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T4W Introduction for support staff

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by

Ben Massey

on 25 April 2017

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Transcript of T4W Introduction for support staff

Talk for writing
Supporting T4W in the classroom
Agenda
Who am I and who is Pie?
Why are we here?
What is Talk for Writing? (an overview)
Supporting children through the stages
Introductions
I am...
Pie is...
Why are we here?
NOT to give you loads of extra work!
So that everyone feels involved in the learning.
To give you an understanding of what we're doing and why.
To give a T4W overview before looking at practical ways to support the children.
Why we're here:
Have you experienced Talk for Writing in your classrooms?
What does it look like?
Why do we do it?
Have a chat.
What is Talk for Writing?
Basically, it's storytelling. (And non-fiction telling!)
Children 'learn' a series of texts throughout each year through story-mapping, games and role-play.)
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
1. Preparation
2. Cold task
3. Imitation
4. Innovation
5. Invention
(& Hot Task)
6. Evaluation
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?
Once in Kenya, there lived a girl called Jamina. One morning, she went for a walk with her grandfather.

Jamina pretended to hunt an elephant and heard a sad sound. She followed it and got lost in the jungle.

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
Q & A
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 constructive feedback?
Then evaluate
Green
and
orange
Learn the text
Look at the planning
Look at text analysis
Model the language in conversation
Keep talking the text
The Stages
Any idea what
they are?
Preparation
The most important stage for teachers to involve you in.
Preparation:
Teachers select/write/rewrite a text based on the children's needs.
Adults prepare the environment and think of ways to immerse the children in the text.
How could teachers support you at this stage?
Have a chat!
What could you do to prepare for the unit of work?
Have a chat!
Share the text
(highlighted if possible)
Talk to you!
Discuss the learning
objecives
Answer any questions
you might have.
Share ideas and planning
Positive encouragement
Open questions. (What else could you add? What do you need to remember when...?)
Reminders about prior learning
Let's have a go!
Welcome back!
Now where were we?
We did a bit of imitation.
And we got to here!
Introduction:
Jamina and her grandfather go to find honey in the bush.
A character goes somewhere with someone to do something(!).
Many moons ago, a young boy called Bert, who longed to be a fisherman, went to pick mangoes in the jungle with his annoying little sister, Prunella.
Any ideas?
Thank you and good night!
Full transcript