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MakingWritingReal!. Aims To reinforce the range of text- forms; To consider the variety of writing outcomes within each text-form; To maximise the opportunities.

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Presentation on theme: "MakingWritingReal!. Aims To reinforce the range of text- forms; To consider the variety of writing outcomes within each text-form; To maximise the opportunities."— Presentation transcript:

1 MakingWritingReal!

2 Aims To reinforce the range of text- forms; To consider the variety of writing outcomes within each text-form; To maximise the opportunities for writing in Literacy and across the curriculum.

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4 The Sequence from Reading to Writing Shared Reading Immersion and analysis Gathering Content Shared Writing Planning, composing, editing and revising Guided Writing Pre-writing, writing, post writing Independent Writing Investigating, practising and applying skills OutcomeBringing to presentation

5 Planning Circles Shared reading: decoding understanding text analysis Gathering ideas and content: Visual literacy, drama, speaking and listening, Short writing opportunities Planning, shared writing, independent and guided writing: creative outcomes

6 Literacy Outcomes FF ormat LL anguage AA udience PP urpose

7 F ormat What format should it take? Book, leaflet, essay, video, headings, sub-headings, diagrams, bullets, fact-files, photos; Unit outcomes should look different as the children move through the school; Looking at inspirational examples; More sophisticated structures should begin to appear. Does the format enhance the text?

8 L anguage The language should be appropriate for the text - type – formal, informal; The vocabulary becomes increasingly precise or technical; Connectives reflect the text-type; Sentence structure is varied and manipulated for effect; Children are taught to ‘say the sentence’ from the earliest age If you can’t say it, you can’t write it! What sort of words will we need for this? What sort of sentences will we need? Is the language appropriate for the purpose and audience?

9 P urpose What is the purpose of this text? To inform, persuade, argue, discuss, entertain, stimulate, instruct, challenge. Does the text reflect its purpose?

10 A udience Who is it for? How can they be engaged/attracted to the text? How is the text adapted for the audience? Does the text suit the audience?

11 Text Forms.... How to write Recount including Diaries, Biography, Autobiography and Journalistic writing Instructions Non-chronological report Explanation Discussion Persuasion See text-form leaflets. Narrative Poetry Playscript

12 Activity Look at the handout with the six non-fiction text-forms. In pairs, list as many possible text-types beneath each one.

13 Possible Text TypesRecount:  letter  autobiography  diary or journal  newspaper report  magazine article  science experiment Discussion  newspaper editorial  non-fiction book on an ‘issue’  write up of a debate  formal essay  leaflet or article giving balanced account of an issueReport  information leaflet  tourist guide  encyclopaedia entry  magazine article  non-fiction book  letter Explanation  encyclopaedia entry  non-fiction book  technical manual  question and answer articles and leaflets  write-up of science experiment  Multi-modal Instructions Instructions  recipe  technical manual  non-fiction book  timetable, route-finder  list of rules  posters, notices, signs  sewing or knitting pattern  instructions on packaging Persuasion advertisement catalogue travel brochure pamphlet from pressure group newspaper/magazine article poster or flier book blurb letter to editor or editorial

14 Text-form checklist Text-Type Purpose and audience Structure Language Features Writer’s Knowledge

15 Planning Skeletons The planning skeletons have been developed by Sue Palmer. They are a visual representation of the structures of each text type Link knowledge and understanding with the literacy skills required to record that understanding They are particularly useful for visual learners

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17 Gathering Content.... What to write Brainstorming Concept mapping KWL grid QUADS grid Role play Flow diagrams Mind-mapping Sound Think, say, feel Visits Visitors Retelling Still and moving image Drama techniques Drawing and labelling Time-lines Skimming, scanning, key words

18 Blitzed Site 1942 L.S. Lowry

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20 KWL Grids K – What do I Know? W – What do I Want to know? L – What have I Learnt?

21 Think, say, feel

22 Short writing opportunities Post it notes Story map Notes Diary Letter Poem or text messages Problem page For and against Fact boxes Summarising Character profiles Thought bubbles and speech bubbles Short play script/conversation/ dialogue/gossip Story map

23 Activity Choose one of the following options. In pairs use the picture to write: A letter – to problem page; family; colleague; council housing department; A diary entry; A newspaper report; A poem.

24 Boy’s chemistry homework goes up in smoke! Possible Newspaper Headline: Boy’s chemistry homework goes up in smoke! Possible poem There was a small boy from Fleetwood Who never would do what he should He’d turned on the gas But had forgotten the match So the house fell down where he stood! Anon (not surprisingly!)

25 A short film to illustrate the importance of clear communication

26 Home time!


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