Feedback • How have you used the TfW strategies in your classroom? • What has the impact been on children’s learning? • What would you like to try that you haven’t already? • Is there anything that you need to explore further or that you need more support with?
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
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
Art and design at key stages 1 and 2 (Year 5/6) Unit 5A: Objects and meanings Last section: Evaluating and developing work (2)
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
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 • Where do you think the photograph was taken? • Do you think it is natural or set up by the photographer? • What is the viewpoint? • What comments would you make about colour and texture? • 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?
Year 2 clip Booktalk – feelings
Coffee? (hopefully!) Biscuits? Maybe!
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.
Pie’s storytelling techniques are easily transferable into non-fiction Begin by learning simple texts word for word - communal retellings (imitation) Move on to independent retellings - where the children move straight into their own version (innovation)
Communal retellingOur 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. • Girls can be firefighters. • Firefighters rescue cats from trees. Finally, we walked back to school. It was a great day out!
Taking the story mapping approach and applying it to non-fiction explanation text
Why did the fire of London get out of control and destroy so much of London? Explanation text (Year 4 Non fiction unit 3)
National Curriculum History KS2 Knowledge and understanding of events, changes and people in the past • To identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied Historical enquiry • To ask and answer questions, and to select and record information relevant to the focus of the enquiry Organisation and communication • To recall, select and organise historical information
Card sorting activity • Read the statements • Which of the statements is the least relevant to the question? • Sort the remaining statements into short-term and long-term causes • Now clump the information together and give each clump a heading
4. Now turn your headings into topic sentences Question: Why did the fire of London get out of control and destroy so much of London? Short-term causes Weather Human error Built environment The wind on the day of the fire was very strong Officials did not believe it was going to spread and took no action when it started Houses in London were built very closely together Water supplies were unusually low in 1666 Most buildings were made of wood. Equipment Throughout London, heating and lighting were provided by fire Fire fighting equipment was not good enough to cope with a large fire long-term causes
Why did the fire of London get out of control and destroy so much of London? In pairs: • organise the information • now decide on how to introduce your presentation • draw a text map • use it to talk the text until you feel you have a polished presentation on this question • now present to the group • feed back on what worked well, what could be improved
Talk the new version • teacher demonstrates • children work in pairs to orally rehearse their text, bring ideas alive and developing them in the appropriate language • ‘magpie’ from the original version/s • pairs present orally their version • rest of the class act as response partners, identifying strengths and making positive suggestions
Response partnering • ‘testing’ your writing on a friendly audience • read it aloud - to hear how it sounds • look carefully to see inaccuracies • talk about what works well • discuss places to develop
Reflection time • How do you see the TfW approach being used with non-fiction in your classroom? • What implications might this have for colleagues?
Workshop session Aims: • To explore how TfW can be integrated into non-fiction units • To consider existing planning and how this could be adapted to include TfW as a key approach • To pre-empt challenges colleagues might face when trying to integrate TfW into their planning
Outcomes • To produce a planned non-fiction unit for a particular year group with a focus on TfW • To gain an awareness of areas that teachers may find challenging or difficult to integrate into their own practice
Useful resources • Basic principles for integrating Talk for writing into your Primary Framework literacy planning (from TfW DVD 1) • The teaching sequence for writing (from TfW DVD 1) • Support for writing text type information and progression papers
Practical Session……. • Take a non fiction unit and consider how an exemplification of this unit could be used to ensure effective use of the Talk for Writing strategies. • Your final unit should be fully exemplified and include a summary section that identifies the Talk for Writing and its particular benefit to developing writing in this unit.
Feedback • Ease of planning opportunities for TfW? • Problems encountered?
TfW Day 3 • Day 3 – half day on Thursday July 2nd • Start time? • Where next?