now try th is' section and a ' Next steps ' section The 'Now try this' activities encourage the child to practise the skill int rod uced at the beg inning of the unit The 'Next steps ' activities encourage the child to build on this, and offer slightly more challenging activities www.IELTS4U.blogfa.com Teaching Features of Book and five units to teaching capital letter shapes The rest of the units practise and consolidate what has been learned in a variety of ways The facsimile below shows a typical unit teaching lower case letter shapes Units of work There are 35 double-page units of work in Book Thirteen units are devoted to the specific teaching of lower case letter shapes, grouped according to the way they are formed, Unit number and title Large outline letter with starting point and directional arrows Further activity for reinforcement and extra practice l l t t ) o ~t _.~~ 100' :r r •• ~ - DOOQ - www.IELTS4U.blogfa.com Identifying and discriminating letter shapes taught in context of whole alphabet Find and colour the letters t and u 11 - ' -~ Unit S A line of practice letters with starting points (here, with exit flicks) Guidelines for showing reletive position and size of each letter Copymaster activity (in Teacher's Book) Supports or complements work done in unit Record sheet At the end of the book there is a simple record sheet Encourage children to colour in a balloon each time they successfully complete a unit of work - The letters t and u - - - - ""'.,- - - ~ Q.bTe ij U ~ ~ ,' ;~ '": t r, , r~ · ' , Teaching Features of Book Units of work There are 20 double-page units of work Each un it is structured in the same way i.e a Focus section, introducing a skill, followed by two different levels of activities Unit number and title Focus Introduces new handwriting skill- to be read and discussed as a class Next steps Further practice, with more challenging activities Next step , Focus - .•••.• Make some words [I?~ There are four basic joins in handwriting Here is an exampl e of the first join • Trace o er thi:, shape Copy the words 'mfL ~ tfJ [J)~ www.IELTS4U.blogfa.com withyoor finger • Feel rcw tI'< first you make _ joi~ '="":-, Q}~ l.: -~Uff -Y , ~ Now t ry this '->lV ' ~ Make some words Wr ite the words you make ::.tr.c : Unit ~ Introducing the first join Now try this Practises skill introduced in Focus section Exit flicks are added to many letters to aid joined-up writing Nome; _ Dote: _ Write these words ~ ,t 1n : : : :: : : : : : : : : : : : : , - : , : : : : : : Copymaster activity (in Teacher's Book) Supports or complements work done in unit ~ pErk: ::, :,:::::::::::::::::: U bUL:,:::'::::::::::::,:,:::::: @ bun"'::-: :::::::::::::::: :, Teaching Handwriting writing implement w ith a rounded, rather than a highly sharpened, point is best for writing Handwriting involves good hand control Right-handers Teaching handwrit ing is concerned w ith helping children learn the most effective, comfortable and efficient means of hand movements to produce writing that is legible and fluent like all skills, the process is learnt quicker and more easily if it is taught in a coherent, organised way that is meaningful to the learner The more the process can be made visual, the better The most efficient way of holding a pencil is when it is held lightly between thumb and forefinger, about cm from the point, w ith the middle finger providing the support The paper should be placed to the right, tilted slightly to the left The left hand should be used to steady the paper Left-handers Left-handers should be encouraged to hold their pencils far enough from the point to allow them to see the ir writing The method of holding the pencil should be much the same as for the right-hander Paper should be placed to the left and tilted slightly to the right Demonstrating and discussing It is important for the teacher to demonstrate the formation of letters and letter joins (when teaching joined script) to the class If possible th is should be done on a chalkboard or whiteboard Throughout the teaching process the teacher should explain the writing movements being made and talk the children through what is happening Use language appropriate to the children Ensure that words and phrases like start here, up , down, over, under etc are understood Extra practice The activities in Book will help children learn to wr ite