Talking for Learning and Life - developing Talk for Writing to fulfil potential across the curriculum Presented by Pie Corbett supported by Judy Clark.

Talking for Learning and Life - developing Talk for Writing to fulfil potential across the curriculum Presented by Pie Corbett supported by Judy Clark & Julia Strong © Pie Corbett & Julia Strong

Talk for Writing - the story so far..
Pie - though you might want to add how ever much you want to this slide re the theory / history © Pie Corbett & Julia Strong

Independent application Application across the curriculum
Talk for Learning and life Imitation Innovation Independent application Application across the curriculum © Pie Corbett & Julia Strong

Talking for Learning and Life - developing Talk for Writing to fulfil potential across the curriculum The essence of non fiction... ‘ We write best about what we know and what matters….’ The best writing is written to engage the reader Audience + Purpose = style + organisation. Shifting register……. We talked bout the title for the conference - key skills for life etc and how particularly this is apt for non fiction © Pie Corbett & Julia Strong

Just before we begin An introduction to key transferable non fiction techniques that will be referenced throughout the day. Generics of non fiction: colour coding topic sentences structure - boxing up © Pie Corbett & Julia Strong

Add burger / topic sentencs..
Make Playstations Available in School! Playstations should be available in all primary schools. There are a number of reasons why this should happen. The first reason for this is to help children enjoy their education more. Many school lessons are not very interesting and there are lots of children who find learning the school subjects dull. What about that terrible topic about traffic! However, most children enjoy computer games and if there were playstations in all schools then more children would look forward to coming to school because there would be at least one time in the day they would enjoy ! Add burger / topic sentencs.. Rather than tell them - just a quick activity spot the reason behind the colours /line etc © Pie Corbett & Julia Strong

Use colour coding to support under-standing of typical text features
Topic sentences – underlined Structural features – e.g. headings – brown Sentence signposts/ connectives – shocking pink Generalisation – orange Detail to illustrate points - green Technical language - blue Handout 1 © Pie Corbett & Julia Strong

Impact of colour-coded exemplar text
The effect of this was instantly amazing and therefore I used a similar method with my Y7 who were writing a report on the uses of ICT in society. The results with all the classes astonished me. I had expected improvements, but not on the scale seen.

Key features the 6 non-fiction text types have in common
Instruction Recount Explanation Non-chron report (Information) Persuasion Discussion Typical structure Chronological Headings Topic sentences / logical Logical & headings Typical language features Impersonal Time connectives Impersonal / Personal Descriptive Causal connectives Generalises Description to illustrate Logical connectives Emotive connectives Description to attract Comparing and causal connectives © Pie Corbett & Julia Strong

Anecdotes - Memory boxes - unusual people, places or events.
Session One: Recount Warm-up activity Anecdotes - Memory boxes - unusual people, places or events. Pie photo – scan in. Timed activity! Bring memory box eg Instructions may change re venue layout! In rows : In pairs tell anecdotes, take your partners anecdote and retell to person on your other side - embellish and then swop ( ends of rows turn to meet!) © Pie Corbett & Julia Strong

Little Red Riding Hood Start with the story - retell in pairs or threes. Brainstorm possibilities for non-fiction, e.g. ‘How to trap a wolf’. Just for fun – could retell from the perspective of the Wolf? © Pie Corbett & Julia Strong

Tuning into the topic Drama….role play, first lines, role on the wall, conscience alley, masks, etc…. Environment… clues left in the room, woodland display, role play area, artwork.. Read, read ,read…. how many versions do you know? Multi media… Newsround website, First News, Teen Kids News, local radio station…..etc © Pie Corbett & Julia Strong

Tuning into the topic…. Work in pairs as woodcutter and local news hound. As a class list possible questions - when, who, where, what, why + comments. Teacher models interview with wolf (Julia + Pie). Role play interview in pairs with woodcutter. © Pie Corbett & Julia Strong

