Transcript Slide 1

Talk for Writing
Objectives for the day
• To introduce the Talk for Writing initiative
• To contextualise Talk for Writing within the teaching and
learning sequence for literacy
• To develop understanding of key Talk for Writing
activities
• To consider how Talk for Writing can support raising
standards of writing
• To prepare for follow-up training and school-based
development
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Overview of the day
• The theory of Talk for Writing
• Impact on teaching, learning and standards
(Headteacher presentation)
• Talk for Writing exemplified through the teaching
and learning sequence
• Impact on classroom practice (Teacher
presentation)
• Managing Talk for Writing in your school
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What is talk for writing?
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The externalisation of the internal dialogue that
experienced writers hold when writing and
consists of:
Book talk
Writer talk
Warming up the word
Learning and remembering texts
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Book Talk
‘Talking one’s way to a deeper understanding’
A three step approach
• Eliciting response
• Extending response
• Encouraging critique
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Writer Talk
‘Children will implicitly internalise language
patterns and reuse them in their writing, if they
read a lot, or read repetitively, or are read a
bedtime story. It is probably a matter of
quantity.’
• Reading as a writer
• Writing as a reader
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Learning and remembering texts
Children can internalise:
• Big patterns
• Building blocks of narrative
• Flow and pattern of sentences
• Vocabulary
• And most importantly they develop an imaginative world
of images that can be drawn upon and day-dreamed
about to invent new stories
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Learning and Remembering Stories
• Visual – map, storyboard, flowchart, paint, draw,
model and watch the story
• Auditory – hear and say the story, discussing,
retelling, drama
• Cognitive – memory tricks, discussions, key
connectives
• Kinaesthetic – drama, role-play, dance, model
making, building
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From Pie Corbett’s Bumper Book of
Storytelling into Writing
• Imitate
This is the ability to retell so that the child has a bank of tales by
heart…they have become part of the long term working memory,
embedded into their linguistic competence
• Innovate
This is the ability to adapt a well-known story in order to create a
new story.
• Invent
This is the ability to draw upon the full range of stories, and one’s
life, to create something new.
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Warming up the word
• Vocabulary generation – activating dormant vocabulary
• Usual words in unusual combinations –to connect
different items to create something new
• Expanding ideas – to ‘see’ or ‘daydream’ what might happen
• Developing imagination and imaging – to re-imagine
the past so that you can ‘see’ it clearly, to hold an image in your
mind so that you can ‘look’ carefully at it
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‘it should be short and sharp and create a crisis
which arouses the brain’s resources. The
compulsion towards haste overthrows the
ordinary precautions, flings everything into top
gear and many things that are usually hidden
find themselves rushed into the open. Barriers
break down, prisoners break out of their cells.’
Ted Hughes
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Project school presentation
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Teaching & Learning Sequence
Familiarisation and Immersion:
Capturing ideas
Shared/Guided Writing
Key Outcome
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Identifying the key outcome
• Consider the objectives on the medium term plan
• Consider what the children need to get better at
• Ensure the outcome is sufficiently engaging and
motivating for the children (purpose and audience)
• Choice of form may be appropriate
• Needs to be differentiated
• Share with children and display it
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Familiarisation
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Warming up the word: Developing
imagination and imaging
‘keep your eyes, your ears, your nose, your taste,
your touch, your whole being on the thing you are
turning into words.’ Ted Hughes
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Book Talk
• Book talk is the extended opportunity to use talk
to explore children’s personal and collective
responses to a text as readers.
• It is an open-ended eliciting and development of
of response
– Aiden Chambers Tell me……
– Likes, dislikes, puzzles and patterns
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Writer Talk
• Talk that helps children to think like a writer
• It is most effective when it focuses on the
intended effect on the reader
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Purposeful sentence level work
Expanding simple sentences with a range of devices
In this book Berlie Doherty uses:
• Adverbials – where, when and how
• Alliteration and assonance
• Strong verbs
• Expanded noun phrases
• Similes and metaphors
Can you find examples on the page?
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The boy looked at the light.
Improve this sentence by including the devices
• Adding an adverbial
• Alliteration
• Strengthening the verb
• Expand the nouns
• Use a simile or metaphor
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From Pie Corbett’s Bumper Book of
Storytelling into Writing
• Imitate
This is the ability to retell so that the child has a bank of tales by
heart…they have become part of the long term working memory,
embedded into their linguistic competence
• Innovate
This is the ability to adapt a well-known story in order to create a
new story.
• Invent
This is the ability to draw upon the full range of stories, and one’s
life, to create something new.
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Talk for writing
‘In order for to write in any text type, the writer
has to be very familiar with it….a powerful way
to internalise language patterns comes through
‘hearing it’ and ‘saying it’ – talking the text type.’
Pie Corbett
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Withdrawing from the telling
Teacher as
teller
Withdraw and
prompt
Teacher as
listener
Children as
listeners
Increasingly
join in
Children as
tellers
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Learning and remembering texts
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Hear it
Map it
Step it
Say it
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Learning and Remembering Texts
Learning for structure
• Learn whole text
• May learn it with some of
the language features if it
is not a long text
• Include suitable
connectives to link the
sections
Learning for language
• Learn chunks of the text
as they are written
• Could be the whole text if
short
• Section learnt needs to
include the language and
stylistic features particular
to that text
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‘Keep your eyes/ears and minds completely open and
then you will find lots of ideas because that is where
they are hidden.’ Colin Thompson
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Capturing Ideas
Content
• Gathering ideas
• Expanding ideas
• Selection of content
P
L
A
N
N
I
N
G
Structure and
language and
features
• Sequencing of
content
• Refining language
Learning and remembering own text
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Warming up the word: usual words in unusual
combinations trees, light, forest
Mossy
Dank
Shafts
Dappled
Strewn
Calm
Dense
Near
Far
Sinister
Verdant
Stumps
Damp
Hued
Silhouetted
Silvery
Fronds
Peaceful
Upright
Serene
Green
White
spiky
Cold
Black
Threatening
Overhead
Framed
At the edge
Jumbled
Resiny
Distant
Rough
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Warming up the word
• Vocabulary generation – activating dormant vocabulary
• Usual words in unusual combinations –to connect
different items to create something new
• Expanding ideas – to ‘see’ or ‘daydream’ what might happen
• Developing imagination and imaging – to re-imagine
the past so that you can ‘see’ it clearly, to hold an image in your
mind so that you can ‘look’ carefully at it
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‘Tell me more’ about the forest
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Planning for the reader
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Key events
How do I want my reader to feel/think?
Words and phrases to show not tell
Verbal sentence construction
Buddy check.
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Shared Writing
Identify what Pie does in this successful shared
writing session
‘If you are not modelling shared writing,
you are not teaching writing.’ Pie Corbett
2008
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Actions and follow-up support back in school
Follow up support:
• 2 + 1 course (selection of staff)
• Subject leader follow-up
Reflection Points:
• How does Talk for Writing fit with your school priorities?
• What do you want to do when you go back to school?
Immediately? In the longer term?
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