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1. Talk for Writing Across the Curriculum
3. Crazy explanations
… As a result of this…
Why are bananas curly?
Why do trees have bark?
Why do dogs bark?
Why don’t rainbows wobble in the wind?
Why do mice live in holes?
Why does the moon change shape?
Why do cats purr?
4. 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…….
5.
Sharks live in the sea and are found around the world. However, a few live in fresh water. For instance, Bull Sharks swim up and down the Zambesi River. A minority of sharks live on the seabed and these tend to have flattened bodies.
6. Use colour 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
7. Things to reflect on (see handouts) Where can you ‘apply’ text types across the curriculum? (Handout 1)
What generic signposts/connectives and generalisers are being used? (Handout 2)
List useful phrases to use in shared writing. (Handout 3)
What have you learned?
8. Non fiction reading Read to the class – increase independent reading;
Use non fiction language features so children ‘hear’ how the patterns are used;
Magpie – and capture in writing journals;
Display sentences not just words;
Generic language list;
Spelling/ sentence games;
Weaknesses – organisation, ‘register’ and detail.
9. What to write about in literacy? The curriculum, e.g. Why did the Amada happen?
Interesting things, e.g. Extreme weather.
Use a story, e.g. ‘Friend or Foe’ – what was the evacuation?
Invented ideas, e.g. Do aliens exist?
10. Talk for Writing Non-fiction Developed from the Storymaking project.
Projects in the IOW, Bradford, Sheffield, Port Talbot, Lewisham, Torbay.
Works best where storymaking is a familiar routine across a school.
Linked to National Primary Strategy initiative ‘talk for writing’ 2009 – 2010.
11. Talk for Writing Imitation – getting to know a text type well.
Innovation – all having a ‘go’ at writing the text type, with the class all working on the same subject.
Independent application – having a go at writing another one, all choosing different subjects.
12. The process Internalise the text – talk it and read it.
Identify the underlying patterns.
Collect new information and put it onto the underlying pattern.
Use this to talk and develop the new version.
Shared, guided and independent writing.
13. Yr 1 aa. Girl (November) Do you like writing - score: 9. ‘you can sound all the words out’.
What is hard about writing - ‘sometimes I can’t remember to do all the capital words and theres silent letters in them’.
‘Are you a good writer? How do you know? ‘Yes. I get all the words right.’
14. End of unit Do you like writing – score: 10. ‘I like the actions. It made it easier because I saw it in my head.’
What is hard about writing – ‘some words like ‘hibernate’ and ‘nocturnal’.
‘Are you a good writer? How do you know? ‘Yes. I like writing because I can do the words.’
15. Initial sample – yr 1 report Bats Han up side down.
Bats like new homes.
Bats like to eat inses.
16. End of unit Hedgehog Facs.
Hedgehogs are not pets.
What are they like. They have sharp spins on ther bakes
but undernif they are soft.
What do they eat? They eat slipuriy slugs crushey bittls
tickley spids and juciy catppl. They like frat too. They
gring wort. Badgers are the alle anmls that eat
hedgehogs.
Did you now.
Hedgehogs are nkctnl that mens they come out at nit. Hedgehogs hibnat that mens they
sleep in the winter. Their nest is called a hibnacl. Ther babys are coled hogllos.
And ……
they can
sime!
17. Year 3 ba Boy Do you like writing – score: 1. Because ‘it is not fun’.
What is hard about writing – ‘I am not good at writing’.
‘Are you a good writer? How do you know? ‘No because I am not good at sbeling’.
18. 3 weeks later… Do you like writing – score: 10. Because ‘it is cool’.
What is hard about writing – ‘nufing’.
‘Are you a good writer? – ‘YES’
19. Y3 – initial sample – report Hasds are riley sofd.
Thay slep in the day.
They hav shap tef.
They sutums clum up and down.
They eaten nus and druy bnuns.
