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Talk 4 Writing Toolkits and Grammar

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Ben Massey

on 20 May 2015

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Transcript of Talk 4 Writing Toolkits and Grammar

Literacy Staff Meeting
Tuesday 17th February
Welcome to the latest T4W Extravaganza!
Today, we'll be:
Remember:
SPAG/GPS
How confident are you?
Let's have a go!
How confident are you?
Let's have a go!
Post-it time!
Is there anything you're not confident with?
The ingredients and building blocks for successful writing
All instructions use imperative verbs. However, the writer has to be focussed on certain key strategies, for example:
Let's have a go!
a. The character is alone.
Work on the success criteria bit by bit, gradually building in new ideas whilst constantly revisiting previous concepts.
Checking out a GPS test
Pinpointing areas for development
Playing some grammar games
Talking Toolkits/Success Criteria
How to make characters Sound real:
Success Criteria
Grammar games!
Let's play!
Why do we use success criteria?
consider layout as a way of helping the reader;
draw on images and graphics to reinforce;
build the information logically, step by step;
select information that will surprise and intrigue the reader;
ensure that the information is clearly presented in an interesting manner;
use hooks to entice the reader to read on;
cut out any padding.
Joanne stood alone in the dark and listened. She could hear something scratching...
Can you use this to create 'suspense' success criteria?
b. The character is in a dark place.
c. The character can hear something making a noise.
d. We are not told what is making the noise. The word ‘something’ hides whatever it is so that the reader’s imagination kicks in.
Joanne stood alone in the dark and listened. She could hear something scratching...
Select a focus for each narrative unit so that across the year you pick up on – characterisation, settings, action, suspense, etc.
Collect examples in reading and use in writing:
Use a name that suggests the character, e.g. Mr Hardy (strong and tough), Miss Honey (gentle and kind).
Drop in a few details that suggest something, e.g. Mr Simons, gripping his cane, glared at the two boys.
Think about how the character feels, e.g. angry, sad, lonely or what type of person they are, e.g. bossy or shy.
Show this through what they say or do, e.g. “Get out!” he snapped, slamming the door. (Angry).
Reveal a character’s thoughts, e.g. He hoped that he would find his way home.
Know your character’s desire, wish or fear, e.g. Gareth had always wanted a pet/never liked lizards.
Use detail, e.g. Bonny polished her snake-skin sneakers.
Use other character’s comments or reactions, e.g. ‘Tracy’s upset again,’ whispered Jamil.
Talk about their hobby or main interest, e.g. Shiv kept a pet rat called Simon in a cage made of bamboo shoots.
Have your main character change during the story, e.g. Mrs Bonny frowned. (Opening) Mrs Bonny turned to her new found friend and smiled. (Ending).
Bookmarks
Rudyard Reading Dragons
Rudyard Reading Dragons
Meeting the Reading Dragons
Full transcript