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Talk for Writing 06-01-16

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Ben Massey

on 20 January 2016

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Transcript of Talk for Writing 06-01-16

Talk for Writing 06-01-16
1. Talk for Writing at West Hove Infant School
Have a chat!
2. The Rationale
Talk for Writing focuses on the learning and internalisation of different text-types to:
3. The Structure
1. Cold Task
Thanks for listening!
Any questions?
The Rationalle
The Structure
What's happening already?
Do you already use T4W in any of your literacy planning?
Has it worked? Why/why not?
motivate children and teachers as writers.
become familiar with language rhythms and patterns of different text types.
internalise a ‘living library’ so children have a bank of stories/texts to draw from when writing their own.
help build children’s imaginative world.
internalise vocabulary, the flow of sentences and text patterns needed for writing.
2. Imitate
3. Innovate
4. Invent
5. Evaluate
6. Publish
1. Cold Task
(The unpopular bit!)
2. Imitate
(The popular bit!)
3. Innovate
Introduce a new stimulus. (We're learning about _________, so let's write a story about a _________________ who finds a talking __________________.)
4. Invent
(The other unpopular bit)
5. Evaluate
(The best bit!)
6. Publish
An independent piece of writing to demonstrate current understanding of the genre.
This can be used to update planning, targets and, if necessary, the class text.
(For example, before learning a story about a talking pineapple(!), ask children to imagine that a person finds a magical fruit and has an adventure.)
(There can be stimulus and planning time, but no direct narrative input.)
Before stating a unit:
Find/edit/write an appropriate text.
Share the text with TAs
Learn Makaton for any key words.
Prepare the environment.
Think about key learning objectives for the unit and edit the text if necessary.
Word and sentence level starters based on story contents and objectives (including initial learning of Makaton signs, photographing these and adding to Working Walls).
Tell the story and learn it using actions, roleplay, games and story mapping (class and/or individual).
Read and discuss the text, focusing on comprehension, vocabulary and structure. (Guided Reading?)
Identify sequence and pattern of text ready for boxing up
'Box up'/plan the new story.
shared writing
to update your story.
Starters to focus on relevant learning intentions.
Guided writing (different groups/individuals each day)
Independent Writing
Daily feedback (including self- and peer-assessment)
The good bit is when they (and you) look at the Cold Task and compare it with the Hot Task.)
Day 1: Introduce a new stimulus. Get children excited about writing and showing off. Share ideas for story writing and planning. Children plan independently.
Day 2: Children write independently. (If support is needed, any areas supported to be noted.)
Children look at their Hot Tasks and Cold Tasks together.
How has their writing improved?
What have they learned?
Children publish or perform their work (either innovation or invention) in any way that you like! (Preferably celebrated at an assembly and/or with parents.)
Full transcript