© Pie Corbett & Julia Strong Talk for Writing Across the Curriculum Presented by Pie Corbett and...

© Pie Corbett & Julia Strong

Talk for Writing Across the Curriculum

Presented by Pie Corbett and Julia Strong


Warming up the words• Spot the truth - Last year/yesterday/last week - A long time ago, - When I was a teenager…. 3 statements - which is untrue?

• Paired debating game - do giants exist?“I think that giants exist because…..”“On the other hand……”“Furthermore,…….”


• Crazy explanations… As a result of this…Why are bananas curly?Why do trees have bark?Why do dogs bark?Why don’t rainbows wobble in the wind?Why do mice live in holes?Why does the moon change shape?Why do cats purr?

Non fiction

• ‘We write best about what we know and what matters….’

• The best writing is written to engage the reader

• Audience + Purpose = style + organisation.

• Shifting register…….

Sharks live in the sea and are found around the world. However, a few live in fresh water. For instance, Bull Sharks swim up and down the Zambesi River. A minority of sharks live on the seabed and these tend to have flattened bodies.


Use colour to support under-standing of typical text features

• Topic sentences – underlined• Structural features – e.g. headings – brown• Sentence signposts/ connectives – shocking pink• Generalisation – orange• Detail to illustrate points - green• Technical language - blue


Things to reflect on (see handouts)

1. Where can you ‘apply’ text types across the curriculum? (Handout 1)

2. What generic signposts/connectives and generalisers are being used? (Handout 2)

3. List useful phrases to use in shared writing. (Handout 3)

4. What have you learned?

Non fiction reading• Read to the class – increase independent

reading;• Use non fiction language features so children

‘hear’ how the patterns are used;• Magpie – and capture in writing journals;• Display sentences not just words;• Generic language list;• Spelling/ sentence games;• Weaknesses – organisation, ‘register’ and detail.


What to write about in literacy?• The curriculum, e.g. Why did the Amada

happen?

• Interesting things, e.g. Extreme weather.

• Use a story, e.g. ‘Friend or Foe’ – what was the evacuation?

• Invented ideas, e.g. Do aliens exist?

Talk for Writing Non-fiction• Developed from the Storymaking project.

• Projects in the IOW, Bradford, Sheffield, Port Talbot, Lewisham, Torbay.

• Works best where storymaking is a familiar routine across a school.

• Linked to National Primary Strategy initiative ‘talk for writing’ 2009 – 2010.

Talk for Writing• Imitation – getting to know a text type well.

• Innovation – all having a ‘go’ at writing the text type, with the class all working on the same subject.

• Independent application – having a go at writing another one, all choosing different subjects.


The process• Internalise the text – talk it and read it.

• Identify the underlying patterns.

• Collect new information and put it onto the underlying pattern.

• Use this to talk and develop the new version.

• Shared, guided and independent writing.

Yr 1 aa. Girl (November)

• Do you like writing - score: 9. ‘you can sound all the words out’.

• What is hard about writing - ‘sometimes I can’t remember to do all the capital words and theres silent letters in them’.

• ‘Are you a good writer? How do you know? ‘Yes. I get all the words right.’

End of unit

• Do you like writing – score: 10. ‘I like the actions. It made it easier because I saw it in my head.’

• What is hard about writing – ‘some words like ‘hibernate’ and ‘nocturnal’.

• ‘Are you a good writer? How do you know? ‘Yes. I like writing because I can do the words.’

Initial sample – yr 1 report

Bats Han up side down.Bats like new homes. Bats like to eat inses.

End of unit Hedgehog Facs.Hedgehogs are not pets.

What are they like. They have sharp spins on ther bakes but undernif they are soft.

What do they eat? They eat slipuriy slugs crushey bittls tickley spids and juciy catppl. They like frat too. They gring wort. Badgers are the alle anmls that eat hedgehogs.

Did you now.Hedgehogs are nkctnl that mens they come out at nit. Hedgehogs hibnat that

mens they sleep in the winter. Their nest is called a hibnacl. Ther babys are coled hogllos.And ……they cansime!

