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www.floreatbrentford.org.uk@FloreatBrentfd
What is Talk for Writing?
A high quality programme that teaches children
the skills required to be a successful writer. It complements a high quality reading
programme.- Reading for enjoyment (pleasure and comprehension)- Shared reading (during phonics)- Guided reading (phonic books/ whole language books)
Imitation / Innovation / Independent application
Reception
Text = 3 weeks
Imitation <1/1 weekShared Innovation 1/2 weeksIndependent Application 1 week
Year 2
Text = 3 weeks
Imitation/Shared Innovation 1/2 weeks
Independent Application+ improvement 1 week
Talk for Writing is used across our school, in all year groups.Class teachers ensure the learning opportunities they are planning for their class cover all of their years group’s curriculum targets.
They consider:• key features of text• vocabulary• sentence types• grammar• Punctuation
The key features of a Talk for Writing lesson are visible in all classrooms, but the content, delivery and focus of these lessons changes as the children move through the school.
Children learn a model text, from a text map, consider its strengths and weaknesses from the position of both a reader and a writer and then make changes to the story to make it their own.
We innovate (change) our
stories using sticky notes.
RECEPTION
- Change the characters, adjectives, nouns
YEAR 1
- Changing multiple things, choosing more adventurous vocabulary, thinking about how the change affects other bits of the story
YEAR 2
- Changing the way a sentence or group of sentences are written but keeping the purpose of that section of text
EG:
Once upon a time there lived a poor boy called Jack.
R: Once upon a time there lived a poor boy called .
R/1: Once upon a time there lived a called .
1 / 2: One day Jack was sitting in his torn, dirty clotheswishing he had more money.
2: “I wish I wasn’t so poor,” Jack whispered, as he looked
at his torn clothes and empty money box.
We also focus explicitly on developing children’s handwriting and presentation.
Maths Mastery: Enrichment NOT acceleration!
Concrete > Pictorial > Abstract
Communication and articulation
Thinking
Acceptance of more than just
right and wrong-Multiple
strategies!
Confidence
Impacts of this approach:
Anchor Task (One problem to elicit the days learning. focus= methods and strategies)
Journaling to reflect and consolidate Textbook to reflect and consolidateGuided Practise with variationIndepent Practise (Using workbook. guided groups/independent/in groups)
Lesson StructureLessons across the school all follow the same structure, although there is a slight variation in Reception.
In this example children might so any of the following:•Add them by counting ALL•Put the large number in your head and count on •Use a number line to count on•Split the number to make 10 and then add the ones back onThe teacher asks the children questions and guides there thinking towards one key method that will be the lessons continuing focus
Lesson StructureAnchor Task- How many sweets are there altogether?
Children are encouraged to find the answer, but also to explain how they got to their answer. What method did they use? How do they know they are right? Is there a better way? Is there a more efficient way?
Lesson StructureJournaling- The children encounter the same problem, but with some degree of variation. This gives them an opportunity to demonstrate their understanding.
Lesson StructureTextbook-
Looking at a perfect model. Children explore their textbooks, with the teacher, to help them reflect on and consolidate what they have just uncovered for themselves.
They can identify the use of their own methods in the textbook and consider why the mathematician in the book may have used an alternative method.
Lesson StructureGuided Practise-Children explore the mathematical ideas and concepts further, with their peers and the teacher. They focus on variation and discuss procedural choices. Why does it make more sense to do it this way and not that way? Does that mean the same thing?
Lesson StructureIndependent Practise- Children move on to their workbooks and apply their understanding of the days learning by answering a range of questions independently. If they are not ready to work independently at this stage, they will work with a peer or in a guided group with their teacher.
Lesson StructureEnrichment not Extension-Advanced learners are encouraged to think more deeply about their learning. They may be asked to do one of the following:
• demonstrate their learning in a different way• apply their understanding in a different context• identify a different method they could use to solve the same problem• represent their understanding pictorially• explain their method and reasoning to a friend
Learning to read and write does not come as naturally as learning to speak and listen.Sounds-Write teaches skills and content in a progressive and logical order.The approach is inclusive of struggling learners and makes abstract concepts clearer for the children to understand.
Why Sounds~Write?
What do the children learn?Code Knowledge
– Letters are used to spell individual sounds– Each sound may be spelled by one or more letters.– Sounds may be written in more than one way.
» Eg: play, rain, great, gate
–Many spellings represent more than one sound.» Eg: the spelling < ea > can represent the sounds: seat, head,
break
What do the children learn?Skills
– Segmenting– Blending– Phoneme (sound)
manipulation
Skills- Let’s have a go!
_______________ ____________________
ta p of
gr
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