"Nottinghamshire Talk for Writing Project"
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 Writing 11.40 Using talk through the teaching sequence 11.50 Work examples, question time and main messages 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 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 individualised 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 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 setting Tell me more about……a talk game to develop character (must involve how the character is feeling, why – and a key interest). Paint the picture – (You can see….) – a talk game to develop a setting and start a story. Oral Story Telling Y2 Link to Y2 storytelling video http://nationalstrategies.standards.dcsf.gov.uk/no de/155897 Y1 (Link to Y1 video) Book-talk Book-talk 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. Book-talk 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 Writer-talk: reading as a writer What is „reading as a writer?‟ Link to Pie Corbett video at http://nationalstrategies.standards.dcsf.go v.uk/node/155879 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. 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 memorable Innovation – adapting a well- Substitution, addition, known text alteration, change of viewpoint and re-using the basic text pattern 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 structure 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 work - ideas - exploring and manipulating the audience Objectives Children should learn: to compare ideas, methods and approaches in their own and others' work and say what they think and feel about them 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 dimensions 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 picture……. Reflection…. 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 out! 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 sequences Keep the pace Importance of phase 1 – allowing loitering with the text Embedding TfW through whole sequence The value of imitation End result is easier to attain Shared understanding and dialogue 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 activities Whole school approach Any Questions??