Enhancing Writing Skills: Lesson Plan for 3-4 Year Olds

Develop an effective lesson plan to enhance the writing skills of 3-4 year olds. Learn about macro and micro level learning, four resource model, and literacy language theory. Get tips on improving spelling, vocabulary, and sentence construction.

Running head: PSYCHOLOGY
Psychology
Name of the Student
Name of the University
Author Note

1PSYCHOLOGY
Part 1
Macro Level
Title How to make a sandwich
Goal To write down a recipe
Materials Pen and paper
Steps Making ingredient list, writing down the steps for making the
recipe one after another
Micro Level
Referencing
words
No examples found
Collocation No examples found
Repetition Rinse, as many as you want, lettuce, squeeze
Synonyms No examples found
Antonyms No examples found
Whole-Part No examples found
Class-Member No examples found
Sentence Level
Simple sentence Today I have told you how to make a sandwich
Compound sentence Get out your piece of bread and butter them.
Complex sentence Squeeze your mayo lightly so it does not do big blobs of
Mayo on your sandwich.

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Complex/compound
sentence
Cut your tomato for as many pieces as you want and
place on the top of the lettuce.
Word Group Level
Noun Groups
Nouns
Verb Groups
Verbs
Adverbials
Adverbs
Bread, cheese, tomato,
mayo, butter
Get, place, cut, want,
squeeze
many
Tier 1 Cut, get, bread, cheese, tomato
Tier 2 No example found
Tier 3 No example found
Learning Priority Justification
The learning priorities for the student are as follows
1. The educator needs to focus on the spelling errors of the student. A good number of
spelling errors can be noticed within the sample. Educator will introduce 5 words a day
rule. The student will be taught five new words per day. The second day he/she will be
asked to write down the spelling. If one of the spellings is wrong, that spelling will be
included to the next five word spelling list (Humphrey and Macnaught, 2016).
2. The second priority is to be given to the use of verb. A good number of errors associated
with placement of wrong verb have been noticed. Students will be engaged in reading
and writing and more academic resources will be engaged (Green, 2017).

3PSYCHOLOGY
3. Thirdly the student needs to focus on the sentence level of the student. The use of
compound sentences was seen to be higher compared to complex and simple sentence.
This is deteriorating the quality of writing of the student. For this the student will be
provided with the knowledge of simple and complex sentence. Written test will be taken
after each week. Student will be given simple sentences and will be asked to convert it
into complex sentences and vise versa.
Part 2
Lesson plan for 3 year
Australian Curriculum: English Content Description
Strand and Sub-strand Content Description Elaborations
Literacy
Creating texts
Plan, draft and publish imaginative,
informative and persuasive texts
demonstrating increasing control
over text structures and language
features and selecting print and
multimodal elements appropriate to
the audience and
purpose (Australiancurriculum.edu.au.,
2019)
 using print and
digital resources to
gather information
about a topic
 selecting
appropriate text
structure for a
writing purpose
and sequencing
content for clarity
and audience
impact

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 using appropriate
simple, compound
and complex
sentences to
express and
combine ideas
 using vocabulary,
including technical
vocabulary,
relevant to the text
type and purpose,
and appropriate
sentence structures
to express and
combine ideas
Lesson plan for 4 year
Australian Curriculum: English Content Description
Strand and Sub-strand Content Description Elaborations
Literacy
Creating texts
Plan, draft and publish
imaginative, informative
and persuasive texts
containing key information
 using appropriate
simple, compound
and complex
sentences to

5PSYCHOLOGY
and supporting details for
a widening range of
audiences, demonstrating
increasing control
over text structures
and language features
express and
combine ideas
 using grammatical
features including
different types of
verb
groups/phrases,
noun
groups/phrases,
adverb
groups/phrases and
prepositional
phrases for
effective
descriptions as
related to purpose
and context

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Learning Intention WALT: We are learning to: enhance our skill of creating
an effective text.
WILF: What I’m looking for: I am looking for an error
free, grammatically correct written text
TIB: This is because: we need to learn the skill of writing
persuasive texts in order to effectively present our view
point to the reader.
Introduction The lesson plan is being developed in order to enhance the
writing skill of the student
Body  For spelling and vocabulary: Educator will
introduce 5 words a day rule. The student will be
taught five new words per day. The second day
he/she will be asked to write down the spelling. If one
of the spellings are wrong, that spelling will be
included to the next five word spelling list
 Dictionary Game: the students need to create the
definition of the words that is not known by him or
her. The real meaning will be known by only the
teacher. Then students vote for the definitions they
believe are correct and score points, either in teams or
individually.
Conclusion The above mentioned strategies will enhance the writing skill
of the student.