Imitation Learn orally the newspaper report, using a washing line.
Box the report into a grid and name the paragraph headings Highlight any words or phrases that might be useful for writing an interview with grandma. © Pie Corbett & Julia Strong

Yesterday JS 32 palace medal
They could have a go at doing a map for the second paragraph in pairs and then retell. © Pie Corbett & Julia Strong

Local Wood Cutter Wins Medal
Yesterday, local lumber-jack hero Jim Stevenson, 32 years old, was awarded a medal at a special ceremony in the palace for his bravery in rescuing Little Red Riding Hood from the jaws of a terrifying Wolf. In December last year, sharp-witted Jim put his lumber-jack skills to great use by tracking a vicious wolf he saw following a little girl in a red hood. He arrived at her grandmother’s cottage just in time to save the little girl and her granny. Jim heroically fought off the wolf with his axe. Jim told ‘The Informer’ that he was feeling very chipper about being awarded a medal. ‘I never expected that. I only did what any ordinary person would have done. It was the proudest moment of my life,’ he said. Washing line retell here…flipchart paper © Pie Corbett & Julia Strong

Innovation Brainstorm good headline for granny article.
Interview Granny – battle axe or sweet old lady?! Think through how you would write the opening paragraph – remember you need a hook and to include Who? What? Where? Why? When? (Invent relevant facts based on Little Red Riding Hood) Draw your paragraph to help. Now, in turns, tell your opening paragraph to your partner and discuss how each version could be improved © Pie Corbett & Julia Strong

Innovation Add information to the grid - embellish if need be.
Shared writing of each paragraph followed by independent writing. Delegates write own paragraphs and then work in pairs as response partners. Handout 2 Make this one of two really good models of shared writing during the day? © Pie Corbett & Julia Strong

Innovation feedback Polishing and editing are key….
Write own models for editing Move from writing own texts for teaching editing on to using children’s writing - use of a visualizer Teach editing as a class then in pairs. Use marking to identify strengths and places where writing might be improved. Don’t think they need this so specifically as so many schools have different models of editing so made it more generic–NB marking against the planning grid / using colour coding / topic sentence /burger etc is particularly helpful here as part of the editing process. ????? Also think that timing may be an issue - need to complete this session by coffee? © Pie Corbett & Julia Strong

Boxing up news articles
Paragraph 1 (& sometimes 2) includes: Hook to grab reader’s interest plus Who? When? What? Why? Where? Paragraph 3+: Less important news about topic – include quote about how a character feels Final paragraph: often acts as a pointer – an end that suggests direction story may take Moved this here as earlier they may get confused that this is the boxing up of our report – which it isn’t so could move it here as would be really useful for their independent application & subsequent self / peer assessment?? Quick reminder here too of how colour coding / burger stuff aids self assessment © Pie Corbett & Julia Strong

Independent application
Whole Class writing of another news article such as an interview with ‘Jack’ about the Beanstalk - or a character from a novel - or a real person in the school community about something of interest. Children write own interviews up following the same process, focusing on a person/ event of their choosing. The process - interview, map information onto grid, talk the article through before shared and independent writing. © Pie Corbett & Julia Strong

KS1 Recount : moving on from a recount of a trip/event….
Looking at a newspaper type KS1 - how would it look - Stoke school case study. This is cross curricular re Egyptians © Pie Corbett & Julia Strong

Overall plan... Imitation: Innovation: Independent application:
GINGERBREAD MAN DISAPPEARS! Oral version - little old man / lady interviewed. Children rewrote own reports of his tragic disappearance. Innovation: The next day’s news: Fox arrested! Following extensive enquiries, key suspect interviewed and arrested. Shared writing class and group versions. Independent application: Unusual find at Waterside Primary: BLUE BALLOON BRINGS TREASURE!! Independent writing Application across the curriculum: KING TUT FINALLY FOUND ! EXCLUSIVE Interview with Howard Carter

Current NS text type coverage
Could refer to this here. Obviously if they are only working direct from the Framework - big gaps NB Y2/3! Opportunity to talk re literacy embedded within the curriculum vital. © Pie Corbett & Julia Strong

