If you're teaching grammar, as with any teaching, it's important to establish what the children already know and what needs to be taught. Use the never-heard-the-word grid with your class in order to establish which of the key grammar terms need teaching, or which the children have understood from previous grammar lessons.
Talk for Writing actions for key connectives. The connectives actions sheet is a one-page document with pictures of Pie demonstrating the suggested Talk for Writing actions for the key connectives. Shared writing phrases. It provides a range of phrases that it might be useful for teachers to use in order to get the most out of their class when doing a shared writing activity.
Connectives phrase bank.
The 'Connectives phrase bank' is a one-page document containing a range of different connectives that a writer might use. Teaching English creatively. This is a page document written by Pie Corbett. It is a key Talk for Writing resource in which Pie explains what is important when teaching English and also suggests a range of activities for teachers to use in the classroom.
What delegates say about our conferences. In this short video, four delegates at Pie Corbett's 'Grammar through Talk for Writing' conference explain what they will take away from the day. Varying sentence types. The aim is to help pupils understand different types of sentence and when they might be used. Varying sentence openings. This is a worksheet for pupils to fill in to help them consider how grammar can be used differently in an opening sentence and the impact this has on the reader. The Tree Giant.
This resource could be used as a starting point for non-fiction report writing when combined with the Talk for Writing approach. Meerkat Mail KS1 Unit. It has been written by Talk for Writing trainer Carol Satterthwaite. Talk for Writing through ICT. Here you can watch Pie model shared writing and provide an online writing tutorial for pupils in Bolton. Pie Corbett YouTube videos. Communal storytelling demonstration. Pie Corbett demonstrating communal storytelling to a group of literacy consultants. Introducing the concept of 'talk the text'. Pie Corbett introducing the concept of 'Talk the Text'.
The Aylesbury Vale Academy
How to plan writing progression year-on-year. This document is a teaching guide looking at which types of words and what level of grammar should be introduced at each year of the primary curriculum. The document has been updated in line with the grammar test requirements in England. Pie Corbett teaching Little Red Hen.
Using Dr Who to boost literacy. In this blog, a teacher explains how they used the Dr Who examples given in Pie Corbett's Talk for Writing Across the Curriculum book in their own class. Rome wasn't built in a day. Rome wasn't built in a day Talk for Writing Primary Expert Maria Richards explains why you must invest time and have a plan if you want to reap the potential benefits of Talk for Writing for your school.
The Manor House.
Talk for Writing trainer Jo Pearce explains how a model text can be used to help pupils become effective writers of suspense stories. Download the model text here, along with teaching notes and worked examples.
Units of Study Opinion, Information, and Narrative Writing
Writing and text mapping your own model text. Talk for Writing consultant Kathryn Pennington explains how and why she writes and maps her own model text: "Having a model text is vitally important in the writing process You need a clear example of what good looks like and that's where the model text comes in A good model text should clearly exemplify the key features that the children need to learn in order to make progress. It should include the areas for development identified from the cold task that helps you to know what the children can already do.
How do I use this book with Talk for Writing?
This downloadable resource includes 4 model texts. Talk for Writing in the Australian outback. Evelyn McKenna illustrates how Talk for Writing is creating outstanding progress in Pia Wadjarri Remote Community School in the Australian outback: "Traditionally, learning for aboriginal children was largely a matter of observation and imitation The imitation and innovation phase of TfW taps into this preferred learning style and provides a safe scaffold for students to gain confidence and develop mastery.
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- Units of Study in Opinion, Information, and Narrative Writing.
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- Uncertain Midnight.
- 10 Ways to Use Poetry in Your Classroom?
It has been exciting to see the way they have progressed The structure of the text models builds confidence and skills. The opportunities for over learning in an exciting and imaginative way has reinforced and built upon these". Little Vixen Street. A suspenseful model text by Talk for Writing Expert Dean Thompson, with accompanying teaching notes explaining how the text might be utilised to develop a unit of work: "Anthropomorphising the cunning or wily fox is a very popular idea in many stories - for example, The Gingerbread Man, Pinnochio, Dahl's Fantastic Mr Fox and of course Aesop's Fables In this story we catch a glimpse of a fox who is 'caught out' by a passing stranger who hopes to capture the moment The writing is in first person to try and capture the meeting 'in the moment'.
Creating quality independent writing at Hallsville Primary. At Hallsville Primary, teachers have found that there is not one magic ingredient for creating quality independent writing, but many.
Top Tips for teaching poetry
What do they think is the most important? Reading: "We have found that the longer you linger with the text, the better the independent outcomes are. It is easy to rush through the imitation stage, especially when you get further up the school, but choosing a challenging text and taking the time to explore it are both crucial. I will use the example of a Y6 unit on Macbeth Getting to the end point - real, quality independent writing.
Emma Mann, from Penn Wood Primary in Slough, takes us through how they get their pupils to the end point - real, quality independent writing.
www.adssafaris.com/cli/mystery/torts-law-writing-for-law-school.php At Penn Wood, the stages of Talk for Writing support 'the end point', i. In order to do this, we follow Talk for Writing's 'imitation, innovation, independent application' process. Pie Corbett on 'Writing for Pleasure'. There has been a lot talked about 'Reading for Pleasure' over the last year. Even the government recognises the significance of the link between reading for pleasure and attainment.
Of course, if children, or any of us, love doing something then we are more likely to put in the practice and over time become more skilled. It makes me smile that whilst 'Reading for Pleasure' is enshrined in the National Curriculum, the powers that be have yet to make the same link into maths or science or 'Writing for Pleasure'.
Quick tips for how to build a school community that reads. Talk for Writing expert Maria Richards writes: "We all know the importance of strengthening and increasing the amount children read and, as Pie Corbett would say, 'helping children to catch the pleasurable habit of reading. Inspired by this, I have worked with one of my local schools to really focus on building the reading culture.
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- On the Success of Failure: A Reassessment of the Effects of Retention in the Primary School Grades.
- How to Teach Poetry Writing: Workshops for Ages 8-13 : Developing Creative Literacy;
- Picturing Writing and Image-Making Effectiveness.
- The Christmas Pocket Bible: Every Christmas rule of thumb at your fingertips (Pocket Bibles).
Here are our top tips to getting going. Winds in the North West - a Mary Poppins inspired unit of work.
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- Four Days in Barcelona;
- Sceon na Mara (Irish Edition);
- Level 5 - Third Grade: Cute Dogs Make Reading Flash Cards Fun! (Teach Your Child to Read Sight Words).
- Research and Publications;
- Learning Modules;
- Using Poetry in Reader’s Workshops.
Following Talk for Writing training, Headteacher Sue Jackson invited an enthusiastic staff to plan a unit of work based on a creative hook and quality texts. This case study about the experience of class teacher, Elenor Chetwyndd-Knagg, features a unit of work in Year 4 based on Mary Poppins and exemplifies some key aspects of the Talk for Writing teaching sequence in action.
The unit followed a visit to the theatre production of Mary Poppins.