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MLEA & Guided Writing in STELLAR 2.0

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MLEA & Guided Writing in STELLAR 2.0

This professional development resource aims to equip STMs with the knowledge base on how writing is taught in the lower primary STELLAR classroom.

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Table of Contents

01

03

02

Lower Primary STELLAR Pedagogic Framework

Introduction

What is MLEA?

MLEA

What is Guided Writing?

Guided Writing

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Introduction

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What is the Reading-Writing connection

in STELLAR 2.0 ?

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From Reading to Writing

  • Each STELLAR unit of work begins with a reading and viewing, in which the text is studied as a whole.
  • In strengthening language use, the text is examined in parts, where the skills of the different areas of language learning are integrated with the teaching and learning of grammar and vocabulary.
  • When students produce a text at the end of the unit, they use all the language resources they have learnt within the unit and across units.
  • This whole-part-whole approach to the design of a unit of work strengthens the Reading-Writing connection.

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What is new in the lower primary writing lessons

in STELLAR 2.0 ?

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What’s new in the Lower Primary Writing Lessons?

  • A spread of MLEA and Guided Class Writing lessons
  • Exposure to a variety of text types e.g., recounts, narratives, information reports
  • Connect reading to writing through language activities e.g., Whole Text Study

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Lower Primary Writing Lessons

provides opportunities for students to engage in a shared experience before discussing and writing about it

allows teachers to provide close guidance and targeted support for students to write independently

MLEA

Guided Writing

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MLEA

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What is MLEA?

  • MLEA is Modification of original Language Experience Approach for Asian classrooms.
  • MLEA provides experiences that will elicit specific target structures and vocabulary introduced by the Big Books during SBA.
  • The Class Writing can be seen as the whole after the parts have been taught.

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From SBA to MLEA

  • During SBA, students learn about speech and print, grammatical structures, high frequency words and interesting vocabulary. The big books provide models of stories, poems and other forms of text.
  • In the Modified Language Experience Approach, students think about the experiences.
  • Then talk, write and then read about them with the support from the teacher & then by peers in a group.

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MLEA EXPERIENCE & CLASS WRITING

For STM

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  • Experience should be linked to the target language.
  • Suggestions are provided in the STELLAR guidelines for an experience relevant to the target grammar and/ or vocabulary.
  • When children can make links between what is said and what is written they see how writing works and reading skills are learnt.

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MLEA in a STELLAR 2.0 Guidelines

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​

Reread the current book and think about the boy’s experience

​

P1 Unit 3 : Walking through the Jungle

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​

Provide shared experience to generate oral communication about them

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P1 Unit 3 : Walking through the Jungle

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Opportunities for varying the content

Practising important social skills

Rereading the Class Writing

P1 Unit 3 : Walking through the Jungle

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Opportunities for varying the content

Rereading the class writing and group writing

P1 Unit 3 : Walking through the Jungle

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Think about:

​

  • Why is rereading of the text, class writing and group writing important?
  • Why is shared experience important for the class writing?
  • Why provide opportunities to vary the content?

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Why is rereading of the text, class writing and group writing important?

​

  • The repetition of language structures and vocabulary in the various rereadings provide the scaffolding needed for individual writing.

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Why is shared experience important for the class writing?

​

  • The shared experience provides the context and content for the children to think and talk about, using the target language structures and vocabulary they have been exposed to.

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Why provide opportunities to vary the content?

​

  • Providing opportunities to varying the content encourages creativity and allows the usage of the target language in a different context.

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Guided Writing

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Guided Writing in a

STELLAR 2.0 Guidelines

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Exposure to an information text

P1 Unit 6 : To Town

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Teachers provide close guidance and targeted support

P1 Unit 6 : To Town

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Use of language resources they have learnt within the unit

P1 Unit 6 : To Town

Stronger Reading-Writing connection

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Think about:

​

  • Why provide our students exposure to information text?
  • Why provide close guidance and targeted support?

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Why provide our students exposure to information text?�

  • Lower primary students will learn to produce texts for a variety of purposes as stated in ELS2020 �pp. 73 to 77.

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Why provide close guidance and targeted support?

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  • For writing lessons where students do not share common experiences, teachers provide close guidance and targeted support for students to write independently.
  • It is not meaningful to engage students in a contrived experience about the topic.

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Why provide close guidance and targeted support?

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  • It allows for teachers to introduce different types of text and then model the writing with greater emphasis to the reading-writing connection.
  • From teacher modelled class writing to individual writing provides the necessary scaffolding.

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Thank You !