Application across the curriculum
Identify where the language patterns of recount text can be embedded across the curriculum.. Interview with ‘Magic Grandad’ as he goes back in time to Pudding Lane…. Front page article on the day of Anne Boleyn’s execution - eyewitness accounts! Handout 5 © Pie Corbett & Julia Strong

A few key reminders Imitation :
> tune into the topic and text type - have some fun! > read and talk the text type Innovation: > box up > magpie and play with the language Apply independently & across the curriculum Shared/guided writing – driven by assessment is key. Children write, edit & polish. Use writing journals to remind children of connectives, generalisers, sentence patterns, etc. A quick summary before coffee - or too structured ? © Pie Corbett & Julia Strong

Session 2: Persuasion

Spirit of the age? Children are being recruited by marketing agencies to promote fizzy drinks and computer games to their friends. The “brand ambassadors”, some as young as seven, can earn up to £25 a week in vouchers for “chatting” about certain products – online or off – or hosting parties where the items are distributed. “Don’t start up a chat about the project,” advises marketing agency Dubit Insider. “It’s best to look for natural opportunities to drop it into the conversation.” The Week, February 2010 © Pie Corbett & Julia Strong

Tuning into the text Reading the text type Talking the text type
Through: warm up games, drama, booktalk, cloze procedure etc. Explain the type of reading the text activities - websites , existing campaign material etc - won’t have time to do - refer to leaflet eg Follow by Booktalk activity

Persuasion Warm UP Games:
In pairs swap roles, taking one minute to persuade (monologue): > a snowman to come into the kitchen from outside; > a dragon to stop eating maidens. Playing about with persuasion Play the Ready, steady ...cook voting system! Follow by Estate agent game © Pie Corbett & Julia Strong

Cloze Procedure For sale – a …….. opportunity to buy a ……, ………. school building, …… for conversion. This ….. of a building would make a ….. setting for 6 flats. …….. placed for the shopping centre and railway, the ……… grounds and …….. car parking is a ……. bonus. Complete with a ………… that money just cannot buy. The ……… school bell adds that …….. flavour. Follow by Booktalk © Pie Corbett & Julia Strong

Imitation - immerse in and learn simple leaflet.
4 progressive stages Imitation - immerse in and learn simple leaflet. Innovation - create leaflet for school. Independent application - create leaflet to advertise local or invented attraction. Application across the curriculum, e.g leaflets about conservation in science. © Pie Corbett & Julia Strong

Investigate leaflets for ‘hooks’
Reading the text type Investigate leaflets for ‘hooks’ Join the race Find 5 different examples of persuasive techniques / common language patterns... eg. Question used to engage ...Are bored children driving you crazy? or Use of imperatives - those bossy sentences ... Don’t forget Lemurland! Race to find... collate/ feedback re flipchart - refer to handout timed race! Need to check the actual leaflets which will be in packs re language - need to be full of egs. JC to check with Ronan. © Pie Corbett & Julia Strong

Key language patterns Questions – Are bored children driving you crazy? Alliteration – Dino Dig & the Wacky Workshop Rhyme – Dora the explorer Repetition – Find us to find the fun Imperatives (bossy sentences) – Don’t forget Lemurland! Personal appeal – You can get close up and personal Boastful language – The World’s oldest tourist attraction Patterns of 3 – Visit. Shop it. Love it. Short sentences – Discover Wildwood. Language aimed at audience, e.g. Txt Testimonials/quotes - “Join us for a great day out” This will go and have turned into a handout © Pie Corbett & Julia Strong

RU R Y x HRFP ww C W X There is Only 5m CU!
55

Imitation - Hawk’s Ridge Farm Park
Are you ever bored at the weekend? Are the kids driving you crazy? Why not head straight to Hawk’s Ridge Farm Park and enter a world of wonder? See eagles fly. Wonder at the bats’ cave. Don’t miss Butterfly world. There is ample parking, a cool café and a great shop. Only 5 minutes from junction 25 of the motorway! See you there! Reading as a writer - red - key language patterns /techniques to magpie... © Pie Corbett & Julia Strong