20. End of unit sample A lion is a type of cat with a lonig taol.
They all look the same. They have a bodey of a cat and long
her. Most lions are yellow.
Lions usually live in loing grass in hot cutres like Africa and
Asia.
They eat all sizes of animals and sometimes kill cubs.
If you want to see a lion you could sday buy loing grass where
there are lions foot pris.
When lions walk their heels don’t touch the ground. They can
run at speed of 30 miles an hour. The males roar and can be
heard over five miles away. Males eat first.
The most amazing thing a bault lion is that they are Excellent
swimmers.
21. Our trip to the Country Museum
Last week, we all went to the Country Museum.
First, we looked at the tractors. They had enormous
wheels.
Next, we sat on the farm trailer and went for a bumpy
ride.
After that, the farmer showed us the animals. We saw
two different types.
The cows had sharp horns. They were waiting to be milked.
The sheep were with their babies.
Finally, we walked back to school. It was a great day
out.
23. Learning a text orally Draw a text map or washing line.
Put actions to key language features.
Talk the text as a class, groups and in pairs.
Represent information through drawing, model making, photos, reading, drama games, discussion, use of objects, etc.
24. Varying talking the text Whole class – groups – pairs
Telling to other pairs or classes
Tennis – word by word or sentence by sentence
In a line
Babble gabble
Round the circle
Silently
25. Shared writing Box up the underlying pattern.
Create a grid + paragraph sub headings.
Add in information.
Develop through writing.
26. KS1 Port Talbot
27. A dragon has been sighted… What signs might you see?
List ideas for trapping the pest - share ideas.
Hot seat someone who saw the dragon.
The ‘Minister for Dragon Disruption Minimisation’ visits to explain how to trap one.
Draw washing line and learn ‘how to trap a dragon’.
28. How…
R U
If so
de
29. …. Need:
magical
tasty meat
30. What…..
First
Next
After that
Finally
Now
Finally
31. Warning
enter cave
as
enchanted
32. The dragon is captured but… An ogre arrives….
How can it be trapped?
Class version.
Children write their own.
Assess.
33. What else is out there? Assessment is used to focus shared/guided writing.
Everyone chooses own ideas.
Class one might be on ‘cyclops’.
Children might write about - goblin, dwarf, phoenix, wolf, orc, etc.
34. How to trap a mythical creature In pairs, decide on your creature
Devise a good opening that encourages the reader to read on
Be prepare to present your opening
35. Year 3 – Sheffield Tinsley Junior School
38. Key points Move from ‘imaginative’ approach into ‘real’ – the children transfer language patterns.
Focus on a chunk of subject knowledge, e.g. ‘dragons’/ Eygptians and use it for different text types.
39. Sharks
40. Whetting the appetite Sharks
What do you know about sharks?
Jot down what you know and share this with a partner.
What are your thoughts and feelings about them?
What questions would you ask a shark expert?
41. Imitation Getting to know a ‘report’, e.g. sharks.
Talk the text.
Read, enjoy and explore the text, e.g. label picture, mock interview with shark expert.
Read as a writer – underlying patterns and features.
42. Jaws – the truth!
Have you ever stepped into the sea and wondered whether a shark will attack you? Most people live in fear of sharks and believe that they are cold-blooded killers.
However, only a few different types are actually dangerous. It is well-known that sharks are a sort of fish but most people know little else about these amazing creatures of which there are about 450 different types.
43. The large majority of sharks are easily recognisable because nearly all types have a long tail. Typically, they move this from side to side to help them swim. Additionally, they have staring eyes which help them see in dark water. Furthermore, they are famous for their sharp teeth. During their lifetime, sharks grow and lose many thousands of teeth. Another common feature is that their skin is made of scales that feel rough to touch and they have pointed snouts which are very sensitive.
There are a few amazing exceptions. For instance, the Hammerhead Shark is known by most people because their heads are shaped like a huge hammer.
44.