Year 3 ba Boy

• Do you like writing – score: 1. Because ‘it is not fun’.

• What is hard about writing – ‘I am not good at writing’.

• ‘Are you a good writer? How do you know? ‘No because I am not good at sbeling’.

3 weeks later…

• Do you like writing – score: 10. Because ‘it is cool’.

• What is hard about writing – ‘nufing’.• ‘Are you a good writer? – ‘YES’

Y3 – initial sample – report

Hasds are riley sofd.

Thay slep in the day.

They hav shap tef.

They sutums clum up and down.

They eaten nus and druy bnuns.

End of unit sampleA lion is a type of cat with a lonig taol.

They all look the same. They have a bodey of a cat and long her. Most lions are yellow.

Lions usually live in loing grass in hot cutres like Africa and Asia.

They eat all sizes of animals and sometimes kill cubs.If you want to see a lion you could sday buy loing grass where there are lions foot pris.

When lions walk their heels don’t touch the ground. They can run at speed of 30 miles an hour. The males roar and can be heard over five miles away. Males eat first.

The most amazing thing a bault lion is that they are Excellent swimmers.


Our trip to the Country MuseumLast week, we all went to the Country Museum.

First, we looked at the tractors. They had enormous wheels.

Next, we sat on the farm trailer and went for a bumpy ride.

After that, the farmer showed us the animals. We saw two different types.1. The cows had sharp horns. They were waiting to be

milked.2. The sheep were with their babies.

Finally, we walked back to school. It was a great day out.

Last week

First

Next

After that

Our Trip

1.

2.

Finally School great


Learning a text orally• Draw a text map or washing line.

• Put actions to key language features.

• Talk the text as a class, groups and in pairs.

• Represent information through drawing, model making, photos, reading, drama games, discussion, use of objects, etc.


Varying talking the text

• Whole class – groups – pairs• Telling to other pairs or classes• Tennis – word by word or sentence by sentence• In a line• Babble gabble• Round the circle• Silently


Shared writing• Box up the underlying pattern.

• Create a grid + paragraph sub headings.

• Add in information.

• Develop through writing.


KS1 Port Talbot


A dragon has been sighted…• What signs might you see?• List ideas for trapping the pest - share ideas.• Hot seat someone who saw the dragon. • The ‘Minister for Dragon Disruption

Minimisation’ visits to explain how to trap one.• Draw washing line and learn ‘how to trap a

dragon’.


How…

R U

If so

de


…. Need:

magical

tasty meat


What…..First

Next

After that

Finally

Now

Finally


Warning

enter cave

as

enchanted


The dragon is captured but…

• An ogre arrives….• How can it be trapped?• Class version.• Children write their own.• Assess.


What else is out there?

• Assessment is used to focus shared/guided writing.

• Everyone chooses own ideas.• Class one might be on ‘cyclops’.• Children might write about - goblin, dwarf,

phoenix, wolf, orc, etc.


How to trap a mythical creature• In pairs, decide on your creature• Devise a good opening that encourages the

reader to read on• Be prepare to present your opening


Year 3 – SheffieldTinsley Junior School


Non-chronological report

• Creating ‘The Dragon Hunter’s Guide to Dragons of the British Isles’;

• Read extract from ‘Frost Dragon’;

• Internalise and imitate.


The Kingston Frost DragonThe Kingston Frost Dragon is a type of dragon. Have you ever wondered what a Frost Dragon looks like? In fact, they are similar to the majority of dragons. Like most Dragons, they have huge wings, large jaws, a spiny back and a long tail. Typically, they are a sparkling white colour. However, some have been spotted that are an icy blue. Furthermore, their teeth are made of diamonds and look like icicles. The main feature of this dragon is the fact that it does not breathe flames. They breathe frost and snow. A few dragons of this variety have the ability to breathe on any creature and freeze it to stone. Additionally, they all have webbed feet that they use for swimming.


Key points

• Move from ‘imaginative’ approach into ‘real’ – the children transfer language patterns.

