Presentation on theme: "Introduction to Talk for Writing Years 3 and 4"— Presentation transcript:
1 Introduction to Talk for Writing Years 3 and 4 Crosshill6th July
2 Aims of the sessionTo recognise the vital role of Speaking and Listening in the learning processTo introduce the Talk for Writing materials and strategiesTo develop an understanding of how these can be integrated into the teaching sequence for Literacy across the curriculum
3 What is Talk for Writing? Writing improves when children have an opportunity to talk about it. They have the chance to collect vocabulary, rehearse the structure of sentences and refine ideas before they start the writing process.Structured ‘Talk for Writing’ allows children to ‘hear’ the writing aloud, until the ‘Talk’ becomes the writing.The TfW materials support teachers in further developing children’s speaking, listening, reading and writing skills through the teaching sequence, combined with a personalised approach to planning based on effective AfL.
4 The Teaching Sequence for Writing TalkForWritingSequential learning objectives appropriate to unit outcomeWoW factor – familiarisation of vocabulary/ideasFamiliarisation with the genre / text – Shared ReadingCapturing IdeasOral rehearsalTeacher DemonstrationTeacher scribingSupported writingGuided writingIndependent WritingEdit, review and improveFinal outcome :T.A.P. Differentiated4
5 Talk for Writing should happen at three levels .... Teacher talk: the verbalisation of the thought processes involved, as the teacher is demonstrating and modelling various stages or aspects of the writing process.Guiding children’s talk: structured and scaffolded opportunities for children to develop and practise all the different aspects of talk for writing e.g. past tense, description, using connectives - through class and group conversations and activities.Independent children’s talk: opportunities for children to develop and practise talk for writing in pairs and small groups, independent of the teacher.
6 To be productive, Talk for Writing needs to be embedded in every phase of the teaching sequence During reading: when familiarising with the genre/text type and it’s key featuresBefore writing: when generating ideas, preparing for and planning writing.During all stages of writing: when making choices involved in creating, developing and improving texts.After writing: when reflecting on and learning from a writing experience.
7 Talk for WritingReading and writing float on a sea of talk.James Britton
8 What does Talk for Writing look like? Talk for Writing can be developed aroundthese key strategiesWord and language gamesBook Talk open-ended discussionWriter Talk ‘reading as a writer’Storytelling and Story makingRole play and drama
9 A short writing opportunity Creating the ‘WOW’A short writing opportunityYou tube clipPapier maché islandShow the egg – if you’ve had chance to make one – otherwise just use the picture on the slide.Ask groups to generate questions about the egg using the question hands.List some of the questions on the whiteboard and take ideas for answers.Encourage teachers to look for short writing opportunities.Contextualise new topic firstIntroduce / familiarise with new vocabulary9
10 Phase 1/2 - Gathering ideas and language Role play area
12 Word and language games Generating vocabulary and imaginative thoughtPirate alphabet : - Pirates - adventurous pirates,bold, brave pirates,cunning, cool and crafty pirates,fearless, frightening etcWord banking : words to describe island setting(see Writer’s toolkit)Tell me game : - model – e.g.pirate ship, pirateTell me – ‘What is it?’ ‘Who is it?’‘Where is it going?’ ‘What is he carrying?’‘Who’s on board?’ ‘How is he feeling?’
13 Progression in sentence writing from ‘Tell me’ game Simple sentence - present tenseThis is an old pirate ship.The ship is sailing to an island.Compound sentenceThe pirates are looking for an island because they have some treasure to bury.The pirate carries a cutlass so he can cut the rope.Complex sentenceOn board the ship, the Captain and his crew are hoisting the sails.When the ship anchors in the bay, the pirates will disembark and bury their treasure on the island.
14 It is an open-ended discussion with no wrong answers! ‘Book Talk’The purpose is to give children the opportunity to explore and respond to a text at their own level, through talk.It is an open-ended discussion with no wrong answers!Children should be encouraged to build/elaborate on previous contributions, until a good range of key aspects of the text (ideas, language, pictures, structure, layout etc) has been fully explored.
15 (prior experiences -another book read, a TV character, visit etc) Book Talk – ‘Tell me’LikesDislikesConnections(prior experiences -another book read, a TV character, visit etc)Things that puzzle me15
16 Book Talk: Scaffolded response prompts I enjoyed the part where…I thought it was funny when..I didn’t like itwhen…..………….because………………..My favourite book was…because…Use the speaking frames in pairs to form opinions – see further speaking frames in the Film Resources packDifferentiated activities
17 Activity TALK ! Open-ended Picture Talk Using the pictures on table, To promote and embed use of key vocabulary generated fromBook Talk, stories, language games, discussions etc
18 Picture Talk Where is the parrot? How did the pirate reach the island ?Why does he have a wooden leg?What is the pirate doing?How is the pirate feeling?Why do you think he’s left the ship?What can the pirate see on the map ?18
19 Comprehension - Think/ Say/ Feel bubbles – link to AF’s Complete a Think/Say/Feel bubble for each character at key points of the textLink to Session 8Link to sentence writing.....
