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Literacy Subject Leader Session Autumn 2008. Sarah Threlkeld-Brown Molly Bingham. Agenda. Introduction to ‘Talk for Writing’ materials (not yet published – sneaky peek!) Support for Writing (Laptops at the ready!) Updates. The Importance of TALK. Teacher talk Supported pupil talk

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literacy subject leader session autumn 2008

Literacy Subject Leader SessionAutumn 2008

Sarah Threlkeld-Brown

Molly Bingham

agenda
Agenda
  • Introduction to ‘Talk for Writing’ materials (not yet published – sneaky peek!)
  • Support for Writing (Laptops at the ready!)
  • Updates
the importance of talk
The Importance of TALK
  • Teacher talk
  • Supported pupil talk
  • Independent pupil talk
unlocking creativity
UNLOCKING CREATIVITY
  • Word Association with Visualisation
the little red hen
The Little Red Hen

“Not I,” said the bull

“Not I,” said the cat

“Not I,” said the rat

EAT IT

are you sitting comfortably1
ARE YOU SITTING COMFORTABLY?
  • Imitation
  • Innovation
          • Substitution
          • Addition
          • Alteration
          • Change of view/genre
          • Recycling the plot
  • Invention
tell me more about
TELL ME MORE ABOUT…

The big bad wolf

  • His name
  • His appearance
  • His family
  • His travels
  • His likes/dislikes
  • His friends
  • His hopes/fears

Little Red Riding Hood

phone a friend
Phone a Friend

Choose a specific moment in a story. In role as a character, phone a friend, another character or a member of your family, explaining what has happened, how you feel and what might happen, e.g. imagine you are the Minotaur in the labyrinth. Phone your Mum!

box it up
BOX IT UP!

Little Miss Muffet

shared writing
Shared Writing

It provides many opportunities for pupils to learn, apply and reinforce skills in the context of a large group with careful guidance from the teacher. Teachers should use text to provide ideas and structures for the writing and, in collaboration with the class, compose texts, teaching how they are planned and how ideas are sequenced and clarified and structured.

what is shared writing
WHAT IS SHARED WRITING?
  • More than just an opening/ a few lines
  • Not just focussing on curricular targets
  • Has a quick pace
  • Is a place to articulate decisions and processes
  • Is a place to talk about what makes effective writing and challenge pupil contributions
  • Generating a plan/model and making reference to it as you write
aims of the session
Aims of the session
  • To provide an overview of the Support for Writing materials
  • To consider the use of SfW as a tool to address identified gaps in learning
slide21

Support for writing overview

  • Key FW strands for writing: Strands 7, 8 with main focus on strands 9, 10 and 11.
  • Additional guidance on Text Types to inform planning for progression.
  • Progression statements: describe progression in an objective within a year.
  • Steps in learning include three examples for each year group in each strand 9, 10, 11.
  • Pupil writing targets: three for each strand within each year.
slide22

YEAR 4 Progression Statement

STRAND 10

During Year 4, children begin to explore ways of organising texts to improve their effectiveness for a reader. When planning what to write, they apply their knowledge of text structures to help them chunk ideas and information in logical or interesting ways. Children make progress in establishing textual cohesion with exploratory use of connectives within and between paragraphs.

OBJECTIVE

Organise text into paragraphs to distinguish between different information, events or processes

Use adverbs and conjunctions to establish cohesion within paragraphs

Steps in Learning

Writing non-fiction example 1 (recounts)

LINK to Year 4 Non-fiction Unit 1

Children focus independently on the beginnings of paragraphs in a recount, to check for cohesion through a complete text.

Writing non-fiction example 2 (explanations)

LINK to Year 4 non-fiction Unit 3

Children focus on the beginnings and endings of paragraphs in an explanation text through the support of shared writing. They collaboratively edit in more detail for textual cohesion between one paragraph and another.

Writing non-fiction example 3 (persuasion)

LINK to Year 4 non-fiction Unit 4

Children are guided in the final stage of editing of a persuasion text. They re-read the text aloud to check for cohesion between sentences and paragraphs.

slide23

YEAR 4

STRAND 10

During Year 4, children begin to explore ways of organising texts to improve their effectiveness for a reader. When planning what to write, they apply their knowledge of text structures to help them chunk ideas and information in logical or interesting ways. Children make progress in establishing textual cohesion with exploratory use of connectives within and between paragraphs.

OBJECTIVE

Organise text into paragraphs to distinguish between different information, events or processes

Use adverbs and conjunctions to establish cohesion within paragraphs

Writing non-fiction example 1 (recounts)

LINK to Year 4 Non-fiction Unit 1

Children focus independently on the beginnings of paragraphs in a recount, to check for cohesion through a complete text.

Summary of activity

During the process of writing a newspaper article, children work independently in pairs or small groups on editing their first draft of the recount.

They share their drafts and provide feedback for one another on the organisation and sequencing of the paragraphs.

Are the events recounted in the right order?

Is there a good reason for the start of each new paragraph?

