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Shared writing workshop

Shared writing workshop. Week 4 FT PGCE. Objectives. To understand how to scaffold children’s writing through modelling of the writing process. Teachers as writers.

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Shared writing workshop

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  1. Shared writing workshop Week 4 FT PGCE

  2. Objectives • To understand how to scaffold children’s writing through modelling of the writing process

  3. Teachers as writers “….teachers must write in the presence of their classes. This is rather different from the earlier sense of a teacher being a writer whose experience might act as a reflective guide as well as a demonstrator of techniques.” Bearne (2002)

  4. The teaching of writing Writing for with by the child Teacher Child Independent Shared Guided Demo Scribing Supported writing Palmer & Corbett (2003)

  5. Text, sentence and word level So what you already know is: that different text types have rules about the generic text structure (text level) the smaller aspects: paragraphs, types of, and the ordering sentences, punctuation (sentence level) the smallest parts: tenses, word classes, connectives (word level)

  6. Imitate, innovate & invent

  7. Making sentences • Make a sentence – it must: • have a full stop • include a capital letter • make sense • Read it to your friend • Identify the: • verb • noun • adjective • adverb

  8. Make another…

  9. Oh yes…one more! sneezed

  10. Mucking about with a sentence • The cat ran along the wall. • Turn the original sentence into a different text type; • A recipe, newspaper report, discussion, recount. • You could add a question, an exclamation, turn into a compound sentence, a complex sentence. Have a go in your writing journal.

  11. Sentence starters • Add an adverbial phrase to the following: • Mr Medway came into the classroom. • Ben ate his lunch. • She left the table. • Can you change the position of the adverbial phrase? • Is there anywhere you can’t put it?

  12. Sentences of three for description

  13. Sentences of three for action

  14. What do you know about…sentences? • Name 3 types of sentence • Describe the difference, to your partner, between each. • Level 3 writers do not use variety in their sentences and tend to use only one, possibly two types of sentences – which type do you think they over-use? • So…how do we help them?

  15. Adverbial phrases Like single adverbs, they modify verbs, adjectives or adverbs. For example: • He opened it extremely easily. • I'll do it quite soon. • I ran so fast. • He was quite unexpectedly kind. • He came very surprisingly quickly.

  16. Handwriting & spelling • Transcriptional elements of the writing process • What do you need to know for SE1: • School’s handwriting policy • Practise your handwriting in line with school • Know the terminology - lead in, flick? • How spelling is linked to phonics - it is encoding phonemes into graphemes - across Key Stage 1 and Key Stage 2

  17. Useful resources • Jumpstart Literacy - Pie Corbett • Free Pie Corbett resources - • www.everybodywrites.org.uk • Developing Early Writing - DCSF • KS Spelling Bank - DCSF • First Steps - Map of Writing Development & Writing Resource Book • Grammar for Writing - DCSF

  18. Useful for practising • Grammar Audit • QTS practice tests: • http://www.tda.gov.uk/skillstests/literacy.aspx • www.bbc.co.uk/skillswise/words/spelling/ • www.bbc.co.uk/skillswise/words/grammar • http://www.timesspellingbee.co.uk/Training/SpellingBee.aspx - The Times Spelling Bee • http://durham.schooljotter.com/coxhoe/Curriculum+Links/Literacy - Definitely a site for your favourites

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