Writing Workshop Agenda

• Welcome!

• Pie Corbett and Talk for writing – KS1 and FS

• Alan Peat – KS1 and KS2

• Age related expectations

• Going forward

Good writers… Dept of Education

• enjoy writing

• read widely, recognise good writing, and understand what makes it good;

• are aware of the key features of different genres and text types;

• learn about the skills of writing from reading (Book Talk)

• have something to say (a purpose and audience);

• know how to plan and prepare for writing;

• understand how to reflect, refine and improve their own work;

• can respond to the constructive criticism of others in final stage

http://www.essexprimaryheads.co.uk/sites/essexprimaryheads.co.uk/files/Talk%20for%20Writing.pdf

Talk for writing It is powerful because it enables children to imitate the language they need for a particular topic before writing their own version (innovate).

How does it help children? Children internalise:

• patterns of stories, e.g. quest or stories

• the building blocks of narrative – common characters, settings, events, the rise and fall of narrative pattern

• the flow of sentences – all children

• the vocabulary – especially, connectives that link and structure narrative such as: once upon a time, one day, so, next, but, finally

What are the 3 stages?

• Imitate – children learn the text orally

• Innovate - children change an element of the text, depending on focus (setting, character, etc.)

• Invent – children invent a new story

Imitation (1 – 1 ½ weeks)

Book Talk DramaHot seatingRole PlayQuestioningGuided readingFeaturesToolkit Performance Story structure

Innovate (1 week)

• Ensure you have a focus (changing character, setting, creating atmosphere)

• Model innovating a paragraph from the text e.g. There was once a young girl called Julie, to Once there lived a young boy called John. Take ideas from children and innovate sentence at a time

• Model using Alan Peat sentences

Invent (1 week) fiction only

• Children think of a way to apply what they have learnt to create a new story E.g if they have learnt a defeating a monster tale like Jack and the Beanstalk, they might invent a story about a bully in a classroom

• Story map – Story Mountain – story flow chart or story board. .

• Plan using Alan Peat structure – Who? Where, What happens? What happens next? Problem? Who helps? Ending?

• Cards in pods prompt

Progression

• Year 1: taught about word class and sentence structure, build up to writing stories.

Pie Corbett texts are repetitive.

• Y2: children begin to use Alan Peat sentences – diary entries.

Pie Corbett texts change to a higher level – introduce variety of sentences

• KS2: Embed Alan Peat.

• Go into greater depth into different sentence types.

• More complex punctuation.

• Aware of the reader.

• Writing in the style of different authors.

T4W: What can you do at home?

• Reading stories aloud – intonation

• Inventing stories based on your day – retell and interview

• Talking about stories – comprehension

• Composition and effect

• Drama and role play – make up games related to story-telling

Alan Peat

• Don’t avoid complex grammatical terms but don’t start with them (let younger pupils have a go too!)

• 25 sentence types can be differentiated and used across the school.

2A sentence Creating visual images in descriptive writing.

He was a tall, awkward man with an old, crumpled jacket.

It was an enormous, shiny building which created a wide, dark shadow.

Genre-specific examples

Persuasive arguments/review/narrative (fairytale)/instructions

BOYS sentenceTwo part sentence. First part ends with a comma and the latter part begins with a coordinating

conjunction (but, or, yet, so).

The giant could be friendly, or he could be terrifying.

It was a warm day, yet storm clouds gathered over the mountains.

Genre-specific examples

Instructions: This can be tricky, so have your ingredients ready before you start. Biography, Persuasive, Explanation…

Age Related Expectations Level 1Produces own ideas and write simple stories Shows control over word order – makes senseCan spell some common words correctlyMakes recognizable attempts at spelling – applies phonicShows an awareness of full stopsCan usually give clear letter shapeNeeds to: Use time connective, ensure each sentence flows,

Age Related Expectations Level 2Adds in relevant detail, writes sentences which flow, uses a range of sentence openers (needs to use more time connectives), uses capital letters and full stops correctly in 80% of writing

Needs to:Use wow words, develop and extend ideas, use a wider range of connectives (before, after), use a wide range of punctuation, spell all high frequency words correctly

Age Related Expectations – Level 3Uses time connectives, varies sentences and length, uses a wide range of connectives, e.g. yet, uses wow words, colossal, experiments with punctuation

End of year 3 but we need to be aware of where we are heading.

Where do we go from here?

• End of year assessment – a last blast and celebrating skills

• Retell – end of year and beginning of 2015 – 2016 and comparisons

• Showcase

• Notes with websites to Pie Corbett and Alan Peat on the communicator to follow

• Email amaysey@vhprimary.com or snewman@vhprimary.com