The children re-read aloud the first few words of each new paragraph to make sure that the order of events being recounted is clearly signposted for a reader.

They use an aide memoire of connectives as a source of alternatives to choose from when they are editing. The list of connectives provided can be grouped into examples that serve the same purposes such as conjunction (also, in addition to) or concession (but, although, however, and yet).

Writing non-fiction example 2 (explanations)

LINK to Year 4 non-fiction Unit 3

Children focus on the beginnings and endings of paragraphs in an explanation text through the support of shared writing. They collaboratively edit in more detail for textual cohesion between one paragraph and another.

slide24

YEAR 4

STRAND 10

During Year 4, children begin to explore ways of organising texts to improve their effectiveness for a reader. When planning what to write, they apply their knowledge of text structures to help them chunk ideas and information in logical or interesting ways. Children make progress in establishing textual cohesion with exploratory use of connectives within and between paragraphs.

OBJECTIVE

Organise text into paragraphs to distinguish between different information, events or processes

Use adverbs and conjunctions to establish cohesion within paragraphs

Writing non-fiction example 1 (recounts)

LINK to Year 4 Non-fiction Unit 1

Children focus independently on the beginnings of paragraphs in a recount, to check for cohesion through a complete text.

Writing non-fiction example 2 (explanations)

LINK to Year 4 non-fiction Unit 3

Children focus on the beginnings and endings of paragraphs in an explanation text through the support of shared writing. They collaboratively edit in more detail for textual cohesion between one paragraph and another.

Writing non-fiction example 3 (persuasion)

LINK to Year 4 non-fiction Unit 4

Children are guided in the final stage of editing of a persuasion text. They re-read the text aloud to check for cohesion between sentences and paragraphs.

slide25

YEAR 4

STRAND 10

During Year 4, children begin to explore ways of organising texts to improve their effectiveness for a reader. When planning what to write, they apply their knowledge of text structures to help them chunk ideas and information in logical or interesting ways. Children make progress in establishing textual cohesion with exploratory use of connectives within and between paragraphs.

OBJECTIVE

Organise text into paragraphs to distinguish between different information, events or processes

Use adverbs and conjunctions to establish cohesion within paragraphs

Writing non-fiction example 1 (recounts)

LINK to Year 4 Non-fiction Unit 1

Children focus independently on the beginnings of paragraphs in a recount, to check for cohesion through a complete text.

Writing non-fiction example 2 (explanations)

LINK to Year 4 non-fiction Unit 3

Children focus on the beginnings and endings of paragraphs in an explanation text through the support of shared writing. They collaboratively edit in more detail for textual cohesion between one paragraph and another.

Summary of activity

Shared writing is used to compose two or three short paragraphs of an explanation text such as an explanation of the way something works or why something is the way it is. The example in Non-fiction Unit 3 (The Shirt Machine by Jon Davis) can be used for this activity.

Teacher demonstration and modelling focus on the cohesive links between the content of one paragraph and the paragraph that follows it. The teacher uses text marking (such as highlighting, circling and joining with a line or changing font colour in a shared digital text) to create a visual connection between the grammatical and syntactical links.

where are the materials
Where are the materials?
  • Tour of the site to locate the SfW materials.
support for writing strands 9 10 11
Support for Writing - strands 9, 10, 11

How they the materials be used to support learning,

teaching and progress at;

  • whole class
  • group
  • individual level.
support for writing tasks
Support for Writing Tasks!
  • What is the difference between a myth and a legend?
  • HELP! This objective is TOO big! How can I break it down?
  • I have a Year 3 child working at L2c in writing. What can I do to move the child’s learning forward?
updates
Updates
  • APP – feedback from Subject Leaders after the Day 1 training
  • Where APP fits within the new materials
  • Level 1 materials out in Jan 2009 to help you with levelling
the big picture

Teachers focused on T&L and pupil progress

Better Teaching better Learning better Progress

Collaborative

..Classroom ….Professional …Learning -Lesson Study, coaching

Collaborative

APP

informed

assessment

+

+

=

Improves progress & capacity for school improvement

Well evidenced pedagogy

e.g. guided practice, talk for Wri/Ma

The Big Picture

Tracking & intervention for catch-up and keep-up

impacting on teaching and learning

Assessment of ongoing work

Identify AFs where there is insufficient evidence

Identify AFs where children have under-performed

Impacting on teaching andlearning

Modify planning to secure a fuller evidence base

Modify planning to focus on core aspects of learning associated with underperformance

additional updates
CGFL- updates – planning is now LIVE!

Roz Wilson day I – March 20th 2009

Roz Wilson day 2-March 19th 2009

Year 4 training- Feb 23rd 2009- Greenhill

Feb 26th Hundith Hill,March 2nd North lakes,

March 3rd Netherwood

Additional updates
slide33
NYoR
  • Reading Resolutions
  • How have your school embraced the NYoR?
reflection
Reflection
  • What are the main things you will take away with you from today?
  • Which things will you employ immediately?
  • Which will you need further time/support to employ?