Writing Using Modified Language Experience Approach (M.L.E.A.)

Dear 1F, this is the first time you are doing MLEA writing. I would like to share the following notes and photos with you and your parents. Enjoy :)

"... the Modified Language Experience Approach is an integrated and balanced language teaching approach hat uses motivating and enjoyable experiences to extend and expand on the language skills learned from the Big Books of SBA." - Extracted from MOE STELLAR Guidelines

MLEA (1): Class Writing - Making a Sandwich for the Hungry Giant

During MLEA (1), I showed the class how to make a sandwich. The children were keen to try sandwich-making too. Next, I posed some questions to get the pupils to talk about the ingredients used and the instructions for sandwich-making. Their responses were recorded on big butcher papers on the white board. The target language structure, the use of imperatives (Get, Spread, Put, Place & Cover), were highlighted.

The pupils were then introduced to the term 'editing' and guided on how to correct the mistakes in their earlier responses. The mistakes were crossed out and the correct responses written in red. Some bright pupils mentioned that 'editing' was the same as 'doing corrections'. I am so proud of their ability to make the link.

The edited Class Writing (butcher papers) were displayed in class for pupils' reading pleasure. A type-written copy was provided to every pupil for their own reference. Below is the sample.

MLEA (2): Group Writing - Making Our Own Sandwich
Prior to MLEA (2), pupils reread the edited Class Writing to reinforce the target language structures they would be using in their group writing. Pupils then worked in groups of groups to create their own sandwiches using the ingredients given.
This Language Experience activity provided the pupils the opportunity to work together to make a sandwich and to talk about the sandwich-making experience. I am glad the children had enjoyed themselves.

Similar to the procedure for Class Writing, the pupils recalled the ingredients used for their sandwich-making. They also list the target language structure to be used in their instructions. The class was briefed on how to take turn to pen down the instructions and to help group members who needed help. I am delighted to see the children work together happily and to hear them use the target language structure in their sentences too.

After each group had completed their group writing, the pupils met up with me for conferencing. During this session, the pupils in each group read aloud their sentences and we went through the editing process. The mistakes made were crossed out. After the pupils pointed out the correct answers, the correct words were written in red to replace the mistakes.
After the conferencing session, the groups then recorded their edited Group Writing on the writing template provided. A sample of MLEA (2) is shown below.

(Conferencing Session - Photos taken by Nicholas)

MLEA (3): Individual Writing - Making My Own Sandwich
The Class and Group Writing activites provide support for pupils in their individual writing and editing skills. Before writing their own instructions for sandwich-making, the class reread their edited Class Writing and the edited Group Writings.

For the individual writing, the pupils were given a list of words showing a variety of bread, toppings and sauce for the making of their own sandwiches. The pupils were guided on how to go about selecting their favourite bread, toppings and sauce. They ticked the ingredients selected before writing their sentences. Below is a sample of MLEA (3).