2. LITERACY FOR LEARNING  GRAMMAR FOR WRITING  01 June 2015 GEOFF BARTON

3. 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! www.geoffbarton.co.uk

4. LITERACY FOR LEARNING BASICS - I Think practically - what can I use in my own teaching?

5. LITERACY FOR LEARNING BASICS - II Visual … auditory … kinaesthetic learning styles Attention-span Stress-free Frequent revision

6. LITERACY FOR LEARNING Basic assumptions We are part of the literacy club Literacy today is different from when we were younger Literacy is taught - it doesn’t just happen Every teacher in English is a teacher OF English (like it or not)

7. LITERACY FOR LEARNING We are part of the literacy club Language oddities

8. Please don't smoke and live a more healthy life LITERACY FOR LEARNING PSE poster

9. LITERACY FOR LEARNING DOGS MUST BE CARRIED ON THE ESCALATOR London Underground

10. LITERACY FOR LEARNING Sign at Suffolk hospital: Thieves operate in this area

11. LITERACY FOR LEARNING ICI FIBRES

12. 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

13. GUESS THE TEXT TYPE

14. 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

15. 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

16. 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

17. 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

18. TEACHING WRITING www.geoffbarton.co.uk ACTIVELY TEACHING WRITING

19. TEACHING WRITING www.geoffbarton.co.uk How we’ve often (not) taught writing in the past …

20. TEACHING WRITING www.geoffbarton.co.uk Read this opening from the novel “Bleak House” …                    Now write your own opening of a novel.

21. TEACHING WRITING www.geoffbarton.co.uk 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. KS3 tests 2000

22. 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. 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. Level 4 Level 7

23. TEACHING WRITING www.geoffbarton.co.uk You don’t teach writing merely through: Reading aloud Showing models Highlighting genre features Correcting first drafts Lots of bullet-points after the task Explore conventions Demonstrate Share composition Scaffold Independent writing Draw out key learning DEPENDENCE INDEPENDENCE

24. TEACHING WRITING www.geoffbarton.co.uk Explore conventions Demonstrate Share composition Scaffold it Independence Key learning Including ‘bad’ models Show students the process of writing Correct/change/improve Make it collaborative Move from small to larger sections

25. TEACHING WRITING www.geoffbarton.co.uk The Set-Up BUILDING SUSPENSE Write the opening of a mystery story. Set it at a funeral in a wintery churchyard. √ √ √

26. TEACHING WRITING 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. bad

27. 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-caw- ing above our heads. Susan Hill

28. 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

29. 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

30. TEACHING WRITING www.geoffbarton.co.uk 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! GB’s Final Thoughts

31. And finally … You’ll benefit from pupils’ increased confidence, self- esteem and motivation You’ll also, in the process, become a better writer yourself LITERACY FOR LEARNING

32. LITERACY FOR LEARNING  GRAMMAR FOR WRITING  01 June 2015 GEOFF BARTON www.geoffbarton.co.uk

33. LITERACY FOR LEARNING