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Talk for Writing A non-fiction context. 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?

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Talk for WritingA non-fiction context


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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?


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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


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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


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‘’Loitering with the text type’


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Art and design at key stages 1 and 2 (Year 5/6)

Unit 5A: Objects and meanings

Last section: Evaluating and developing work (2)


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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


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  • 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



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Reflection…. examples of still-life painting

  • Was it easy or hard?

  • To give the presentation what did you have to do?

  • What are the implications for teaching?


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Pencils – A close up view examples of still-life painting

  • 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?


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Drawing pins examples of still-life painting

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?


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Pencils examples of still-life painting


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Year 2 clip examples of still-life painting

Booktalk –

feelings


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Coffee? (hopefully!) examples of still-life painting

Biscuits? Maybe!


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Telling the text examples of still-life painting


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Internalise the text examples of still-life painting

  • 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.


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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)


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Communal retelling non-fictionOur 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!



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Why did the fire of London get out of control and destroy so much of London?

Explanation text

(Year 4 Non fiction unit 3)



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National Curriculum History KS2 much of London?

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


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Card sorting activity much of London?

  • 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


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4. Now turn your headings into topic sentences much of London?

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


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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


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Talk the new version much of London?

  • 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


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Response partnering much of London?

  • ‘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


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Reflection time much of London?

  • How do you see the TfW approach being used with non-fiction in your classroom?

  • What implications might this have for colleagues?


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Workshop session much of London?


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Workshop session much of London?

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


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Outcomes much of London?

  • 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


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Useful resources much of London?

  • 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


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Practical Session……. much of London?

  • 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.


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Feedback much of London?

  • Ease of planning opportunities for TfW?

  • Problems encountered?


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TfW Day 3 much of London?

  • Day 3 – half day on Thursday July 2nd

  • Start time?

  • Where next?


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