• Focus on a chunk of subject knowledge, e.g. ‘dragons’/ Eygptians and use it for different text types.


Sharks


Whetting the appetite• Sharks- What do you know about sharks?

Jot down what you know and share this with a partner.

- What are your thoughts and feelings about them?

- What questions would you ask a shark expert?


Imitation • Getting to know a ‘report’, e.g. sharks.

• Talk the text.

• Read, enjoy and explore the text, e.g. label picture, mock interview with shark expert.

• Read as a writer – underlying patterns and features.


Jaws – the truth! Have you ever stepped into the sea and

wondered whether a shark will attack you? Most people live in fear of sharks and believe that they are cold-blooded killers.

However, only a few different types are actually dangerous. It is well-known that sharks are a sort of fish but most people know little else about these amazing creatures of which there are about 450 different types.


The large majority of sharks are easily recognisable because nearly all types have a long tail. Typically, they move this from side to side to help them swim. Additionally, they have staring eyes which help them see in dark water. Furthermore, they are famous for their sharp teeth. During their lifetime, sharks grow and lose many thousands of teeth. Another common feature is that their skin is made of scales that feel rough to touch and they have pointed snouts which are very sensitive.

There are a few amazing exceptions. For instance, the Hammerhead Shark is known by most people because their heads are shaped like a huge hammer.


Sharks live in the sea and are found around the world. However, a few live in fresh water. For instance, Bull Sharks swim up and down the Zambesi River. A minority of sharks live on the seabed and these tend to have flattened bodies. Typically, such bottom-feeders have what are known as ‘barbels’ which they use to disturb sand in order to find food. The majority live nearer the surface and their fins can be seen as they glide through the water. Basking sharks drift along the surface with their mouths wide open as they ingest plankton.

Reading as a writer• Topic sentence• Hooking the reader – holding interestSignposts Generalisers Description Technical vocab


What do you know about foxes?


Physically sort into clumps and give headings• All have lean bodies with long, thick fur.• Enjoy eggs and fruit. • Hunt alone at night• 27 species around the world. • Have adapted to town habitats. • Most are reddish brown colour.• Some species are yellow, white or black. • Usually live in wooded areas.• Can hear a mouse by its squeak.• Mark their territory with scent. • Have a bushy tail, or brush, and sharply pointed muzzle.• Live in a den underground.


Add in this extra information• Can see in the dark• Will defend territory against intruders• Mainly eat mice, rabbits, lizards, insects, frogs.• Sneak up on prey, freeze and pounce.• Can climb trees, walls and even rooftops.• Very hard to tame.• Do not make good pets.• Member of the dog family.• Most have large, pointed ears.• Keen sense of smell and hearing.


Foxes• How have you organised the information so

far?• What other clumps of information might

there be?• Create a grid – add in information.• Gather more.• Talk and re-talk and then write it.• Try to interest the reader.


Innovation - summary • Gather information about a new subject, e.g. Foxes: • Use sorting activity to clump information

• Put information onto the grid – amend headings.

• Orally rehearse and develop.

• Shared writing – independent writing – on ‘foxes’.

• Assess - in order to know what to teach next.


Independent application

• Teacher works with class on developing a new report, e.g. Owls.

- Gather information.- Put onto plan.- Shared/guided writing – driven by assessment.- Children use same process to do their own

related topic, e.g. bats, cats, etc.


Afternoon session


Maurice Leahy - Brighton


Time to reflect (see handouts)

1. What are the generic signposts and generalisers so far? (Handout 2)

2. List phrases to use in shared writing. (Handout 3)

3. Where can you ‘apply’ text types across the curriculum? (Handout 1)


Applying the language patterns across the curriculum


Yr 2 in literacy have done a 3-stage unit on explanatory writing

• Imitation: Funny explanation of why dragons disappeared• Innovation:

Explanation of why dinosaurs became extinct• Independent application:

Explanation of why an animal is in danger of becoming extinct (eg tigers; pandas)


Applying these language patterns across the curriculum – Year 21. Once unit completed, apply in different

curriculum areas eg:

• Topic work – Why pirates buried their treasure• Geography – Why seasons change• Science – How plants grow


Yr 5/6 in literacy have done a 3-stage unit on discussion writing

Imitation: Should crisps be sold at break?