7PSYCHOLOGY
Assessment and
Feedback
The improvement of the student will be evaluated through
weekly test.
Part 3
Reflection
The macro level of writing can be defined as the process of learning where the educator is
able to deliver knowledge to the entire class. In macro level of teaching teachers need to give
instructions for an assignment or introduce a new concept or background information to the class
(Ollerhead, 2018). The macro level of learning helped me to manage a good number of students
at one go (Humphrey and Macnaught, 2016). It enabled me understand the common deficiency
of the learning group and develop strategy based on the basis of their deficiency. For instance I
found out that majority of the students need proper guidance to deal with spelling errors. Another
issues faced by majority of the students includes lack of vocabulary (Creagh, 2016). The macro
level learning stile also helped me to understand the resources required for the development of
learning skill of the students. When it comes to micro level learning, this process helped me to
identify specific needs of students based on their errors. I found that some of the students need to
work on sentence construction, while some needs to develop their sentence level. Both the micro
level as well as macro level of learning helped me to develop an effective lesson plan for the
student. The lesson plan in turn enabled me to develop effective tactics to eliminate the writing
issues faced by the students.

8PSYCHOLOGY
While developing the learning plan for the students I have used the four Resource model.
The Four Resources Model was originally developed in 1990 by Peter Freebody and Allan Luke.
The model allows learners, as they engage in reading and writing activities, to:
 break the code of texts: Text decoder
 participate in the meanings of text: Text participant
 use texts functionally: Text user
 critically analyze and transform texts: Text analyst
The text decoder helped me to understand the type of written language used by the
student while writing. While teaching I understood that it is necessary to make the students
understand the specific meaning of the words used by them along with providing them with
support to decode and understand the language and structure of this text. For this I initiated
introducing them with 5 new words regularly and decode the meaning of the same to them.
This technique also helped me to reduce their spelling errors. The next step adopted by me
was to make the students know the meaning he meaning patterns operating in written texts
and make literal and inferential meanings of texts. For this, I encouraged a reading session
where every student had to read out a short story and make his or her peers to understand the
meaning of the same. The next step was to let the students know and use social and cultural
functions of reading and writing practice and understand text types are used for particular
purposes in and out of school. For this, as an educator, I always encouraged students to play
the dictionary game. The dictionary game helped them to enhance their stock of words which
can serve the above mentioned purpose. In order to assess their progress, I used to take
written test of my students every week.

9PSYCHOLOGY
The literacy language theory used by me in order to provide the students includes the
Emergent Literacy Theory developed by Marie Clay (Green, 2017). Clay's research showed
that children do not go through a set sequence of skills prior to learning how to read properly.
According to researchers, effective reading can be considered to be the base of efficient
writing. In order to enhance their writing skills it is highly crucial to enhance the vocabulary
and stock of words of the student.

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Reference List
Australiancurriculum.edu.au. (2019). English. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/english/?
year=11577&strand=Language&strand=Literature&strand=Literacy&capability=ignore&
capability=Literacy&capability=Numeracy&capability=Information+and+Communicatio
n+Technology+%28ICT
%29+Capability&capability=Critical+and+Creative+Thinking&capability=Personal+and
+Social+Capability&capability=Ethical+Understanding&capability=Intercultural+Under
standing&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+a
nd+Cultures&priority=Asia+and+Australia
%E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&ela
borations=false&scotterms=false&isFirstPageLoad=false
Creagh, S. (2016). ‘Language Background Other Than English’: a problem NAPLaN test
category for Australian students of refugee background. Race Ethnicity and
Education, 19(2), 252-273.
Green, B. (2017). Engaging curriculum: bridging the curriculum theory and English education
divide. Routledge.
Humphrey, S., & Macnaught, L. (2016). Functional language instruction and the writing growth
of English language learners in the middle years. Tesol Quarterly, 50(4), 792-816.
Ollerhead, S. (2018). Pedagogical language knowledge: preparing Australian pre-service
teachers to support English language learners. Asia-Pacific Journal of Teacher
Education, 46(3), 256-266.