slide 1 00020-2009ppt-en-09 © crown copyright 2008 talk for writing continuing professional...

00020-2009PPT-EN-09© Crown copyright 2008

Talk for writing

Continuing Professional Development (CPD)


Slide 2

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Session 1: Introduction

Overview: Aims for the day

• To introduce the principles and practices of Talk for writing.

• To provide some first-hand experience of these, as well as sharing examples from other teachers’ classrooms.

• To provide an introduction to the National Strategies’ Talk for writing materials.

• To begin to explore how the approaches exemplified might support the writing development of children in your class.


Agenda

Session 1 (30 min): Introducing Talk for writing (including time to reflect on the pre-course task – 10 min)

Session 2 (150 min – including coffee): Talk for writing through the teaching sequence: a participative workshop

LUNCH

Session 3 (90 min): Developing practice in Talk for writing (exploring some video case studies)

Session 4 (45 min): How can Talk for writing support the writing development of children in my class? (relating back to the pre-course task)


Introduction

Talk for writing

the background


The importance of writing

• The organisation of thoughts into words is the core of learning.

• Writing is more challenging than reading (as the next slide shows).


English L4+ improves by 1ppt to 81%Reading performance increases by 2ppts to 86% L4+Writing sustained at 67%Reading/writing difference widens to 19%

% Achieving Level 4 Overall in English, Reading and Writing

80% 81%

86%84%

67%67%

50%

55%

60%

65%

70%

75%

80%

85%

90%

2004 2005 2006 2007 2008 Prov

Year

Perc

en

tag

e A

ch

ievin

g L

evel

4

English Reading Writing

End of KS2: Summer 08


% Achieving Level 2 and above in Reading, Writing and Mathematics

84 84

80 80

90 90

74

76

78

80

82

84

86

88

90

92

2004 2005 2006 2007 2008

% A

chie

ved L

eve

l 2+

Reading Writing Maths

End of KS2: Summer 08


Challenges for developing writers

The hardest part of writing is . . . . .

• having ideas• having enough ideas• shaping the whole• achieving sophisticated expression• appropriate and varied sentence structure• a strong and growing vocabulary


Challenges for your writers

The hardest part of writing for the children you observed was . . . . .

?


Challenges for developing writers

The hardest part of writing is . . .

formative.


The place of Talk for Writing

• Experienced writers exhibit many skills and dispositions and often their understanding has become internalised and their use of these skills automatic

BUT• for developing writers these processes need to

be made explicit, shared and explored within a supportive learning environment so that they can ultimately be internalised and individualized again.


What is Talk for writing?

Talk for writing is . . .

the developmental exploration, through talk, of the thinking and creative processes involved in being a writer.


Talk for writing . . .

. . . can and should operate at three levels:

• teacher talk (talking with, not at, children)• supported children’s talk• independent children’s talk



. . . can and should operate at all stages of the writing sequence:

• responding to reading• before writing• during writing• after writing• in whole-class and in guided sessions


Integrating the four aspects of literacy – the teaching sequence

Familiarisation with the genre / text type

Capturing ideas

Teacher demonstration

Teacher scribingSupported writing

Guided writing

Independent writing



. . . is for all children, including

• those identified as having special educational needs (SEN)• children from diverse cultural backgrounds (DCB)• children for whom English is an additional language (EAL)• children who are particularly gifted and talented (G&T).

It can also contribute a great deal to developing social and emotional aspects of learning (SEAL).



. . . is a significant strategy for developing and improving children’s writing

BUT

like all quality learning and teaching, it needs to be clearly and appropriately focused on children’s learning needs (with AfL leading into refined learning objectives and personalised pupil writing targets).


Session 2


Session 2: Book-talk

Col sat quietly, grabbed by a peace that he had not known for a long while. ‘At last,’ he said aloud, letting the paddles rest as he drifted on through the rushes.

‘Matty,’ said Miss Jenkins, shaking her bubbly blonde hair towards the passenger in the front seat. ‘I have to know that you are going to try hard.’

© Pie Corbett 2008. Used with kind permission


A door banged. Claire jumped. What was that? It wasn’t Mr Jakes because she could hear him whistling at the other end of the playground. Out of the silence, she heard steps. Somebody was coming closer. Somebody or something was coming down the corridor. Nearer. She stood still, so still that even the tables and chairs froze with her. Carefully, she peered round the edge of the door. A shadow slipped, quick as a knife, into the next room. Claire clenched her fist around the pen, her heart racing.


Session 2: Reading as a writer


Coral Ocean stood on the edge of the playground and waited. No one came near. All the other kids seemed to be absorbed in their own games. She gazed out through the railings and pretended to notice something interesting in the distance. Blinking back tears, she roughly rubbed her eyes and hoped that no one would notice. ‘What’s up?’ A tall boy had come across and stood bouncing a tennis ball against the wall.‘Clear off,’ snapped Coral, turning away from him.


Session 2: Reading as a writer


Session 3


Pam’s quote

Bridging the gap between quality talk and quality writing is always challenging. With my Year 1 class I often wondered why, after providing lots of opportunities for speaking and listening, writing outcomes didn’t reflect the varied and interesting vocabulary used in their talk.

Boys particularly struggled to make the move from what I describe as the ‘I went to the park’ stage to something more dynamic and rich. Perhaps the solution, or part of it, is far simpler than we anticipate. As adults not only are we equipped with well developed oracy skills, our auditory senses are switched on too. In other words we listen, evaluate and modify our spoken language and when we write, this rehearsal technique occurs quite naturally. We experiment with words and sentence structures until they convey our thoughts in the most appropriate and effective way.

The question for me was, ‘Can children modify their writing more effectively if they hear it and keep making changes until the talk for writing becomes the writing?’

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