Transcript Nottinghamshire Talk for Writing Project

Talk For Writing
 28.5.10
Tuxford Primary

9.00 What is talk for writing and how does it fit into
classroom practice
 9.05 Warm up games
 9.15 What is Writer Talk
 9.45 What is Book Talk
 10.15 Boxing up
 10.30 Coffee
 10.50 Boxing up continued
 11.10 Cross curricular opportunities for using Talk for
Writing
 11.40 Using talk through the teaching sequence
 11.50 Work examples, question time and main
messages
 12.00 Finish
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 individualised
again
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.
Talk for writing to:
 ‘warm
up’ the brain - creativity
 deepen understanding of a text
 internalise the textual patterns
 understand the effect a writer creates
and ‘how’
 gather and sort information and ideas
 develop ideas and orally rehearse
 explain writing in action
 refine and improve after writing
Warm Up Games
 Word
association
 Crossing the river
 Box of stars
 Tell me more
 Paint the picture
Drama Strategies
 Hot
Seating
 Freeze frame
 Conscience alley
 Any more you use??
Talk to create a character and
setting
me more about……a talk game to
develop character (must involve how the
character is feeling, why – and a key
interest).
 Paint the picture – (You can see….) – a
talk game to develop a setting and start a
story.
 Tell
Oral Story Telling Y2

Link to Y2 storytelling video
 http://nationalstrategies.standards.dcsf.gov.uk/no
de/155897
Y1
 (Link
to Y1 video)
Book-talk
Book-talk
They tried sleeping in the shed, but it
smelled too much of lawnmowers and the
fertilizer used for the rhubarb. So they
crept up the back steps….Through the
back door- into the back hall- and into the
walls. “We must be very quiet,” said Lucy.
Book-talk
She was sitting alone at the kitchen table,
her head lowered, her hands cupped
round a mug of tea. She didn’t look up
when I came in and she didn’t speak for a
while either. I could see then that
something must be wrong. “Who was it?” I
asked her. “At the door who was it?”
Writer-talk
Writer-talk: reading as a writer
 What
is ‘reading as a writer?’
 Link to Pie Corbett video at
http://nationalstrategies.standards.dcsf.go
v.uk/node/155879
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.
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 or
something 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.
Boxing up
Story structures
Imitation – familiarisation
Retelling
a text until it can be
told fluently
Multi-sensory approach, made
memorable
Innovation – adapting a wellknown text
Substitution,
Invention – creating your own
new text
Building
addition,
alteration, change of viewpoint
and re-using the basic text
pattern
up a text – drawing,
drama, images, video, first-hand
experience, location, quality
reading etc.
‘Boxing up’ to create a story
structure
 Humpty
Dumpty
 3 Little Pigs
Walk This Way
Talk This Way

walk this way talk this way.wmv
Talk for Writing
A non-fiction context
Non fiction
 stories
- to understand ourselves
 non fiction - to help us live
- knowledge - what happened, the world
- procedures - how to do things/how things
work
- ideas - exploring and manipulating the
audience
Objectives
Children should learn:
 to compare ideas, methods and
approaches in their own and others' work
and say what they think and feel about
them


Ask the children to compare and comment on a range of
examples of still-life painting
Ask them to look at:



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


the subject matter, eg the group of objects
the contrasts that artists used in the work, eg colour, light and dark
the viewpoints, eg a whole arrangement shown or parts of objects
the painting techniques, eg flat or varied areas of colour, textured or plain
surfaces, painting that shows brushstrokes or conceals them
the strengths and difficulties of working in the different media
the ways in which three-dimensional objects can be represented in two
dimensions
Ask the children to compare these paintings with their own work
Compare and comment on the still-life paintings of others and
make comparisons with their own work
Prepare a short presentation about this
picture…….
Reflection….
 Was
it easy or hard?
 To give the presentation what did you
have to do?
 What are the implications for teaching?
Pencils – A close up view
1.
Where do you think the
photograph was taken?
2.
Do you think it is natural or set
up by the photographer?
3.
What is the viewpoint?
4.
What comments would you make
about colour and texture?
5.
What other viewpoints of this
arrangement would make an
interesting composition?
Drawing pins
1. Where do you think the
photograph was taken?
2. Do you think it is natural or set up
by the photographer?
3. What is the viewpoint?
4. What comments would you make
about colour and texture?
5. What other viewpoints of this
arrangement would make an
interesting composition?
Internalise the text
• Immerse the children in the text so that they become
very familiar with it – through close reading and talk.
• Learn the text orally, using actions and a graphic
representation such as a washing line or writing grid
• More confident writers revisiting language patterns
through reading activities, drama, talk or writing
games, e.g. interviewing an expert (report), hot seat
(recount), class debate (discussion), presentation
(explanation), one minute advert (persuasion).
• Play lots of sentence games - word by word, sentence
by sentence, innovate on patterns.
• Loiter with the text type.
Taking the story mapping approach and
applying it to non-fiction explanation text
Communal retelling
Our Trip to the Fire Station
Last week, we all went to the fire station.
First, we looked at the engines. They were bright red.
Next, we saw the firefighters put out a small fire.
After that, the chief answered our questions. We found
out two interesting facts.
1. Girls can be firefighters.
2. Firefighters rescue cats from trees.
Finally, we walked back to school. It was a great day
out!
Fire Station Activity
 Oral
retelling
 Storymapping
 Our trip to the police station/ farm
 Tell me more…
 Paint a picture
 Drama
 Anything really…
Planning for Talk For Writing
Look at sheet, when could you
use TFW strategies?
Main messages

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
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Teacher led
Time – allowing more time for
sequences
Keep the pace
Importance of phase 1 – allowing
loitering with the text
Embedding TfW through whole
sequence
The value of imitation
End result is easier to attain
Shared understanding and
dialogue
Culture change – existing
speaking and listening
 Not
an ‘extra’
 Have a go at some activities before
trying to formally plan them
 Children can’t write it if they can’t
talk it
 An approach not just a set of
activities
 Whole school approach
Any Questions??