Innovation: Should football be banned in the playground?

Independent application: Children selected their own topic for presentation

to school council


Warming up balanced discussion Scenario: The school council of a school with very limited play

areas has been asked to debate: ‘Should playing football be banned at break times?’

• In threes, brainstorm key arguments for and against the proposal

• Select one group member to present the best of the ‘for’ arguments and another to present the best of the ‘against’.

• The third member then sums up the points made in a balanced way bringing out the advantages and disadvantages and proposing a possible way forward.

• The other two then comment on how balanced the presentation was and suggest possible ways it could be improved.


Applying the language patterns across the curriculum – Year 5/6

Once unit completed, apply in different curriculum areas eg:

• History – Should children have been evacuated?• Geography – Should global warming be taken

seriously?• Philosophy - Can lying ever be justified?


Applying the language patterns in historye.g. The Fire of London: Using card-sorting activities to help children talk the text type in preparation for discussion writing


© Julia Strong

Why did the Great Fire of London get out of control and destroy so much of London? (see handout 4)

Houses in London were built very closely together

Water supplies were unusually low in 1666

Throughout London, heating and lighting were provided by fire

Officials did not believe it was going to spread and took no action when it started

The wind on the day of the fire was very strong

Someone started a fire in Pudding Lane

Fire fighting equipment was not good enough to cope with a large fire

Most buildings were made of wood. Adapted from an activity

devised by

Christine Counsell

Step1. Which of the statements

below is the least relevant to this

question?

Step 2. Sort the remaining

statements into short- term and

long-term causes

Step 3. Now clump the

information and give each clump a heading


Houses in London were built very closely together

Water supplies were unusually low in 1666Throughout London,

heating and lighting were provided by fire

Officials did not believe it was going to spread and took no action when it started

The wind on the day of the fire was very strong

Fire fighting equipment was not good enough to cope with a large fire

Most buildings were made of wood.

Built environment Weather Human error

Equipment

Step 4. Now turn your headings into

effective topic sentences

Question: Why did the Great Fire of London get out of control and destroy so much of London?

Short-term causes

long-term causes

Supporting step 4: Teacher helps the children make their topic sentences effective.

• Built environment


Step 5. Decide on the best order for your information

Step 6. Use symbols to represent this order

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


Step 7. Decide on how to write your opening to hook the reader/ listener

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


Step 8. In pairs, orally rehearse your presentations in turn using your symbols as a text map

Step 9. Discuss with partner how to improve presentations

Step 10. Be prepared to present your presentation to class

Step 11. Now write your ideas down


Supporting step 11: Teacher models – The planning grid – How to start the writing


Quality of writing… Yes/

No

Comment on 2 good points & suggest 2 key ways it could be improved

- Does it begin with an introduction that hooks the reader & explains why this is an interesting question to debate?

- Has the information been clumped well?

- Does a topic sentence introduce each clump?

- Does each paragraph interest the reader?

- Are the points linked successfully by good signposts/connectives?

Does the writing end with a good conclusion with reasons supporting your viewpoint?

Has it been read through?

- Have powerful words & phrases been chosen to suit the purpose and interest the reader?

Are the sentences correctly punctuated and words properly spelt?

Writing grids - supporting writing & peer assessment


Time to reflect on talk for writing across the curriculum (see handouts)

• What have you learnt?• How can you spread talk for writing across

the curriculum throughout your school?


Spreading it across the school

• Apply successfully in your classroom• Show at school-based inset• Set up peer-coaching• Achieve whole-school commitment over

time


Please hand in your- Delegate badge - Evaluation sheet & - Handout 1 with your suggestions about how Talk for Writing can be used across the curriculum

Many thanks, Pie Corbett and Julia Strong

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