A learning pack has been made for use in future school closures or interruptions. It can be downloaded as a MS Word document or PDF file to suit your device.
SIBC Radio Programs
- 6 May: Year 4-6 Who and Where You Are in Place and Time 1
- 13 May: Year 4-6 Who and Where You Are in Space and Time 2
- 20 May: Session 3 Being a Member of a Group
- 27 May: Session 4 Science and Maths
- 3 June: Session 5 Literacy, Social Studies and Health Education
- 10 June: Session 6 Mathematics and Science
- 17 June: Session 7 – Looking After Our Environment
- 24th June: Session 8
- 8th July: TPSA1 Personal Hygiene
- 22nd July: TPSA 2 Writing Process and Genres
- 29th July: TPSA 3 Recount Writing
- 5th August: TPSA 4 Narrative Writing
- 12th August: TPSA 5 Expository Writing
- 19th August: TPSA 6 Report Writing
- 26th August: TPSA 7 Explanation Writing
- 2nd September: TPSA 8 Procedural Writing
- 9th September: TPSA 9 Sentences
- 16th September: TPSA 10 Sentences Continued
- 23rd September: TPSA 11 Complex Sentences
- 30th September: TPSA 12 Nouns
- 7th October: Session 13 TPSA Pronouns
- 14th October: Session 14 TPSA Pronouns Continued
- 21st October: Session 15 TPSA Adjectives
2nd September: TPSA 8 Procedural Writing
This is the eighth session of the Teacher and Parent Support and Awareness programs for Years 4-6.
Focus: Procedural Writing
- Madam Lovelyn Pitawao
- Madam Beverly Hanirara
- Madam Marilyn Tapidaka
- Mrs Christina Rore (MEHRD)
In today’s session we will look at an example of Procedural Writing.
Again, we will go through the five steps in the writing process once more as we did for recount, narrative, expository, report and explanation writing, this time for procedural writing.
Step 1: Planning Stage
- think & discuss (individually, pair & group)
- use the question leaders (who, where, when, what, why & how)
- here they can either draw pictures or draw a concept map
Step 2: 1st Draft
- write out their explanation quickly
- you can have them read out after
Step 3: Revise
- check for meaning
- ask these questions: “Does it make sense?” Or “Does it sound strong?”
- this is when they can add adjectives and adverbs to make their story interesting
Step 4: Edit
- fix it up
- when to check for spelling, punctuation (capital letters, full stop, comma, question mark, speech mark) and grammar (tenses of verbs)
Step 5: Publish
- display work in the classroom
- read to an audience
- here they celebrate their work
List what will be needed to the job
Explains the steps to follow to reach the goal usually laid out as a numbered list
Numbers and diagrams or pictures are often used to make the instructions clearer
Characters – Generalised, (not people). The text applies to a class of things such as the ‘utensils’ or specific things such as ‘the eggs’. Things are described in detail such as ‘a serrated knife’, ‘a six inch nail’ or ‘100 grams of flour’
Verbs – simple present tense action verbs, such as beat, hold, twist, mix, glue, tie.
- Short clear sentences, often starting with an action verb, (eg. ‘chop meat into small pieces’)
- Linking words to do with the sequence of steps, such as first, next, finally.
- Adverbs which add detail to the instruction such lightly, firmly, vigorously, gently
- Adjectives used to describe materials precisely, such as a sharp knife, strong glue
Style – Direct, informative and precise
Teachers and parents see that students or children acquire the basic understanding of what involves in writing so that they are enhanced to use the steps in the writing process and know the very structures of the different types of writing competently. This will surely prepare students to be able to write confidently and competently as they progress to secondary education.
- I have the same 2 questions to ask you on what has been covered in our session today;
- Name the genre or the type of writing you’ve learnt in today’s session.
- Briefly explain the meaning of it (this genre or type of writing).
- You can write your own Procedural Writing.
Tips for parents to support children at home:
- Be a role model for learning
- Check your child/children’s work daily.
- Investigate weakness and assist to improve your child/children’s work.
- Identify which subject and keep a progressive record.
- Contact your child/children’s teacher to further discuss supplementary activities.
- Promote Literacy by reading to your child
- Set a time aside to do independent or pair reading for at least 15-20 minutes per day.
- Read to your child.
- Encourage your child to read to you.
Thank You teachers, children and parents for taking your time to be part of this session today
- MEHRD and NGO around the country would like to work together to support our children and young people with their education in communities.
- We are putting in place a project to support learners whether schools are open or not (in relation to Covid–19).
- The project aims to reinforce learning through traditional knowledge, values and customs. To reintroduce story – telling of custom stories through media.
- As NGOs, FBOs, community committees, etc. If you would like to know more about this project and possibly support activities in your community please get in touch.
- Phone numbers 7402612 & 8972620.
- Our website iresource.gov.sb