shared writing workshop

Shared writing workshop

Week 4FT PGCE

Objectives To understand how to scaffold children’s writing through modelling of the writing process

Teachers as writers

“….teachers must write in the presence of their classes. This is rather different from the earlier sense of a teacher being a writer whose experience might act as a

reflective guide as well as a demonstrator of techniques.”

Bearne (2002)

The teaching of writingWriting for with by the child

Teacher Child

Shared Guided Independent

Demo Scribing Supported writing Palmer & Corbett (2003)

Text, sentence and word level

So what you already know is:

that different text types have rules about the generic text structure (text level)

the smaller aspects: paragraphs, types of, and the ordering sentences, punctuation (sentence level)

the smallest parts: tenses, word classes, connectives (word level)

Imitate, innovate & invent

Making sentences Make a sentence – it must: have a full stop include a capital letter

make sense

Read it to your friend

Identify the: verb noun adjective adverb

Make another…

Oh yes…one more!

Mucking about with a sentence

The cat ran along the wall.

Turn the original sentence into a different text type; A recipe, newspaper report, discussion, recount.

You could add a question, an exclamation, turn into a compound sentence, a complex sentence. Have a go in your writing journal.

Sentence starters Add an adverbial phrase to the following:

Mr Medway came into the classroom. Ben ate his lunch. She left the table.

Can you change the position of the adverbial phrase?

Is there anywhere you can’t put it?

Sentences of three for description

Sentence type

Reason for use

Example

Sentence of three for description

To set the scene

Harry was wearing the invisibility cloak, glasses and a strange looking cone on his head.

Sentences of three for action

Sentence type

Reason for use

Example

Sentence of three for action

To describe what happened or to give the writing pace

Terry ran down the hill, tripped on a stone and ended up in a bramble hedge.

What do you know about…sentences?

Name 3 types of sentence Describe the difference, to your partner, between each.

Level 3 writers do not use variety in their sentences and tend to use only one, possibly two types of sentences – which type do you think they over-use?

So…how do we help them?

Adverbial phrasesLike single adverbs, they modify verbs,adjectives or adverbs. For example: He opened it extremely easily. I'll do it quite soon.

I ran so fast.

He was quite unexpectedly kind. He came very surprisingly quickly.

Handwriting & spelling Transcriptional elements of the writing process

What do you need to know for SE1: School’s handwriting policy Practise your handwriting in line with school

Know the terminology - lead in, flick? How spelling is linked to phonics - it is encoding phonemes into graphemes - across Key Stage 1 and Key Stage 2

Useful resources Jumpstart Literacy - Pie Corbett Free Pie Corbett resources - www.everybodywrites.org.uk Developing Early Writing - DCSF KS Spelling Bank - DCSF First Steps - Map of Writing Development & Writing Resource Book

Grammar for Writing - DCSF

Useful for practising Grammar Audit QTS practice tests:

http://www.tda.gov.uk/skillstests/literacy.aspx www.bbc.co.uk/skillswise/words/spelling/ www.bbc.co.uk/skillswise/words/grammar http://www.timesspellingbee.co.uk/Training/SpellingBee.aspx - The Times Spelling Bee

http://durham.schooljotter.com/coxhoe/Curriculum+Links/Literacy - Definitely a site for your favourites