1. Literacy Parent Forum Writing
For experienced writers, many of these processes are internal and automatic. For example, they can hold an internal dialogue with themselves about the language choices available and consider how effective a particular word or phrase will be or how well it reads.
However, for developing writers it is very helpful for these processes to be explored through talk in a supportive learning context. This involves externalising and sharing the thinking involved in the writing process so that ultimately it can be internalised and individualised again.
A few things to note – it doesn’t say that a good writer spells every word correctly. Writing is an expressive art form. SOMETHING ELSE ABOUT SPELLING.

2. The purpose of this parent forum
To explain to you how we teach writing at Fernhurst Primary and why we teach it in this way.
To give you advice so that you can support your children develop their writing at home.

3. Good writers: Enjoy writing
They find the writing process creative, enriching and fulfilling;
Read widely & recognise a good piece of writing
Understand what makes it good;
Learn about the skills of writing from their reading and draw this;
Have ‘something to say’ (a purpose and audience);
Know how to develop their ideas;
Know how to plan and prepare for writing;
As they write they make informed choices about what they are writing, (for example, about vocabulary, grammar, etc.);
Reflect upon, refine and improve their own writing;
Can respond to the constructive criticism of others.
Source – Department for Education, 2008
On many of the slides through this presentation I have used this list to show why we teach writing the way we do in school.

4. How we do this at school Talk for Writing Stage 1 Imitation Stage
Familiarisation of text
Understanding what makes the text ‘good’.
Stage 2 Innovation
Change small aspects of text following the aspects that made the text ‘good’
Stage 3 Invention
Children write their own text on a different topic following the aspects that made the text ‘good’
Talk for Writing enables children to imitate the key language they need for a particular type of text orally before they try reading and analysing it. Through fun activities that help them rehearse the tune of the language they need, followed by shared writing to show them how to craft their writing, children are helped to write in the same style. 
Talk for Writing works with any genre of writing and each term children will work with a fiction (story) and non-fiction (instructions, diary, explanation etc) text linked to their current topic. 
A Talk for Writing unit is based on 3 key stages: 
The imitation stage – Each unit begins with the teacher sharing an engaging, topic related text with the children. As a class, or in groups, children create actions to accompany the oral re-telling of the story. They also create story maps, using pictures and symbols, to depict actions and events from the text.  Children then explore the key ingredients and language that make the text work and build a tool kit of important features to use when writing their own versions of the text.
The innovation stage – This stage of the process is where children and teachers work together closely using the structure of the example text but changing certain aspects to make it different in some way. This process enables the children to write their own versions through developing their ability to generate good words and phrases. This stage begins with shared writing between teacher and pupils and develops into children working with peers to edit and review their work regularly as they re-write their own versions.
The invention stage – This stage is where children write their own text on a different topic but based on the structure and genre of the example text and using the key features they picked out and placed into their toolkit.
An example - The given text could be an adventure story about space with an exciting event in the middle. During the invention stage children may be asked to write an adventure story but based at the funfair (linked to current topic of Fairgrounds). They would follow the structure of the space story and utilise some of the exciting story language used in it but they would change the setting, maybe the characters and the exciting event to make it into a different story. Children who are confident writers may change all of these things where as children who are less confident may change smaller aspects, still making it their own story.

5. Stage 1 - The Imitation Stage
We read and motivate your children to read fiction and non-fiction texts that have been written by some of the world’s leading authors.
The Daily Telegraph – 15 Best Children’s Books of all time- click here for link.
What books do you think are on the list?
Good Writers
3. read widely & recognise a good piece of writing
4. Understand what makes it good;
5. learn about the skills of writing from their reading and draw this;

6. Stage 1 - The Imitation Stage
Story mountain
Good Writers
3. read widely & recognise a good piece of writing
4. Understand what makes it good;
5. learn about the skills of writing from their reading and draw this;

7. Stage 1 - The Imitation Stage
Imitation through drama
Good Writers
3. read widely & recognise a good piece of writing
4. Understand what makes it good;
5. learn about the skills of writing from their reading and draw this;

8. Stage 1 - The Imitation Stage
Understanding what makes a text ‘good’ What is a noun phrase –link
Good Writers
3. read widely & recognise a good piece of writing
4. Understand what makes it good;
5. learn about the skills of writing from their reading and draw this;

9. Stage 2 - Innovation Explain Pie Corbett
Explain Year 3 innovating story of The 3 Little Pigs.

10. Stage 3 - Invention
We give the children a purpose for writing. Some of your children have:
Written to inspirational people & received replies.
Written ice cream recipes to Ben, the owner of Dylan’s ice-cream parlour, to make and sell.
Written play scripts for children in other classes to follow and make movies from.
have ‘something to say’ (a purpose and audience);
know how to develop their ideas;
know how to plan and prepare for writing;

11. Stage 3 - Invention
An example of ‘boxing up’. Children plan for their writing.
Boxing up
Boxing up is a very useful strategy that helps children begin to internalise a sense of structure in writing. In the above example, you can see that a flow chart has been used with the section headings written inside each box. Ideas for the discussion have been added around each box. Whilst the teacher is working on this class example, the children will of course be developing their own. 
Of course, boxing up acts as a paragraph planner for weaker writers. For more confident writers, the boxing up details a structure or plot – which might then be manipulated into a different order, using perhaps a flashback in narrative, where each ‘box’ might become a number of paragraphs. It’s also worth noting that in narrative especially, better ideas sometimes come along as you are writing so confident writers should be prepared to adapt their plan.
have ‘something to say
know how to develop their ideas;
know how to plan and prepare for writing;

12. Stage 3 – Invention (feedback)
We want children to accept and respond to feedback. However, we are very careful in the feedback we give.

13. Stage 3 - Invention Developmental Feedback
We want all children to know:
what is good about their piece of work;
to know exactly what they need to do to improve that piece of work
To use this to improve that piece of work.
as they write they make informed choices about what they are writing
reflect upon, refine and improve their own writing;
can respond to the constructive criticism of others.

14. What you do at home? the importance of talk and reading
There are two 5 year olds.
Child A
Literacy rich environment
Child B
Literacy poor environment
The findings of a study by University of Kansas researchers Betty Hart and Todd R. Risley. (2003) identified the difference between the number words a child of 5 has had access to in a literacy rich environment in comparison to a child living in a literacy poor environment. How many addition words do you think child A been exposed to in comparison with child B?
100 words
1000 words
10,000 words
A different amount

15. What can be done at home… the importance of talk and reading

16. Growth Mindset Help your child develop a growth mindset
Set high expectations for your child
Encourage them to be resilient, even when they find something difficult.
Celebrate mistakes!
Use inspirational role models
Please visit this link: - Click here

17. What you can do at home… Build a climate of words at home
Let children see you write often
Be as helpful as you can in helping children write
Provide a suitable place for children to write
Give the child, and encourage others to give, the gifts associated with writing:
Encourage (but do not demand) frequent writing
Praise the child's efforts at writing
Share letters from friends and relatives
Encourage the child to write for information, free samples, and travel brochures.
Be alert to occasions when the child can be involved in writing.

18. You could create an inspirational writing space at home - link