and form letters correctly Those in Book will int roduce children to a simple, efficient form of cursive (joined-up) writing, and to learn the four essential basic jo ins required When teaching writing patterns, letter shapes, letter jo ins and words it is helpfu l to practise these by sky-writing (making the shapes in the air w ith the finger) or making the shapes w ith the finger on the desk This all helps give children the 'feel' of the shapes they are learning The more children are able to practise the shapes on paper and in other books, the better too Provide children with a variety of different writing implements (pencils, pens, crayons, chalks etc ) and types of paper to allow them to exper iment and practise freely before and after carrying out the activities www.IELTS4U.blogfa.com Supervising and observing When children undertake specif ic handwriting tasks it is important to be in a position to observe and supervise their efforts as far as possible This enables the teacher to talk children through what they are doing and to recognise, and deal w ith, potentially bad habits before they become established Furniture and seating If sitting at desks, check that the children are sitting comfortably and that the desk or wr iting surface is at an appropriate height (Sometimes a slightly sloping surface is easier for writ ing on.) Check that children are sitting up straight and are not slouched Make sure there is enough light to see what is being written Try to sit left-handed children on the left side of their partners so that the ir writing movements are not restricted Guidelines Guidelines are provided in the books to help children develop a concept of relative letter sizes and shapes (Photocopiable guidelines are provided at the back of this book in various sizes for extra practice.) It is also good to allow children to practise handwriting on plain, unl ined paper from t ime to t ime Holding a pencil or pen All children, especially left-handers, w ill f ind a Writing Composition Teacher's Book " •, www.IELTS4U.blogfa.com -I • • ' " ~~ ~~ f17 ~ ~ , Skills, scope and sequence Unit Skills Handwriting patterns (1) pencil control; fluency of movement; left to right direction Unit Skills Handwriting patterns (2) pencil control; fluency of movement; left to right direction Unit Skills Handwriting patterns (3) pencil control; fluency of movement; left to right direction Unit Skills The letters i and I identification, letter formation, initial letter sounds Unit Skills The letters t and u identification, letter formation, initial letter sounds Unit Skills The letters j and y identification, letter formation, initial letter sounds Unit Skills The letters rand n identification, letter formation, initial letter sounds Unit Skills The letters hand b identification, letter formation, initial letter sounds Unit Skills The letters m and p identification, letter formation, initial letter sounds Unit 10 Skills The letters c and identification, letter formation, initial letter sounds Unit 11 Skills The letters a and identification, letter formation, initial letter sounds Unit 12 Skills The letters d and q identification, letter formation, initial letter sounds Unit 13 Skills The letters e and s identification, letter formation, initial letter sounds Unit 14 Skills The letters f and k identification, letter formation, initial letter sounds Unit 15 Skills The letters v and w identification, letter formation, initial letter sounds Unit 16 Skills The letters z and x identification, letter formation, initial and final letter sounds Unit 17 Skills Alphabet practice (1) revision of lower case letter formation in alphabetical order Unit 18 Skills Handwriting patterns (4) pencil control; fluency of movement; left to right direction www.IELTS4U.blogfa.com Practising the third join Unit Name: - - - - - , - Date: - - - - - - Copy the words • tI - , - - - - - - - - r - - - - - - - ~ www.IELTS4U.blogfa.com ~ @ ~ J ~ ll ~ / " - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - - - - - - = - =- ======= == ========= ========= =====: - .