Transcript Pie Corbett - Victory Heights Primary School Victory

Writing Workshop Agenda
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Welcome!
Pie Corbett and Talk for writing – KS1 and FS
Alan Peat – KS1 and KS2
Age related expectations
Going forward
Good writers… Dept of Education
http://www.essexprimaryheads.co.uk/sites/essexprimaryheads.co.uk/files/Talk%20for%20Writing.pdf
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enjoy writing
read widely, recognise good writing, and understand what makes it good;
are aware of the key features of different genres and text types;
learn about the skills of writing from reading (Book Talk)
have something to say (a purpose and audience);
know how to plan and prepare for writing;
understand how to reflect, refine and improve their own work;
can respond to the constructive criticism of others in final stage
Talk for writing
It is powerful because it enables children to imitate the language they need for a particular
topic before writing their own version (innovate).
How does it help children? Children internalise:
• patterns of stories, e.g. quest or stories
• the building blocks of narrative – common characters, settings, events, the rise and fall
of narrative pattern
• the flow of sentences – all children
• the vocabulary – especially, connectives that link and structure narrative such as: once upon
a time, one day, so, next, but, finally
What are the 3 stages?
• Imitate – children learn the text orally
• Innovate - children change an element of the text, depending on focus
(setting, character, etc.)
• Invent – children invent a new story
Imitation (1 – 1 ½ weeks)
Book Talk
Drama
Hot seating
Role Play
Questioning
Guided reading
Features
Toolkit
Performance
Story structure
Innovate (1 week)
• Ensure you have a focus (changing character, setting, creating atmosphere)
• Model innovating a paragraph from the text e.g. There was once a young girl called
Julie, to Once there lived a young boy called John. Take ideas from children and
innovate sentence at a time
• Model using Alan Peat sentences
Invent (1 week) fiction only
• Children think of a way to apply what they have learnt to create a new story
E.g if they have learnt a defeating a monster tale like Jack and the Beanstalk,
they might invent a story about a bully in a classroom
• Story map – Story Mountain – story flow chart or story board. .
• Plan using Alan Peat structure – Who? Where, What happens? What
happens next? Problem? Who helps? Ending?
• Cards in pods prompt
Progression
• Year 1: taught about word class and sentence structure, build up to writing stories.
Pie Corbett texts are repetitive.
• Y2: children begin to use Alan Peat sentences – diary entries.
Pie Corbett texts change to a higher level – introduce variety of sentences
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KS2: Embed Alan Peat.
Go into greater depth into different sentence types.
More complex punctuation.
Aware of the reader.
Writing in the style of different authors.
T4W: What can you do at home?
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Reading stories aloud – intonation
Inventing stories based on your day – retell and interview
Talking about stories – comprehension
Composition and effect
Drama and role play – make up games related to story-telling
Alan Peat
• Don’t avoid complex grammatical terms but don’t start with them (let
younger pupils have a go too!)
• 25 sentence types can be differentiated and used across the school.
2A sentence
Creating visual images in descriptive writing.
He was a tall, awkward man with an old, crumpled jacket.
It was an enormous, shiny building which created a wide, dark shadow.
Genre-specific examples
Persuasive arguments/review/narrative (fairytale)/instructions
BOYS sentence
Two part sentence. First part ends with a comma and the latter part
begins with a coordinating conjunction (but, or, yet, so).
The giant could be friendly, or he could be terrifying.
It was a warm day, yet storm clouds gathered over the mountains.
Genre-specific examples
Instructions: This can be tricky, so have your ingredients ready before you start.
Biography, Persuasive, Explanation…
Age Related
Expectations
Level 1
Produces own ideas and write simple
stories
Shows control over word order – makes
sense
Can spell some common words correctly
Makes recognizable attempts at spelling –
applies phonic
Shows an awareness of full stops
Can usually give clear letter shape
Needs to: Use time connective, ensure
each sentence flows,
Age Related
Expectations
Level 2
Adds in relevant detail, writes sentences
which flow, uses a range of sentence
openers (needs to use more time
connectives), uses capital letters and full
stops correctly in 80% of writing
Needs to:
Use wow words, develop and extend ideas,
use a wider range of connectives (before,
after), use a wide range of punctuation,
spell all high frequency words correctly
Age Related
Expectations –
Level 3
Uses time connectives, varies sentences and
length, uses a wide range of connectives,
e.g. yet, uses wow words, colossal,
experiments with punctuation
End of year 3 but we need to be aware
of where we are heading.
Where do we go from here?
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End of year assessment – a last blast and celebrating skills
Retell – end of year and beginning of 2015 – 2016 and comparisons
Showcase
Notes with websites to Pie Corbett and Alan Peat on the communicator to
follow
• Email [email protected] or [email protected]