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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Unit 5A: Objects and meanings
Last section: Evaluating and developing work (2)
Children should learn:
Ask the children to compare and comment on a range of 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?
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)
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.
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
(Year 4 Non fiction unit 3)
Knowledge and understanding of events, changes and people in the past
Organisation and communication
Question: Why did the fire of London get out of control and destroy so much of London?
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.
Throughout London, heating and lighting were provided by fire
Fire fighting equipment was not good enough to cope with a large fire