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Talk for Writing Introduction to TAs

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Ben Massey

on 23 February 2016

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Transcript of Talk for Writing Introduction to TAs

To motivate children and teachers as writers
To become familiar with language rhythms and patterns of different text types.
To internalise a ‘living library’ so children have a bank of stories/texts to draw from when writing their own.
To help build children’s imaginative world
To internalise vocabulary, the flow of sentences and text patterns needed for writing
What's been happening?
1. Cold task
2. Imitation
3. Innovation
4. Invention (& Hot Task)
5. Evaluation

Positive encouragement
Open questions
(What else could you add? What do you need to remember when...)

Reminders about prior learning
Learning texts orally to internalise language.
Story maps (visual representation)
Actions (kinaesthetic)
Drama, role play, props
Retelling in groups, pairs
What could we do to support imitation?
What texts have your class worked on?
Which have you enjoyed the most?
Not so long ago on the plains of Kenya, there lived a little girl called Jamina. In the early morning, Jamina went with her grandfather to collect honey. They followed the honey bird far into the bush. “I want to see elephants!” Jamina cried.
“We don’t see many now. Not since the hunters came,” said the old man.
Jamina’s eyes lit up. “I’m going to be a hunter!”

The Hunter
Book Talk – Connections with pupils' experience of the world and previous texts

Comprehension skills

Check and explore meaning of words and phrases.

Magpie-ing words

Reading as a reader
What effect is the writer trying to create?

How does the writer do this?

Identify/underline key features

Create a toolkit

Working Wall and word banks

Reading as a writer
(Note to self: 22 minutes:
Introducing a Simple Toolkit)
Writing children's ideas down
Listening to TPs and prompting them
Creating a mini-toolkit for your group/individual
Volunteering ideas
Focus on Learning Intention
Talk about targets and ideas
Guide the group's writing
Encourage children to self-assess
Positive encouragement
Open questions
(What else could you add? What do you need to remember when...)
Reminders about prior learning
What do you need?
What's the difference between your Hot and Cold tasks?
What have you learned?
What's your target?
Could you polish in your target?
Can you give your TP greens and oranges?
Then evaluate
Learn the text
Look at the planning
Look at text analysis
Model the language in conversation
Keep talking the text
Full transcript