- . - - - - - - ~ - - - - - - - - - - - - ~ -,- - - - - ~ - - - - - -I:- - - - - - - - - - - - - - ~ - - - - - - - - - - - - - ~ e - - - - - - - - - - - -r - - - - - - - - - - - ~ - ~ ~- - - - - - - - - - - - - - - - - - - - - - - - - - - - Macm illa n Educa tio n ltd 200 78 Unit 10 More practice of the third join Name: - - - - - - - - - - Date: _ Copy - - www.IELTS4U.blogfa.com ~[ - - - - - - - - - - - - - - - - - - ][ If If - - -r ] - - - - ~- - ~ - - - - - - - - - - - - - 79 © Macmillan Education Ltd 2002 11 Introducing the fourth join Unit Name: _ Date: - - - - - - Copy the sentences www.IELTS4U.blogfa.com e Macmillan Educat ion Ltd 2002 80 12 Practising the fourth join Unit Name: _ Date: _ Copy the words .tJ ~ ~,~~ ~ ====- ===============================~ ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ - ~- - -_._ _:_ _:_ - www.IELTS4U.blogfa.com '0 ~ -" - - - - -~ ~ : - - ~ ~ ~ U - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - , ========~ ========="= ========"= ========= - - - -~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - =- =================== ========"= ======== 81 © Macmillan Education Ltd 2002 Unit 13 More practice of the fourth join Name: _ Date: - - - - - Copy the sentences www.IELTS4U.blogfa.com '\.~ r'"\( !\ \ ) ( C Macmillan Education Ltd 2002 82 i : \\ \ A ' I )\' \i ' ) \ 14 Introducing break letters Unit Date: Name: - - - - - - - - - - _ Copy the words {P ~ b= ~ ~ ======"===========" =============: - =9 ~ - - - ======= =========== ============ o www.IELTS4U.blogfa.com ~ ~ , _ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ~ ~~,~~ - - - - - - - - - - -.- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - T - - - - - - - - - - - - - ~ ~ af NJ~ ~ ===='= =========~ =============: ~ - - =C= ========.= ======================= ~ 83 © Macmillan Education Ltd 2002 15 Capital letters Unit Name: Date: - Copy the signs ( ROAD) I EXIT I· > (SALE J > www.IELTS4U.blogfa.com I NO ENTRY WAY IN ) I (S)I [ (S)I [" Itt SCHOOL I ~) Itt I ( CAR PARK ~) ( © Macmillan Education Ltd 2002 ) 84 16 Punctuation Unit Name: _ Date: _ Copy the sentences Begin each sentence with a capital letter End each sentence with a "full stop ±l1Jif1iIt _ _-~ r r n- - i ~v It:: - _ ll~ p btri£S=±illNii =~s : ~ www.IELTS4U.blogfa.com == ==== = = === = ==== = ==== = ====: ~ -~ - _\.J-L _ _ 85 _ _ _ -.5hii1f - N _ ~_ _ _ © Ma cmillan Educat ion Ltd 2002 17 Rhymes Unit Name: _ Date: - - - - Copy the rhymes {g4t ~t - i~ - -~- - -.I-~ - Mlr\ - -j-n- - J:L:; - ~rl-n - - - - - _ _V-J _ _ _ U ~ _~_'-t _ J.Al_ _UA J,, J.~L'-t _ _ _ ~ '" www.IELTS4U.blogfa.com BWi-to- -~- -at -m:g-hOJj£ -_ - - - ]t i -~ - rjirrt-i V J _ _ _ C Macmillan Educat ion Ltd 2002 - - - - - tfiQ;_ -_priOI _ l"I - _ _lA y_ _ j r~~- - hOJii _ _\ A.M_ '-t _ - _ h@Wi~~I_ -cilRJ2:_ - _ _N ~_ 86 - 18 Telling a story Unit Name: _ Date: _ Copy this story, =-n:=.::~ - -",H I'- -011- - ~ ~-n - -eg- g~- - _lJ_~_J_~~ _~_ _ _ ~LL~ _ ~~ _ ~ www.IELTS4U.blogfa.com - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -r-rtTn-n ~ _ N - -l1ffLQ.: -a'1iCk -_ _~_~lL~_~ ~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 87 © Macmillan Education ltd 2002 19 Writing information Unit Name: _ Date: - - - - Copy the information =A -~' V~ - r jC:- -0::= - N - -6rg' -" -,., -1- - - - - - - - - - - ~_~ _LALL~ ~_ = ~ - Jt- www.IELTS4U.blogfa.com -~v_ _ A_ _ _ -rrr,Y - MTri ~ J _UA _,-, _ ~ ]t i-~ _ - - - - - - - _ -,,-'" .- ~ ~ ~ _I LtXA.ll, Herraw- Willi- -5IiiCk -~D~ _ _V~ _ ~ (!!) _ Macmillan Educat ion Ltd 2002 _ _ 88 _ _ _~~~ - _ 20 Handwriting patterns Unit Name: - - - - - - - - Date: _ Finish the picture and the border ~/ / I [ 0~0 ] ~ '- f- ,-,=:"J II ( ) ~ r""'r'\ www.IELTS4U.blogfa.com I( ) \ )ITIIIIJ J II 1I I \ ~ ( ~ ) J Q[) I ~ ~ I 89 © Macmillan Education Ltd 2002 Handwriting practice sheet Name: Date: www.IELTS4U.blogfa.com © Macm illan Educat ion Ltd 2002 90 Handwriting practice sheet Name : Date: www.IELTS4U.blogfa.com 91 © Macmillan Educat ion Ltd 2002 Handwriting practice sheet Name: Date : www.IELTS4U.blogfa.com C Macm illan Educat ion l td 2002 92 .. .Writing Composition Teacher''s Book 1- 2 Louis Fidge www.IELTS4U.blogfa.com ~ MACMILLAN MACMILLAN FOUNDATION SKILLS Contents Page Introduction Teacher''s Book Teacher''s Book Skills, scope... right direct ion Unit 20 Skills Making words word-building eve w a r s Unit 21 Skills Colours and numbers learning how to write common colour and number words (1- 10) Unit 22 Skills Parts of the... m and p Unit 10 - c and Un it 11 - a and g Un it 13 - e and s Unit 12 - d and q Unit 14 - f and k Un it 15 - v and w Unit16-zandx www.IELTS4U.blogfa.com Follow-up copymaster (page 18 ) Th is is