Transcript Literacy CPD for teachers Day 4 (Year 2, 3 and 4

Slide 1
Talk for writing
Continuing Professional Development (CPD)
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© Crown copyright 2008
Slide 2
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Slide 3
Session 1: Introduction
Overview: Aims for the day
• To introduce the principles and practices of Talk for
writing.
• To provide some first-hand experience of these, as well
as sharing examples from other teachers’ classrooms.
• To provide an introduction to the National Strategies’
Talk for writing materials.
• To begin to explore how the approaches exemplified
might support the writing development of children in your
class.
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Slide 4
Agenda
Session 1 (30 min): Introducing Talk for writing (including time to
reflect on the pre-course task – 10 min)
Session 2 (150 min – including coffee): Talk for writing through the
teaching sequence: a participative workshop
LUNCH
Session 3 (90 min): Developing practice in Talk for writing (exploring
some video case studies)
Session 4 (45 min): How can Talk for writing support the writing
development of children in my class? (relating back to the precourse task)
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Slide 5
Introduction
Talk for writing
the background
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Slide 6
The importance of writing
• The organisation of thoughts into words is
the core of learning.
• Writing is more challenging than reading
(as the next slide shows).
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Slide 7
End of KS2: Summer 08
English L4+ improves by 1ppt to 81%
Reading performance increases by 2ppts to 86% L4+
Writing sustained at 67%
Reading/writing difference widens to 19%
Percentage Achieving Level 4
% Achieving Level 4 Overall in English, Reading and Writing
90%
84%
85%
80%
75%
70%
86%
80%
81%
67%
67%
65%
60%
55%
50%
2004
2005
2006
2007
2008 Prov
Year
English
Reading
Writing
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Slide 8
End of KS2: Summer 08
% Achieving Level 2 and above in Reading, Writing and Mathematics
92
90
90
90
84
84
80
80
% Achieved Level 2+
88
86
84
82
80
78
76
74
2004
2005
Reading
2006
Writing
2007
2008
Maths
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Slide 9
Challenges for developing
writers
The hardest part of writing is . . . . .
• having ideas
• having enough ideas
• shaping the whole
• achieving sophisticated expression
• appropriate and varied sentence structure
• a strong and growing vocabulary
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Slide 10
Challenges for your writers
The hardest part of writing for the children you
observed was . . . . .
?
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Slide 11
Challenges for developing
writers
The hardest part of writing is . . .
formative.
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Slide 12
The place of Talk for Writing
• Experienced writers exhibit many skills and
dispositions and often their understanding has
become internalised and their use of these skills
automatic
BUT
• for developing writers these processes need to
be made explicit, shared and explored within a
supportive learning environment so that they can
ultimately be internalised and individualized
again.
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Slide 13
What is Talk for writing?
Talk for writing is . . .
the developmental exploration,
through talk, of the thinking and
creative processes involved in
being a writer.
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Slide 14
Talk for writing . . .
. . . can and should operate at three levels:
• teacher talk (talking with, not at, children)
• supported children’s talk
• independent children’s talk
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Slide 15
Talk for writing . . .
. . . can and should operate at all stages of the
writing sequence:
•
•
•
•
•
responding to reading
before writing
during writing
after writing
in whole-class and in guided sessions
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Slide 16
Integrating the four aspects of
literacy – the teaching sequence
Familiarisation with the
genre / text type
Capturing ideas
Teacher
demonstration
Teacher scribing
Supported writing
Guided writing
Independent writing
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Slide 17
Talk for writing . . .
. . . is
•
•
•
•
for all children, including
those identified as having special educational needs (SEN)
children from diverse cultural backgrounds (DCB)
children for whom English is an additional language (EAL)
children who are particularly gifted and talented (G&T).
It can also contribute a great deal to developing social and
emotional aspects of learning (SEAL).
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Slide 18
Talk for writing . . .
. . . is a significant strategy for developing and improving
children’s writing
BUT
like all quality learning and teaching, it needs to be
clearly and appropriately focused on children’s learning
needs (with AfL leading into refined learning objectives
and personalised pupil writing targets).
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Slide 19
Session 2
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Slide 20
Session 2: Book-talk
Col sat quietly, grabbed by a peace that he had
not known for a long while. ‘At last,’ he said
aloud, letting the paddles rest as he drifted on
through the rushes.
‘Matty,’ said Miss Jenkins, shaking her bubbly
blonde hair towards the passenger in the front
seat. ‘I have to know that you are going to try
hard.’
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© Pie Corbett 2008. Used with kind permission
Slide 21
Session 2: Reading as a writer
A door banged. Claire jumped. What was that? It
wasn’t Mr Jakes because she could hear him whistling
at the other end of the playground. Out of the
silence, she heard steps. Somebody was coming
closer. Somebody or something was coming down the
corridor. Nearer. She stood still, so still that even
the tables and chairs froze with her. Carefully, she
peered round the edge of the door. A shadow slipped,
quick as a knife, into the next room. Claire clenched
her fist around the pen, her heart racing.
00020-2009PPT-EN-09
© Crown copyright 2008
© Pie Corbett 2008. Used with kind permission
Slide 22
Session 2: Reading as a writer
Coral Ocean stood on the edge of the playground and
waited. No one came near. All the other kids seemed to
be absorbed in their own games. She gazed out through
the railings and pretended to notice something interesting
in the distance. Blinking back tears, she roughly rubbed
her eyes and hoped that no one would notice.
‘What’s up?’ A tall boy had come across and stood
bouncing a tennis ball against the wall.
‘Clear off,’ snapped Coral, turning away from him.
00020-2009PPT-EN-09
© Crown copyright 2008
© Pie Corbett 2008. Used with kind permission
Slide 23
Session 3
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Slide 24
Pam’s quote
Bridging the gap between quality talk and quality writing is always challenging.
With my Year 1 class I often wondered why, after providing lots of
opportunities for speaking and listening, writing outcomes didn’t reflect the
varied and interesting vocabulary used in their talk.
Boys particularly struggled to make the move from what I describe as the ‘I
went to the park’ stage to something more dynamic and rich. Perhaps the
solution, or part of it, is far simpler than we anticipate. As adults not only are
we equipped with well developed oracy skills, our auditory senses are
switched on too. In other words we listen, evaluate and modify our spoken
language and when we write, this rehearsal technique occurs quite
naturally. We experiment with words and sentence structures until they
convey our thoughts in the most appropriate and effective way.
The question for me was, ‘Can children modify their writing more effectively if
they hear it and keep making changes until the talk for writing becomes the
writing?’
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