Alan Peat Parent workshop May 2015

Agenda  Pie Corbett  Alan Peat sentence types  Writing examples  How can you support at home?

Getting ‘unstuck’ with creative writing.  Who ‬ : here the writer talks about their character and gives a description of them  ‪ Where ‬ : here the story writer describes where the story starts  Where next ‬ : here the writer takes the story to a new location  ‪ Why ‬ : why the character needed to go there e.g. a visit  ‪ What goes wrong ‬ : what happens to cause a problem  ‪ Who helps ‬ : how does the problem get resolved  ‪ Where last ‬ : where does the character end up  ‪ Feelings ‬ : how does the character feel at the end of the adventure

Boxing Clever

Writing Exciting Sentences 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…

The more, the more (Level 3) Paired form, useful for developing a character trait in a story. more (emotive word), more (related action) The more upset she was, the more her tears flowed. The more angry he became, the more he banged his fist on the door. Genre-specific examples Instructions, Narrative, Discussion/dialogue

Imagine 3 examples (Level 4) Sentence begins with ‘Imagine’ and then describes three elements to be imagined: times/places. Useful in a science fiction or fantasy story. Imagine a time when people were not afraid, when life was much simpler, when everyone helped each other: this is the story of that time. Genre-specific examples PSHE Project, Persuasive adverts, narrative flash forward

O.(I.) (Outside/Inside) Giving multiple perspectives in characterisation. What a character appears to think in contrast to their inner feelings. He smiled and shook the man’s hand warmly. (Inside, however, he was more angry than he’d ever been.) Genre-specific examples Newspaper report/reflective recount

How we teach them…

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. Next… Use a wider range of punctuation. Paragraphs are linked. Beginning to use complex sentences. Can vary the structure and length of sentences. Uses ambitious vocabulary. Correct spelling.

Level 4 Has awareness of the reader. Uses paragraphs correctly. Uses a wide range of vocabulary. Uses a wide range of punctuation. Tenses are correct. Creates an emotion (suspense, humor etc.) Next… Take on a clearer viewpoint. Use more complex punctuation. All spelling correct. Links between paragraphs.

Level 5 Ideas and content are well chosen. Clear purpose to writing. Uses a range of punctuation. Style is chosen throughout the writing. Uses ambitious vocabulary. Would not expect a level 5 by end of KS2.

Lend Me Your Literacy! Gives pupils a world wide audience. Gives purpose for writing. Sense of pride and boosts confidence. Promotes collaborative learning with other schools. Children read, understand, and comment on others work.

How can you support at home?  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  or