Add possible details - ‘selling’ points/ amenities.
Innovation. All create school leaflet selling school as a local weekend attraction. Box Up main categories. Add possible details - ‘selling’ points/ amenities. Orally rehearse, magpie language features from leaflets and oral model - draw own map using symbols to help support you. Shared / independent writing. © Pie Corbett & Julia Strong

Use words, phrases and selling ideas from your list and the leaflets.
Independent Application: Create your own leaflet promoting your local area Use words, phrases and selling ideas from your list and the leaflets. List attractions in your area. Create a leaflet, advertising your local area. Be prepared to present orally. Add images of local eye sores to the final ppt - from London / york / Birmingham! © Pie Corbett & Julia Strong

Create a leaflet to persuade other schools to visit their local museum after own class trip. History/ Science / Art etc Leaflet to advertise the school summer fayre PHSE / Citizenship Promote the term’s school production Music /Drama Advertise a new product designed in DT How many more ?? © Pie Corbett & Julia Strong 60 47

More complex persuasion A persuasive argument at a higher level.
3 stage process? Appropriate level of model © Pie Corbett & Julia Strong

Imitation at a higher level - talk through need of a higher level of model - may not need word for word...... Not need to go through all just need to show the high level possible - may have time to learn 1st para together?

Imitation Communal version? Tips for writing a model 59

Paradise Island in Perilous Plight.
It’s hard to imagine a world without the island of Odin. Sadly the island is under immediate threat and without your help, the consequences could be catastrophic! Will you do your duty and rise to the challenge? The famous Flower of Odin has been pushed to the brink of extinction by illegal harvesting. As a result, the Odinian people are losing their staple diet and worryingly a sacred part of their culture is at risk. In addition, the paradise island is under threat of pollution. Habitats are being trampled and rivers poisoned. No one but a fool would allow this situation to continue unchallenged. I would urge you to join our fight to save this unique island. Take immediate steps and call our campaign line or visit our website - see details below. Remember, you can make a difference! Explain how to write a model – talk through how I did this one – think outcome and work backwards/ magpie language from the ‘ reading the text stage’

Innovation Box up, shared writing Tips for organisation ‘Clumping!’ 45

Purpose: to persuade people to join a campaign
Purpose: to persuade people to join a campaign. Audience: general public Many miners have been killed excavating Unobtanium Na’vi tribes live in many different locations around Pandora and their homes are sacred to their heritage. Unobtanium can be found below the Hallelujah Mountains. Many animals on Pandora exist nowhere else, as they are adapted to the current planet conditions. The Dapophet (or ‘water plant’) is one of the key Na’vi nutrition sources, storing water in its tissues. The Na’vi are exotic looking, 3 meters tall with smooth blue skin and sweeping tails. Miners returning from Pandora suffer long-term health issues including blood and bone cancers The RDA mining operation causes pollution in many ways – damaging the purity of the water, scaring wildlife through loud noise Introduce ‘ organising information’….. ‘clumping’ / topic sentences The Hallelujah Mountains (floating mountains) are sacred to the Na’vi. Mining releases toxins from underground

‘Clumping’ Step One: Which of the statements are least relevant
to the aim? Discard for now Step Two: Clump the remaining pieces of information Step Three: Give each clump a heading.

Aim : to persuade people to join the cause to protect Pandora
Many miners have been killed excavating Unobtanium Na’vi tribes live in many different locations around Pandora and their homes are sacred to their heritage. Unobtanium can be found below the Hallelujah Mountains. Many animals on Pandora exist nowhere else, as they are adapted to the current planet conditions. The Dapophet (or ‘water plant’) is one of the key Na’vi nutrition sources, storing water in its tissues. The Na’vi are exotic looking, 3 meters tall with smooth blue skin and sweeping tails. Miners returning from Pandora suffer long-term health issues including blood and bone cancers The RDA mining operation causes pollution in many ways – damaging the purity of the water, scaring wildlife through loud noise The Hallelujah Mountains (floating mountains) are sacred to the Na’vi. Mining releases toxins from underground

Step Four: Decide on the best order of your clumps Step Five: Turn each of your headings into a topic sentence. Step Six: Decide on the best order for the information within your clump.

