SCITT English course days

1. SCITT English course days Day 6 – Teaching Writing

2. Which book?

3. Task 5 • With a class, teach one speaking, listening, drama or group interaction objective • How successful were you? • How do you know? • Evaluate the lesson

4. Easily confused words no.5 • Uninterested means not interested • Disinterested means impartial • Fred was becoming .... in the lecture • We are struggling to identify 12 .... people for the jury • I am .... in your excuses • The referee correctly remained .... in the outcome of the match

5. Day 6 – Teaching Writing • You will understand • How children develop as writers • How to build a writing curriculum • How to teach developmental writing • How to teach through the ‘teaching sequence for writing’ • How to use shared and guided writing

6. Orchestrating writing

7. From speaking to writing • Today we learnt about taste and Miss Ward put some things out on the table and we had to taste them and what we had to do is they all had numbers by them and we had to taste them and it had a different taste to them and we had to taste them and see if it was sweet, salt, and bitter and sour and I did not taste any sour. • Taste experiment We had to taste foods which had different numbers to see if they tasted sweet, salt, bitter or sour. I thought the best taste was cheese and the worst was pickle. I did not find anything sour.

8. Early Writing An improving writer Direct teaching e.g. Phonics, shared writing etc. Emergent / developmental writing

9. A developmental approach • Right from the start children are expected to have a go at writing without waiting for a model or help with spelling • During this the teacher offers encouragement and support • After this, the teacher discusses the content, the letters chosen etc. • The teacher provides a correct model of the writing for the child to consider and discusses it with them

10. Advantages of a developmental approach • Children believe in themselves as writers from the outset and are happy to attempt writing • They are likely to focus in more on the genre, content and vocabulary • Self esteem remains high and they develop positive attitudes towards writing • Children become independent writers and teachers are freed up to work in a more focused way

11. The Role of the Teacher

12. How writing develops

13. Role Play Writing

15. Scribbling -Random scribbling - Controlled scribbling - Circular scribbling

20. What moves children through this stage? • Referring to words, spaces, letters, lines, left to right, top to bottom etc. • Counting and clapping words • Practical games using magnetic letters, letter cards etc. • Pointing out and talking about print • Using name cards • Talking about writing and drawing separately • Modelling some basic conventions

21. Experimental Writing

25. What moves children through this stage? • Playing with predictable texts • Predicting words • Rearranging words to make different sentences • Building up sight words • Using word walls and alphabet charts • Regular, high quality phonics • Modelling common punctuation

26. Early Writing

30. What moves children through this stage? • Modelling different forms for different audiences • Talking about character and story structure • Working on sentence structure • Extending vocabulary from stories • Begin to extend phonics into spelling • Revising and editing

31. A conventional writer • Uses a range of text forms • Uses simple, compound and complex sentences • Uses cohesive paragraphs • Begins to select vocabulary for audience and purpose • Punctuates appropriately • Re-reads and revises while composing and edits and proof reads afterwards

32. Crafting – the advanced writer • Has a personal style • Manipulates forms and sentence structures • Has an extensive vocabulary • Grabs and satisfies the reader • Has mastery over punctuation and spelling • Critically evaluates their own writing

33. A range of writing experiences Regular extended writing Teaching writing directly through English lessons Applying writing across the curriculum Practising writing daily

34. The writing classroom • Regular teaching of handwriting • Regular teaching of phonics and later spelling • Writing for purpose and audience • Children knowing what they need to work on next • Writing on display • Supportive displays • Writing through other activities and the role play area in Early Years

35. Teaching sequences for writing

36. The importance of outcome • Non-chronological report • Recount • Instructions • Explanation • Persuasion • Discussion • Mixed genre • Narrative • Adventure • Mystery • Myth • ,,, • Poetry • Free verse • Visual • Structured Text forms

37. The 3 ‘eyes’ • Imitation • Listening, joining in and getting to know stories and other genres well. Beginning to internalise structures and language patterns • Innovation • Taking a story / text you know and using it as a basic structure, perhaps changing and adapting it • Invention • Making up your own texts and stories

38. The Teaching Sequence • Reading • Analysing • Defining • Preparation and planning • Shared writing • Independent writing (guided writing) • Reviewing and publishing

39. Analysing and defining

40. Using writer talk • Reading like a writer • What is the writer trying to do? • How did they do it? • Writing like a reader • What do you want to do? • How will you do it? • Including in shared, guided, independent sessions and the plenary

41. Shared and active reading • Work in pairs to explore how these authors present characters so effectively • How do they use words and sentences? • Do authors use words and present characters differently?

42. What did you notice? • Authors choose a good name • They only describe a few special details • They also show character through what is said and done • They keep to a certain style • They use precision (nouns and verbs) then addition (adjectives and adverbs) • They use similes

43. Success Criteria • Think of a good name • Describe a few special details • Show character through what they say and do • Use precise nouns and verbs then add exciting adjectives and adverbs if you need to

44. Preparation and planning

45. The writing part of the sequence • Grammar need to thread through this • There needs to be direct teaching of any weak or new elements in the success criteria • Children need to have something to write about • Ideally there should be a number of written outcomes in the sequence (same structure, different content). Then assessment for learning can really impact.

46. Practising the grammar Make one of the characters enter the room. You can only write two sentences. Create a clear mental image using exact nouns, powerful verbs, adjectives and adverbs.

47. Stimuli Artwork Photographs Artefacts DVD / Video Drama Real life experience

48. Stimuli Portraits Set of photographs of the same person Character pockets Introduction of character in a film Role play Interviewing someone unknown to children

49. More Stimuli • A storybox • Storycubes • Problem cards • A map or plan • Story challenge • What if?

50. Character and film • Watch the clip of “Pirates of the Caribbean” • Make notes on the character’s • Appearance • Speech and movement • Attitudes and motivations • Relationships with others