Transcript Shared_reading_into_shared_writing_lecture_student_

Reading into writing
Shared reading into writing
PGCE FT - Week 4
Objectives
• To understand how talk and reading are
integral to the writing process
• To appreciate the complexity of the
writing process
• To consider the place of purposeful
activities for writing
Talk to Text
‘It is through language, especially
spoken language, that teachers
teach and children learn’.
(Alexander 2004, p2)
KS2 English SATs results (2009)
Achieving Level 4 or above
• English 81% (85% for girls, 76% for boys)
• Reading 86% (89% for girls, 83% for boys)
• Writing 67% (74% for girls, 60% for boys)
• Increase of 1% in English, up 2% in reading,
no change in writing from 2007, but girls’
performance in writing down by 2%
The teacher’s role
“The aim is not to impart knowledge about language
but to develop each child’s individual writing voice.
Having something to say – and knowing that
whatever it is will be valued by the reader is the first
step to effective communication in writing.”
Mary Hilton (2001)
Writing as a tool for thinking?
Writing as art?
Writing communication?
Writing as record?
Writing as design?
Writing as personal response?
Writing as…..?
An unresolved dilemma?
• Composition (author)
• Getting ideas, selecting words, grammar
• Transcription (secretary)
• Physical effort of writing, spelling,
capitalisation, punctuation, paragraphs,
legibility
Smith (1982)
Modification of the Hayes-Flower Model for beginning and
developing writing. (Berninger and Swanson, 1994)
Affect
Motivation
Social
Context
WRITING PROCESSES
THE WRITER’S LONG
TERM MEMORY
(Advanced)
PLANNING
Knowledge of Topic
Stored Writing plans
THE WRITER’S
WORKING MEMORY
Hold knowledge
retrieved from LTM
while planning ,
translating and
revising.
GENERATING
Knowledge of Audience
(Idea
generating)
ORGANIZING
GOAL
SETTING
TRANSLATING
On-line
planning
Off-line
planning
1. Text generation
a. Word level
b. Sentence
level
c. Discourse
level
2. Transcription
(Post –translating)
REVIEWING
EVALUATING
REVISING
a.word level
b.sentence level
c.discourse level
Metacognition – Declarative and Procedural
A writing process?
•
Reading
•
Ideas
•
Drafting
•
Writing
•
Evaluating
•
Re-drafting
•
Outcome
‘…turning verbal thought into text is a
demanding task…’
Hayes and Flower, 1980, p. 39
Rhona Stainthorp & Nafisa Rauf
Why?
Talk to Text
• Process talk to support idea generation
and communicative intent
(Idea generation)
• Presentational talk to support text
generation and linguistic choices.
(Write Alouds)
• Reflective talk to develop metacognitive
knowledge and communicative
awareness.
(Reflection)
• The challenge: time versus pace
‘The reader in the writer’
“Reading aloud seemed to be a particularly helpful way of
foregrounding the tunes and rhythms of a text in a way
that subsequently influenced writing.”
“It seems unlikely that there can be any fundamental
writing development without reading development and
vice versa. Progress in one is intimately related to and
dependent on progress in the other.”
Barrs & Cork (2001)
Reading supports writing
“Just as exposure to print is essential
for reading, so it is for writing. Children
who have a wide experience of story
form find it easier to reproduce coherent
narratives.” (p.61)
Flynn & Stainthorp (2006)
What do you need to know?
• That writing is made up of compositional and
transcriptional elements
• That the two elements need to be understood
and approached in different ways
• That you need to consider the kinds of writing
activities you plan for
• That there is a language needed about writing
Things you may see/hear in
school
•
•
•
•
•
•
•
Grammar for Writing (document)
Read/Write Inc. (scheme)
Big Writing (approach)
VCOP (linked to Ros Wilson’s Big Writing)
Pie Corbett - Storymaking, talk for writing
Text, sentence, word level
Teachers as Writers
What do you want to be?
A writing teacher or a teacher of writing?
Bearne (2002)