Transcript LITERACY FOR LEARNING

LITERACY FOR LEARNING
 GRAMMAR FOR WRITING 
GEOFF BARTON
17 July 2015
LITERACY FOR LEARNING
THE FORMAT OF THE SESSION
1:
The Literacy Club
2:
How much grammar do you
need to know?
3:
Teaching writing
Note:
Please
heckle!
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LITERACY FOR LEARNING
BASICS - I
Think practically what can I use in my
own teaching?
LITERACY FOR LEARNING
BASICS - II
Visual … auditory …
kinaesthetic learning
styles
Attention-span
Stress-free
Frequent
revision
LITERACY FOR LEARNING
We are part of the literacy
club
Every
teacher in
English is a
teacher OF
English
(like it or
not)
Basic
assumptions
Literacy is
taught - it
doesn’t just
happen
Literacy today is different
from when we were younger
LITERACY FOR LEARNING
We are part of the literacy
club
Language
oddities
LITERACY FOR LEARNING
Please don't
smoke and live
a more healthy
life
PSE poster
LITERACY FOR LEARNING
DOGS MUST
BE CARRIED
ON THE
ESCALATOR
London Underground
LITERACY FOR LEARNING
Sign at Suffolk
hospital:
Thieves operate in
this area
LITERACY FOR LEARNING
ICI FIBRES
LITERACY FOR LEARNING
Churchdown parish
magazine:
‘would the congregation
please note that the bowl at
the back of the church
labelled ‘for the sick” is for
monetary donations only’
LITERACY FOR LEARNING
GUESS
THE TEXT
TYPE
LITERACY FOR LEARNING
Proud mum in a million
Natalie Brown hugged her
beautiful baby daughter
Casey yesterday and said:
“She’s my double miracle.”I
FIBRES
1
LITERACY FOR LEARNING
The blood vessels of the
circulatory system, branching
into multitudes of very fine
tubes (capillaries), supply all
parts of the muscles and organs
with blood, which carries
oxygen and food necessary for
life.
2
LITERACY FOR LEARNING
Ensure that the electrical
supply is turned off. Ensure the
existing circuit to which the
fitting is to be connected has
been installed and fused in
accordance with current L.L.L
wiring regulations
3
LITERACY FOR LEARNING
KS3 results show that pupils:
•Are inclined to recount rather than explain
•Are stronger at narrative rather than non-narrative
writing
•Have difficulties structuring writing
•Only 75% of sentences are properly demarcated
using full stops
TEACHING WRITING
ACTIVELY
TEACHING
WRITING
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TEACHING WRITING
How we’ve often (not)
taught writing in the
past …
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TEACHING WRITING
Read this opening from the novel “Bleak House” …
h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq
wq qu iuu u g 7aijq;m.1xz
loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y
ftrd rdgxkjahkjh kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g
7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y ftrd rdgxkjahkjh
kh sbagzj ws asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u
h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h ghgh ghgh ghght y ftrd rdgxkjahkjh kh sbagzj ws asuwq
wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu h u g 7aijq;m.1xz loli3ji h u h asuwq wq qu iuu
h u g 7aijq;m.1xz loli3ji h u h
Now write your own opening of a novel.
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TEACHING WRITING
KS3 tests 2000
Write the opening of a story about a major
emergency.
‘Some people waste a lot of time and energy
attempting difficult challenges, such as flying around
the world in a hot-air balloon. Attempts like these are
pointless, and benefit nobody.’ Write an article for
your local newspaper arguing for or against this
statement.
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TEACHING WRITING
To be truth-full I am for the
argument about wasting time
and money trying to get
around the world in a hot air
balloon, when this time and
money could be spent on
working with medical
difficulty or people who are
homeless.
Level 4
Level 7
I feel it is very important
to face challenges, as
without challenges, the
world would be a very
dull place. I feel that the
earlier challenges
appear in a person’s
life, the better, as there
will undoubtedly be
challenges in the
workplace or in home
life, and so I feel that
the people who have
faced challenges earlier
in life get a head start
over people who have
not.
TEACHING WRITING
You don’t teach writing merely
through:
Explore conventions
•Reading aloud
Demonstrate
DEPENDENCE
•Showing models
•Highlighting genre features
•Correcting first drafts
•Lots of bullet-points after the task
Share composition
Scaffold
Independent writing
Draw out key
learning
INDEPENDENCE
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TEACHING WRITING
Explore
conventions
Demonstrate
Including ‘bad’ models
Show students the
process of writing
Share
composition
Correct/change/improve
Scaffold it
Make it collaborative
Independence
Key learning
Move from small to
larger sections
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TEACHING WRITING
The Set-Up
BUILDING SUSPENSE
Write the opening of a mystery story. Set
it at a funeral in a wintery churchyard.
√
√
√
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TEACHING WRITING
bad
Using models
Before ….
It was a bitterly cold day. Everyone
was in black. The cars were black
too. There were people standing
around in a group waiting for the
coffin. Crows were flying in the
sky. It was really eerie.
TEACHING WRITING
Using models
After ….
The undertaker's men were like crows, stiff and black,
and the cars were black, lined up beside the path that
led to the church; and we, we too were black, as we
stood in our pathetic, awkward group waiting for them
to lift out the coffin and shoulder it, and for the
clergyman to arrange himself; and he was another
black crow in his long cloak.
And then the real crows rose suddenly from the trees
and from the fields, whirled up like scraps of
blackened paper from a bonfire, and circled, caw-cawing above our heads.
Susan Hill
TEACHING WRITING
Useful stuff to teach writing
Writing techniques (fiction):
•Sentence variety for effect: simple, compound,
complex*
•Multiple narration
•Plot - dialogue - description
•Location of the speech verb
•Direct / indirect speech
•Figurative language
•Descriptive detail
•Point of view
TEACHING WRITING
Useful stuff to teach writing
Writing techniques (Non-fiction):
•Topic sentences
•Headlines / subheadings / puns
•Paragraph organisation - main point … illustration …
contrast
•Connectives
•Tense
•Sentence functions: statement, command, question,
exclamation
•Formality / impersonal tones
•Layout features
•Building an argument: generalisation, supporting
points, statistics, facts, quotation
TEACHING WRITING
GB’s Final Thoughts
•See things as a writer, not just a reader
•Explore texts actively - meddling, rewriting, editing
•Demonstrate the writing process yourself
•Relate everything to effect
•Talk about grammar where it helps, not as an end in
itself
•Start with small units of writing … then build up
•Encourage experimentation, risk-taking, creativity
•Enjoy!
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LITERACY FOR LEARNING
And finally …
•You’ll benefit from pupils’
increased confidence, selfesteem and motivation
•You’ll also, in the process,
become a better writer
yourself
LITERACY FOR LEARNING
 GRAMMAR FOR WRITING 
GEOFF BARTON
www.geoffbarton.co.uk
17 July 2015
LITERACY FOR LEARNING