Nottinghamshire Talk for Writing Project

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Nottinghamshire Talk for Writing Project Powered By Docstoc
					           Talk For Writing
 28.5.10 Tuxford Primary
   9.00 What is talk for writing and how does it fit into
    classroom practice
   9.05 Warm up games
   9.15 What is Writer Talk
   9.45 What is Book Talk
   10.15 Boxing up
   10.30 Coffee
   10.50 Boxing up continued
   11.10 Cross curricular opportunities for using Talk for
   11.40 Using talk through the teaching sequence
   11.50 Work examples, question time and main
   12.00 Finish
    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
 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 individualised
     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 to:
 „warm  up‟ the brain - creativity
 deepen understanding of a text
 internalise the textual patterns
 understand the effect a writer creates
  and „how‟
 gather and sort information and ideas
 develop ideas and orally rehearse
 explain writing in action
 refine and improve after writing
           Warm Up Games
 Word association
 Crossing the   river
 Box of  stars
 Tell me more
 Paint the picture
         Drama Strategies
 Hot Seating
 Freeze frame
 Conscience alley
 Any more   you use??
 Talk to create a character and
 Tell me  more about……a talk game to
  develop character (must involve how the
  character is feeling, why – and a key
 Paint the picture – (You can see….) – a
  talk game to develop a setting and start a
          Oral Story Telling Y2
 Link to Y2 storytelling video
 (Link to   Y1 video)

They tried sleeping in the shed, but it
smelled too much of lawnmowers and the
fertilizer used for the rhubarb. So they
crept up the back steps….Through the
back door- into the back hall- and into the
walls. “We must be very quiet,” said Lucy.
She was sitting alone at the kitchen table,
her head lowered, her hands cupped
round a mug of tea. She didn‟t look up
when I came in and she didn‟t speak for a
while either. I could see then that
something must be wrong. “Who was it?” I
asked her. “At the door who was it?”
 Writer-talk: reading as a writer
 What is  „reading as a writer?‟
 Link to Pie Corbett video at
        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
„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
        Reading as a writer
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 or
something 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.
Boxing up
Story structures
Imitation – familiarisation     Retelling a text until it can be
                                told fluently
                                Multi-sensory approach, made

Innovation – adapting a well-   Substitution, addition,
known text                      alteration, change of viewpoint
                                and re-using the basic text

Invention – creating your own   Building up a text – drawing,
new text                        drama, images, video, first-hand
                                experience, location, quality
                                reading etc.
   „Boxing up‟ to create a story
 Humpty Dumpty
 3 Little Pigs
               Walk This Way
               Talk This Way
   walk this way talk this way.wmv
 Talk for Writing

A non-fiction context
              Non fiction

 stories - to understand ourselves
 non fiction - to help us live
- knowledge - what happened, the world
- procedures - how to do things/how things
- ideas - exploring and manipulating the
Children should learn:
 to compare ideas, methods and
  approaches in their own and others' work
  and say what they think and feel about
 Ask the children to compare and comment on a range of
  examples of still-life painting
 Ask them to look at:
       the subject matter, eg the group of objects
       the contrasts that artists used in the work, eg colour, light and dark
       the viewpoints, eg a whole arrangement shown or parts of objects
       the painting techniques, eg flat or varied areas of colour, textured or plain
        surfaces, painting that shows brushstrokes or conceals them
       the strengths and difficulties of working in the different media
       the ways in which three-dimensional objects can be represented in two
 Ask the children to compare these paintings with their own work
 Compare and comment on the still-life paintings of others and
  make comparisons with their own work
Prepare a short presentation about this

 Was it easy or hard?
 To give the presentation what did you
  have to do?
 What are the implications for teaching?
            Pencils – A close up view

1.   Where do you think the
     photograph was taken?

2.   Do you think it is natural or set
     up by the photographer?

3.   What is the viewpoint?

4.   What comments would you make
     about colour and texture?

5.   What other viewpoints of this
     arrangement would make an
     interesting composition?
                         Drawing pins
1. Where do you think the
    photograph was taken?

2. Do you think it is natural or set up
     by the photographer?

3. What is the viewpoint?

4. What comments would you make
    about colour and texture?

5. What other viewpoints of this
    arrangement would make an
    interesting composition?
   Internalise the text
• Immerse the children in the text so that they become
  very familiar with it – through close reading and talk.

• Learn the text orally, using actions and a graphic
  representation such as a washing line or writing grid

• More confident writers revisiting language patterns
  through reading activities, drama, talk or writing
  games, e.g. interviewing an expert (report), hot seat
  (recount), class debate (discussion), presentation
  (explanation), one minute advert (persuasion).

• Play lots of sentence games - word by word, sentence
  by sentence, innovate on patterns.

• Loiter with the text type.
 Taking the story mapping approach and
applying it to non-fiction explanation text
       Communal retelling
    Our Trip to the Fire Station

Last week, we all went to the fire station.
First, we looked at the engines. They were bright red.
Next, we saw the firefighters put out a small fire.
After that, the chief answered our questions. We found
out two interesting facts.
 1. Girls can be firefighters.
 2. Firefighters rescue cats from trees.
Finally, we walked back to school. It was a great day
         Fire Station Activity
 Oral retelling
 Storymapping
 Our trip to the police station/ farm
 Tell me more…
 Paint a picture
 Drama
 Anything really…
 Planning for Talk For Writing
Look at sheet, when could you
 use TFW strategies?
Main messages
   Teacher led
   Time – allowing more time for
   Keep the pace
   Importance of phase 1 – allowing
    loitering with the text
   Embedding TfW through whole
   The value of imitation
   End result is easier to attain
   Shared understanding and
   Culture change – existing
    speaking and listening
 Not  an ‘extra’
 Have a go at some activities before
  trying to formally plan them
 Children can’t write it if they can’t
  talk it
 An approach not just a set of
 Whole school approach
Any Questions??

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