L5 · material is structured clearly, with sentences
AF3 – organise and present whole texts effectively, sequencing and structuring information, ideas and events AF4 – construct paragraphs and use cohesion within and between paragraphs L5 Across a range of writing · material is structured clearly, with sentences organised into appropriate paragraphs · paragraphs clearly structure main ideas across text to support purpose, e.g. clear chronological or logical links between paragraphs L4 · ideas organised by clustering related points or by time sequence · paragraphs/sections help to organise content, e.g. main idea usually supported or elaborated by following sentences L3 Take opportunity to show how activity would relate to APP statements really easily.

Further reinforcement across the curriculum
Join our school council campaign to improve lunchtime activities….. PSHE / Citizenship Save our school pond campaign…Habitats / Science Eco School campaign to compost all school waste… Environment / Geog/ Science Local conservation group to protect wildlife area..Habitats / Science / Citizenship Campaign for endangered species…. Environment / Geog/ Science Join up for a national campaign – comic relief / sport relief / Send my Friend to School campaign….PSHE/Citizenship ………….possibilities are endless!

Session 3: Discussion

Discussion Why is being able to discuss a useful skill
to teach in schools? Why/where is it needed in everyday life? © Pie Corbett & Julia Strong

Key reading activities for any text type
Good quality examples of the text available Warm ups - tuning into the text. Annotate - what is the effect? How did the writer achieve this? List - writing techniques, language patterns, box up. Sequencing - embedding text organisation. Cloze procedure - focusing on vocabulary. Drama games - reusing patterns. Draw and retell - communal or independent telling to internalise. Compare - building criteria. Improve - building criteria. Living sentences - internalising key patterns. Booktalk © Pie Corbett & Julia Strong

Warming up and playing with language and ideas
© Pie Corbett & Julia Strong 93 69

Warm up activities: Discussion Writing
spelling games creative games sentence games In pairs discuss: 5 reasons to become a teacher 5 reasons NOT to become a teacher 88

Cloze Procedure : Discussion Writing
Many people ……. that Rooney is one of our best players and should ……….. be a central feature of any team. ……………….., they point out that his presence on the pitch gives confidence to other players. ……………….., his long experience playing internationally means ……. he is less likely to be unnerved at big matches. …………., they ………. that he should be included in the team ……….. he knows how to keep other teams under pressure. I’ve substituted Rooney for Beckam in the circs © Pie Corbett & Julia Strong

Living Sentences: Discussion Writing
Connective of the week - ‘whether or not’. Connectives tennis I believe that…….. because © Pie Corbett & Julia Strong

Drama: discussion/any text type
Interviews Hot seating Miming Making presentations Just one minute News broadcasts Advertise or cat walk information Phone calls Panels of experts TV adverts/shows/Facebook/YouTube © Pie Corbett & Julia Strong

Exploring and playing with organisation of text

Sequencing : Discussion Writing
On the other hand, there is a hardcore section of the community who think that the idea of aliens visiting Warminster is ridiculous. These people believe that it is hard enough to encourage visitors from local towns to visit and shop, let alone anyone from a million light years away! They also believe that the crop circles are manmade and that sightings of spaceships are caused by atmospheric pressure changes.Moreover they dismiss reports of alien abduction as being impossible. Recently, there has been considerable discussion over whether or not aliens actually do exist. This has been a recent topic of conversation on the streets of Warminster due to an unprecedented number of sightings. In the end, the jury is out on this crucial debate. Many of us remain skeptic. However, while strange lights appear over the local hills there will always be that strange feeling that maybe we are not quite alone in the universe. Many of the town’s folk believe that aliens do exist. There have been so many sightings of strange lights that there is now a common belief that spaceships from other worlds have been visiting the area for some years. This has been fuelled by several residents claiming that they have been abducted by aliens and giving very detailed and graphic accounts. Furthermore, crop circles have been a common feature in this area for many years and some scientists claim that these have been made by aliens. © Pie Corbett & Julia Strong

