1. Writing Workshop Agenda Welcome! Pie Corbett and Talk for writing – KS1 and FS Alan Peat – KS1 and KS2 Age related expectations Going forward

2. Good writers… Dept of Education enjoy writing read widely, recognise good writing, and understand what makes it good; are aware of the key features of different genres and text types; learn about the skills of writing from reading (Book Talk) have something to say (a purpose and audience); know how to plan and prepare for writing; understand how to reflect, refine and improve their own work; can respond to the constructive criticism of others in final stage http://www.essexprimaryheads.co.uk/sites/essexprimaryheads.co.uk/files/Talk%20for%20Writing.pdf

3. Talk for writing It is powerful because it enables children to imitate the language they need for a particular topic before writing their own version (innovate). How does it help children? Children internalise: patterns of stories, e.g. quest or stories the building blocks of narrative – common characters, settings, events, the rise and fall of narrative pattern the flow of sentences – all children the vocabulary – especially, connectives that link and structure narrative such as: once upon a time, one day, so, next, but, finally

4. What are the 3 stages? Imitate – children learn the text orally Innovate - children change an element of the text, depending on focus (setting, character, etc.) Invent – children invent a new story

5. Imitation (1 – 1 ½ weeks) Book Talk Drama Hot seating Role Play Questioning Guided reading Features Toolkit Performance Story structure

6. Innovate (1 week) Ensure you have a focus (changing character, setting, creating atmosphere) Model innovating a paragraph from the text e.g. There was once a young girl called Julie, to Once there lived a young boy called John. Take ideas from children and innovate sentence at a time Model using Alan Peat sentences

8. Invent (1 week) fiction only Children think of a way to apply what they have learnt to create a new story E.g if they have learnt a defeating a monster tale like Jack and the Beanstalk, they might invent a story about a bully in a classroom Story map – Story Mountain – story flow chart or story board.. Plan using Alan Peat structure – Who? Where, What happens? What happens next? Problem? Who helps? Ending? Cards in pods prompt

9. Progression Year 1: taught about word class and sentence structure, build up to writing stories. Pie Corbett texts are repetitive. Y2: children begin to use Alan Peat sentences – diary entries. Pie Corbett texts change to a higher level – introduce variety of sentences KS2: Embed Alan Peat. Go into greater depth into different sentence types. More complex punctuation. Aware of the reader. Writing in the style of different authors.

10. T4W: What can you do at home? Reading stories aloud – intonation Inventing stories based on your day – retell and interview Talking about stories – comprehension Composition and effect Drama and role play – make up games related to story-telling

11. Alan Peat Don’t avoid complex grammatical terms but don’t start with them (let younger pupils have a go too!) 25 sentence types can be differentiated and used across the school.

12. 2A sentence Creating visual images in descriptive writing. He was a tall, awkward man with an old, crumpled jacket. It was an enormous, shiny building which created a wide, dark shadow. Genre-specific examples Persuasive arguments/review/narrative (fairytale)/instructions

13. BOYS sentence Two part sentence. First part ends with a comma and the latter part begins with a coordinating conjunction (but, or, yet, so). The giant could be friendly, or he could be terrifying. It was a warm day, yet storm clouds gathered over the mountains. Genre-specific examples Instructions: This can be tricky, so have your ingredients ready before you start. Biography, Persuasive, Explanation…

14. Age Related Expectations Level 1 Produces own ideas and write simple stories Shows control over word order – makes sense Can spell some common words correctly Makes recognizable attempts at spelling – applies phonic Shows an awareness of full stops Can usually give clear letter shape Needs to: Use time connective, ensure each sentence flows,

15. Age Related Expectations Level 2 Adds in relevant detail, writes sentences which flow, uses a range of sentence openers (needs to use more time connectives), uses capital letters and full stops correctly in 80% of writing Needs to: Use wow words, develop and extend ideas, use a wider range of connectives (before, after), use a wide range of punctuation, spell all high frequency words correctly

16. Age Related Expectations – Level 3 Uses time connectives, varies sentences and length, uses a wide range of connectives, e.g. yet, uses wow words, colossal, experiments with punctuation End of year 3 but we need to be aware of where we are heading.

17. Where do we go from here? End of year assessment – a last blast and celebrating skills Retell – end of year and beginning of 2015 – 2016 and comparisons Showcase Notes with websites to Pie Corbett and Alan Peat on the communicator to follow Email amaysey@vhprimary.com or snewman@vhprimary.comamaysey@vhprimary.comsnewman@vhprimary.com