Sharks live in the sea and are found around the world. However, a few live in fresh water. For instance, Bull Sharks swim up and down the Zambesi River. A minority of sharks live on the seabed and these tend to have flattened bodies. Typically, such bottom-feeders have what are known as ‘barbels’ which they use to disturb sand in order to find food. The majority live nearer the surface and their fins can be seen as they glide through the water. Basking sharks drift along the surface with their mouths wide open as they ingest plankton.
45. Reading as a writer Topic sentence
Hooking the reader – holding interest
46. What do you know about foxes?
47. Physically sort into clumps and give headings All have lean bodies with long, thick fur.
Enjoy eggs and fruit.
Hunt alone at night
27 species around the world.
Have adapted to town habitats.
Most are reddish brown colour.
Some species are yellow, white or black.
Usually live in wooded areas.
Can hear a mouse by its squeak.
Mark their territory with scent.
Have a bushy tail, or brush, and sharply pointed muzzle.
Live in a den underground.
48. Add in this extra information Can see in the dark
Will defend territory against intruders
Mainly eat mice, rabbits, lizards, insects, frogs.
Sneak up on prey, freeze and pounce.
Can climb trees, walls and even rooftops.
Very hard to tame.
Do not make good pets.
Member of the dog family.
Most have large, pointed ears.
Keen sense of smell and hearing.
49. Foxes How have you organised the information so far?
What other clumps of information might there be?
Create a grid – add in information.
Gather more.
Talk and re-talk and then write it.
Try to interest the reader.
50. Innovation - summary Gather information about a new subject, e.g. Foxes:
Use sorting activity to clump information
Put information onto the grid – amend headings.
Orally rehearse and develop.
Shared writing – independent writing – on ‘foxes’.
Assess - in order to know what to teach next.
51. Independent application Teacher works with class on developing a new report, e.g. Owls.
Gather information.
Put onto plan.
Shared/guided writing – driven by assessment.
Children use same process to do their own related topic, e.g. bats, cats, etc.
52. Afternoon session
53. Maurice Leahy - Brighton
54. Time to reflect (see handouts) What are the generic signposts and generalisers so far? (Handout 2)
List phrases to use in shared writing. (Handout 3)
Where can you ‘apply’ text types across the curriculum? (Handout 1)
56. Yr 2 in literacy have done a 3-stage unit on explanatory writing Imitation:
Funny explanation of why dragons disappeared
Innovation:
Explanation of why dinosaurs became extinct
Independent application:
Explanation of why an animal is in danger of becoming extinct (eg tigers; pandas)
57. Applying these language patterns across the curriculum – Year 2 Once unit completed, apply in different curriculum areas eg:
Topic work – Why pirates buried their treasure
Geography – Why seasons change
Science – How plants grow
58. Yr 5/6 in literacy have done a 3-stage unit on discussion writing
Imitation:
Should crisps be sold at break?
Innovation:
Should football be banned in the playground?
Independent application:
Children selected their own topic for presentation to school council
59. Warming up balanced discussion
60. Applying the language patterns across the curriculum – Year 5/6 Once unit completed, apply in different curriculum areas eg:
History – Should children have been evacuated?
Geography – Should global warming be taken seriously?
Philosophy - Can lying ever be justified?
61. Applying the language patterns in history e.g. The Fire of London: Using card-sorting activities to help children talk the text type in preparation for discussion writing
62.
© Julia Strong
70. Time to reflect on talk for writing across the curriculum (see handouts)
What have you learnt?
How can you spread talk for writing across the curriculum throughout your school?
71. Spreading it across the school
Apply successfully in your classroom
Show at school-based inset
Set up peer-coaching
Achieve whole-school commitment over time
72. Please hand in your - Delegate badge - Evaluation sheet & - Handout 1 with your suggestions about how Talk for Writing can be used across the curriculum Many thanks, Pie Corbett and Julia Strong