Sequencing : Discussion Writing
Recently, there has been considerable discussion over whether or not aliens actually do exist. This has been a recent topic of conversation on the streets of Warminster due to an unprecedented number of sightings. Many of the town’s folk believe that aliens do exist. There have been so many sightings of strange lights that there is now a common belief that spaceships from other worlds have been visiting the area for some years. This has been fuelled by several residents claiming that they have been abducted by aliens and giving very detailed and graphic accounts. Furthermore, crop circles have been a common feature in this area for many years and some scientists claim that these have been made by aliens. On the other hand, there is a hardcore section of the community who think that the idea of aliens visiting Warminster is ridiculous. These people believe that it is hard enough to encourage visitors from local towns to visit and shop, let alone anyone from a million light years away! They also believe that the crop circles are manmade and that sightings of spaceships are caused by atmospheric pressure changes.Moreover they dismiss reports of alien abduction as being impossible. In the end, the jury is out on this crucial debate. Many of us remain skeptic. However, while strange lights appear over the local hills there will always be that strange feeling that maybe we are not quite alone in the universe. © Pie Corbett & Julia Strong

Discussion Writing - Sequencing a ‘reasons against’ paragraph
They also believe that the crop circles are manmade and that sightings of spaceships are caused by atmospheric pressure changes. Moreover, they dismiss reports of alien abduction as being impossible. These people believe that it is hard enough to encourage visitors from local towns to visit and shop, let alone anyone from a million light years away! On the other hand, there is a hardcore section of the community who think that the idea of aliens visiting Warminster is ridiculous. Not long too easy – quick eg © Pie Corbett & Julia Strong

Discussion Writing - Sequencing a ‘reasons against’ paragraph
On the other hand, there is a hardcore section of the community who think that the idea of aliens visiting Warminster is ridiculous. These people believe that it is hard enough to encourage visitors from local towns to visit and shop, let alone anyone from a million light years away! They also believe that the crop circles are manmade and that sightings of spaceships are caused by atmospheric pressure changes. Moreover, they dismiss reports of alien abduction as being impossible. Not long too easy – quick eg © Pie Corbett & Julia Strong

Talking the Text Type - discussion

Discussion Writing - Draw and Retell
Word for word - like communal storytelling - using a washing line to show paragraphs; to - Independent retelling - draw basic ideas and then retell in own words but drawing on bank of words and phrases. using Jack - next page... © Pie Corbett & Julia Strong

Should Jack be imprisoned for theft?
Many people think that Jack should be sent to jail because he stole the giant’s magical hen that lays golden eggs. Additionally, he returned to the giant’s castle and took a never-ending purse plus the giant’s talking harp. Furthermore, he was responsible for killing the giant. On the other hand, some people argue that Jack was on the edge of starvation and was forced to steal in order to save his dying mother. Moreover, it could be argued that the giant was a danger to the local area and had been responsible for stealing sheep and cattle to feed himself and his wife. Indeed, some people believe that Jack should be further rewarded for ridding the locality of this terrible creature. Having considered all the arguments, I believe that whilst stealing should normally be punished, on this occasion Jack acted in the best interests of his family and the local area. model indep. retelling drawing symbols then in pairs delegates have a go to retell 2nd paragraph. Think this what what we talked about - couldn’t decipher my own notes! © Pie Corbett & Julia Strong 105

Discussion writing - in 4s
Do dragons exist? One presents an opening to draw the listeners in. One gives 3 reasons for/ one 3 against. One concludes. - Drawings only – no words. © Pie Corbett & Julia Strong