21 Short writing opportunities Fact boxPosterAdvertCharacter profileThink, say feel bubblesPost it notesStory mapWow wordsSentenceLetterPoemor text messageRefer back to the planning circles – these go hand-in-hand with the speaking and listening and drama activities.These are useful ways to maximise writing opportunities throughout a unit of work not just at the end!Children respond enthusiastically to these types of writing activities as they appear incidental and non-threatening. They can often arise spontaneously as well as being planned for.2121
22 Storytelling and story making You can’t write a story unless youcan tell a story.You can’t tell a story unless you haveheard a story.
23 Storytelling and story-making Through oral storytelling, children internalise:‘Big’ patterns – plots act as blueprints e.g. warning, quest or problem/resolution story, cumulative talesBuilding blocks of narrative and pacing – common characters, settings, events etcFlow of sentences – syntactical patternsVocabulary – connectives e.g. one day, so, nextImages in the mind to draw upon23
24 The Story-making Process Imitation - straight retelling of storiesusing story map, actionsInnovation - developing, extending andchanging elements of storymaking it your ownInvention - creating a ‘new’ story24
25 Peg leg Pirate Imitation Once upon a time there was a bold pirate called Peg-leg, who set sail to find buried treasure. He sailed this way and that, until he reached a little green island.First he discovered a deep dark cave and started to look for treasure. He dug inside the deep dark cave, but no treasure could be found.And he sang to himself –“Yo Ho HoAnd a bottle of popI’ll search for the treasure until I drop”Imitation25
26 A parallel text based on an Innovation of - A Home on WheelsA parallel text based on an Innovation of -‘A New Home for a Pirate’Supportive context for Gypsy, Roma and Traveller children
27 Shared Writing -‘Reading as a writer’ Spot good bits and techniques usedMagpie :story openingsplot patternssettingscharacter typesideas you are readingsentence openings/structureconnectiveseffective words and phrases – ‘WOW’Then move to ‘Writing as a Reader’, applying the ideas to your own writing.‘Magpie’ for working wall,Writer’s Toolkit
28 Mapping the story and oral re-telling Differentiated challenges28
29 Guided talkUsing the story picture cards, sequence the events in the story.Use this scaffold to discuss elements of story e.g. Opening, What happened?Model a story opening and ask child to retell same part (repeat for other sections)Take turns to retell story around the groupDevelop this into more independent retelling using story sticks, puppets, story map or drama29
30 Innovation Only innovate when text is in long-term working memory Substitution – change names, places, objectsAddition – extra characters, more detail, extra adjectives, more dialogueAlteration – e.g. good character becomes greedyChange of viewpoint/genre – retelling from different character’s view , or in different form e.g. letter, diaryUsing the boxed up plot structure/ patterns substitute new characters, setting and eventsThink about writing levels e.g. Level 3 –noun phrasesModel each stage in SHARED WRITING30
31 Invention Who – where – what ? Use a theme, plot pattern or simple story idea e.g. warning, questDraw and decideTell and retellWork on aspects over a few days using scaffolds-story grids for characterization, description etcShared – independent writing – edit - improve31
32 Phase 1/2 Box up the plot Storytelling and Story making OpeningPast tenseWhat happened?What happened next?Ending32
33 Storehouse of stories Reception 10 stories Year 1 6 Year stories/text typesYearYearYearYear
34 Role Play and Drama Telephone call Hot seating Freeze frames Thought trackingMagic microphonePuppets and propsSee booklet
35 Role on the Wall eye patch spotty bandana brave striped shirt wicked cutlassbuckle shoesangryfearlessunhappyparrot on shoulderwooden legAt the beginning of the story the pirate looked
36 Scaffolding Language and Learning at KS2 Talk across the curriculumTalk for WritingScaffolding Language and Learning at KS2
37 Graphic organisersGraphic organisers are visual representations and organisational tools for use during guided sessions or during independent collaborative activities, where talk is exploratory and there is a requirement to report back.
38 Graphic organisersMore graphic organisers to support description/use of present tenseWays in which they are the sameWays in which they are differentCompare – contrastIn order to compare, children will need to develop and use language such as:‘both X and Y do/have/are but X is …’‘whilst …, however …’‘same’, ‘different’, ‘similar’, etc.‘New Home for a Pirate’‘A Home on Wheels’
39 Integrating TALK FOR WRITING into your literacy planning Word and Language gamesStorytelling - ImitationBook TalkReading as a writerPHASE 1Word and Language gamesRole play, drama, storytelling, story-makingPHASE 2PHASE 3Writing as a readerStory-making promptsInnovation - Invention3939
40 Reflection Integrate strategies into planning a unit of work Scaffold for differentiationand inclusionReinforce Talk for Writingacross the curriculum