1. Talk for Writing

2. 2 Objectives for the day To introduce the Talk for Writing initiative To contextualise Talk for Writing within the teaching and learning sequence for literacy To develop understanding of key Talk for Writing activities To consider how Talk for Writing can support raising standards of writing To prepare for follow-up training and school-based development

3. 3 Overview of the day The theory of Talk for Writing Impact on teaching, learning and standards (Headteacher presentation) Talk for Writing exemplified through the teaching and learning sequence Impact on classroom practice (Teacher presentation) Managing Talk for Writing in your school

4. 4 What is talk for writing? The externalisation of the internal dialogue that experienced writers hold when writing and consists of: Book talk Writer talk Warming up the word Learning and remembering texts

5. 5 Book Talk ‘Talking one’s way to a deeper understanding’ A three step approach Eliciting response Extending response Encouraging critique

6. 6 Writer Talk ‘Children will implicitly internalise language patterns and reuse them in their writing, if they read a lot, or read repetitively, or are read a bedtime story. It is probably a matter of quantity.’ Reading as a writer Writing as a reader

7. 7 Learning and remembering texts Children can internalise: Big patterns Building blocks of narrative Flow and pattern of sentences Vocabulary And most importantly they develop an imaginative world of images that can be drawn upon and day-dreamed about to invent new stories

8. 8 Learning and Remembering Stories Visual – map, storyboard, flowchart, paint, draw, model and watch the story Auditory – hear and say the story, discussing, retelling, drama Cognitive – memory tricks, discussions, key connectives Kinaesthetic – drama, role-play, dance, model making, building

9. 9 From Pie Corbett’s Bumper Book of Storytelling into Writing Imitate This is the ability to retell so that the child has a bank of tales by heart…they have become part of the long term working memory, embedded into their linguistic competence Innovate This is the ability to adapt a well-known story in order to create a new story. Invent This is the ability to draw upon the full range of stories, and one’s life, to create something new.

10. 10 Warming up the word Vocabulary generation – activating dormant vocabulary Usual words in unusual combinations – to connect different items to create something new Expanding ideas – to ‘see’ or ‘daydream’ what might happen Developing imagination and imaging – to re-imagine the past so that you can ‘see’ it clearly, to hold an image in your mind so that you can ‘look’ carefully at it

11. 11 ‘it should be short and sharp and create a crisis which arouses the brain’s resources. The compulsion towards haste overthrows the ordinary precautions, flings everything into top gear and many things that are usually hidden find themselves rushed into the open. Barriers break down, prisoners break out of their cells.’ Ted Hughes

12. 12 Project school presentation

13. 13 Teaching & Learning Sequence Key Outcome Familiarisation and Immersion: Shared/Guided Writing Capturing ideas

14. 14 Identifying the key outcome Consider the objectives on the medium term plan Consider what the children need to get better at Ensure the outcome is sufficiently engaging and motivating for the children (purpose and audience) Choice of form may be appropriate Needs to be differentiated Share with children and display it

15. 15 Familiarisation

16. 16 Warming up the word: Developing imagination and imaging ‘ keep your eyes, your ears, your nose, your taste, your touch, your whole being on the thing you are turning into words.’ Ted Hughes

17. 17 Book Talk Book talk is the extended opportunity to use talk to explore children’s personal and collective responses to a text as readers. It is an open-ended eliciting and development of of response –Aiden Chambers Tell me…… –Likes, dislikes, puzzles and patterns

18. 18 Writer Talk Talk that helps children to think like a writer It is most effective when it focuses on the intended effect on the reader

19. 19 Purposeful sentence level work Expanding simple sentences with a range of devices In this book Berlie Doherty uses: Adverbials – where, when and how Alliteration and assonance Strong verbs Expanded noun phrases Similes and metaphors Can you find examples on the page?

20. 20 The boy looked at the light. Improve this sentence by including the devices Adding an adverbial Alliteration Strengthening the verb Expand the nouns Use a simile or metaphor

21. 21 From Pie Corbett’s Bumper Book of Storytelling into Writing Imitate This is the ability to retell so that the child has a bank of tales by heart…they have become part of the long term working memory, embedded into their linguistic competence Innovate This is the ability to adapt a well-known story in order to create a new story. Invent This is the ability to draw upon the full range of stories, and one’s life, to create something new.

22. 22 Talk for writing ‘In order for to write in any text type, the writer has to be very familiar with it….a powerful way to internalise language patterns comes through ‘hearing it’ and ‘saying it’ – talking the text type.’ Pie Corbett

23. 23 Withdrawing from the telling Teacher as teller Withdraw and prompt Teacher as listener Children as listeners Increasingly join in Children as tellers

24. 24 Learning and remembering texts Hear it Map it Step it Say it

25. 25 Learning and Remembering Texts Learning for structure Learn whole text May learn it with some of the language features if it is not a long text Include suitable connectives to link the sections Learning for language Learn chunks of the text as they are written Could be the whole text if short Section learnt needs to include the language and stylistic features particular to that text

26. 26 ‘Keep your eyes/ears and minds completely open and then you will find lots of ideas because that is where they are hidden.’ Colin Thompson

27. 27 Capturing Ideas Content Gathering ideas Expanding ideas Selection of content Structure and language and features Sequencing of content Refining language Learning and remembering own text PLANNINGPLANNING

28. 28 Warming up the word: usual words in unusual combinations trees, light, forest Mossy Dank Shafts Dappled Strewn Calm Dense Near Far Sinister Verdant Stumps Damp Hued Silhouetted Silvery Fronds Peaceful Upright Serene Green White spiky Cold Black Threatening Overhead Framed At the edge Jumbled Resiny Distant Rough

29. 29 Warming up the word Vocabulary generation – activating dormant vocabulary Usual words in unusual combinations – to connect different items to create something new Expanding ideas – to ‘see’ or ‘daydream’ what might happen Developing imagination and imaging – to re-imagine the past so that you can ‘see’ it clearly, to hold an image in your mind so that you can ‘look’ carefully at it

30. 30 ‘Tell me more’ about the forest

31. 31 Planning for the reader Key events How do I want my reader to feel/think? Words and phrases to show not tell Verbal sentence construction Buddy check.

32. 32 Shared Writing Identify what Pie does in this successful shared writing session ‘If you are not modelling shared writing, you are not teaching writing.’ Pie Corbett 2008

33. 33 Actions and follow-up support back in school Follow up support: 2 + 1 course (selection of staff) Subject leader follow-up Reflection Points: How does Talk for Writing fit with your school priorities? What do you want to do when you go back to school? Immediately? In the longer term?