Discussion Writing - Improve Are computers good for you?
In our group we have been discussing whether or not computers are good for you. Some people argue that you can learn from using the computer and they have programmes to help them read and improve their maths and that they use the computer to find out information and that the computer is going to be used in the future in many jobs and we should get used to using them. © Pie Corbett & Julia Strong

Discussion Writing - Compare - which is best and why?
Currently, there is a heated debate in our class because one of us can be nominated by the intergalactic council for hero status. Would becoming a superhero would be a good idea or not? Would you make a good superhero? Do you believe that a life rescuing those in disasters and becoming a freedom fighter against the tyranny of street crime would be for you? Here’s some things you might want to think about before committing yourself to taking up the cape! In our class we have been debating whether or not it would be advisable to become a superhero. © Pie Corbett & Julia Strong

Discussion across the year groups
Where across the year groups do you use discussion? visiting discussion throughout the primary age range and not just in Y6 will mean that next few slides re higher level of subtlety really achievable. Think about if you explored discussion in Y2 eg © Pie Corbett & Julia Strong 111 86

Pushing on to a higher level ...... progression is key

Signalling certainty or uncertainty
A key reason why… Another possible cause… It could be argued that… Another significant factor It is clear that… It is worth considering… This possibly led to… The main cause of… Bill Bryson “A Really Short History of Nearly Everything” © Pie Corbett & Julia Strong

Underline the phrases signalling uncertainty
Nobody knows even approximately how many asteroids there are tumbling through space but the number is thought to be probably not less than a billion. They are presumed to be planets that never quite made it, owing to the unsettling gravitational pull of Jupiter, which keeps them from joining up… Altogether it’s thought that some 2,000 asteroids big enough to put us in peril regularly cross our orbit. But even a small asteroid – the size of a house, say – could destroy a city. The number of these relative tiddlers in Earth-crossing orbits is almost certainly in the region of hundreds of thousands, and possibly in the millions – and they are nearly impossible to track. Pie ‘ve added this in as I think it makes quite a nice stretching activity and it would be good to promote this great text Bill Bryson “A Really Short History of Nearly Everything” © Pie Corbett & Julia Strong

Highlight the phrases signalling uncertainty
Nobody knows even approximately how many asteroids there are tumbling through space but the number is thought to be probably not less than a billion. They are presumed to be planets that never quite made it, owing to the unsettling gravitational pull of Jupiter, which keeps them from joining up… Altogether it’s thought that some 2,000 asteroids big enough to put us in peril regularly cross our orbit. But even a small asteroid – the size of a house, say – could destroy a city. The number of these relative tiddlers in Earth-crossing orbits is almost certainly in the region of hundreds of thousands, and possibly in the millions – and they are nearly impossible to track. Bill Bryson “A Really Short History of Nearly Everything” © Julia Strong & Pie Corbett

Do dragons exist ? revisit dragons discussion
shared writing at the higher level return to your own dragon discussion and develop one paragraph to L5 standard © Pie Corbett & Julia Strong 115 89

“non-fiction texts are wide ranging and occur in many forms in everyday life...many non-fiction texts in real life blur the boundaries between text types and their features. The most common language features are listed for each text type, but variants of all text types occur, especially when they are used in combination. The features listed are often but not always present .” DCFS text type document. depth of coverage blurred and hybrid text types generic features across non-fiction © Pie Corbett & Julia Strong 116

Key features the 6 non-fiction text types have in common
Instruction Recount Explanation Non-chron report (Information) Persuasion Discussion Typical structure Chronological Headings Topic sentences / logical Logical & headings Typical language features Impersonal Time connectives Impersonal / Personal Descriptive Causal connectives Generalises Description to illustrate Logical connectives Emotive connectives Description to attract Comparing and causal connectives © Pie Corbett & Julia Strong

Using the approach to support science investigations
Text type = a mix of key non-fiction text types including recount, information, explanation and discussion So begin with imitation to get the appropriate patterns of language in the head Should we end with this activity which applies the whole approach to the sort of hybrid text that is often required across the curriculum © Pie Corbett & Julia Strong

Investigation: Does exercise affect heart rate?
My Because To carry out compare 2 For this compared However, test = essential other conditions = because or ? Investigation: Does exercise affect heart rate? when © Pie Corbett & Julia Strong

I am investigating what happens to my heart when I take exercise.
My hypothesis, what I think will happen, is that exercise will make my heart beat faster because the heart has to pump blood faster to enable me to do the exercise. To carry out an investigation, you must compare two variables: two things which change or vary. For this investigation, I will compare my heart rate when I am resting and when I am taking exercise. However, it is important to make the test fair. To make this test fair, I must time my heart for exactly the same amount of time when I am resting as when I am exercising. It is essential that all the other conditions remain the same because, otherwise, I wouldn’t know if it was the exercise or something else that was making the difference. © Pie Corbett & Julia Strong

e.g. Yrs 5/6 in science have done a 3-stage approach over 3 units to embed how to express science investigations Imitation: Class “recitation” of investigation into effect of exercise on the heart Innovation: Teacher shows class how to innovate through shared writing and then each student writes up their own version of an investigation about photosynthesis Independent application: Class work independently on writing up their investigation relating to a third unit of work in science Put this first??? © Pie Corbett & Julia Strong

Shared writing: 1. Demonstrate how to use the exemplar to plan your own investigation (boxing up text) 2. Demonstrate how to use the exemplar to write your own investigation Introduction Hypothesis Variables Fairness 121 © Pie Corbett & Julia Strong

Consolidating learning: Devise living sentences to sum up key learning points
in order to replenish oxygen supplies during vigorous exercise the heart must pump blood faster to the cells © Pie Corbett & Julia Strong

Identify where the language patterns of discussion text can be embedded across the curriculum I split this slide in two as seemed to have two separate focuses © Pie Corbett & Julia Strong

Spreading it across the school
Apply successfully in your classroom Get headteacher support for the approach 3. Show at school-based inset Set up peer-coaching Achieve whole-school commitment over time Handout Handout 6 Pie I’ve added in Headteacher support here © Pie Corbett & Julia Strong

After that, set s s. t t t Finally,
After that, set s s t t t Finally, ac ddd History, ee Science & pp PHSE © Pie Corbett & Julia Strong

Instructions for Talk for Learning
Are you kept awake at night by the need to improve literacy levels? Do not despair! Help is at hand. Just follow these simple instructions and you, too, can achieve outstanding results. First, imitate. Devise exciting exemplar text that will help your class make eye- popping progress. Perform and perform and perform it until they really know those lovely language patterns. Next innovate. Use stunning shared writing to miraculously model how to adapt those patterns for a different topic. Show them how to begin by boxing up text and warm up those words and phrases with great games. Meanwhile, help them magpie wizard words and phrases from all the activities they do. After that, help them become independent. Set sizzling similar tasks so that they can show how they can talk and write terrific text type on their own. Finally, apply what they have learnt across the curriculum demonstrating distinguished discussion in history, excellent explanation in science and perfect persuasion for PHSE. © Pie Corbett & Julia Strong

Please hand in your - Delegate badge - NLT card - Evaluation sheet Many thanks, Pie Corbett, Judy Clark and Julia Strong © Pie Corbett & Julia Strong

National Literacy Trust
One in six people in the UK struggle to read, write and communicate We believe that society will only be fair when everyone can communicate as well as they need We deliver projects, campaign, investigate and innovate, share knowledge and work in partnership to transform lives through literacy We are an independent charity

Talking for Learning and Life - developing Talk for Writing to fulfil potential across the curriculum Presented by Pie Corbett supported by Judy Clark.

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Talking for Learning and Life - developing Talk for Writing to fulfil potential across the curriculum Presented by Pie Corbett supported by Judy Clark.

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Presentation on theme: "Talking for Learning and Life - developing Talk for Writing to fulfil potential across the curriculum Presented by Pie Corbett supported by Judy Clark."— Presentation transcript:

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