talk-write non fiction

© Pie Corbett & Julia Strong

Talking for Learning and Life - developing Talk for Writing to fulfil potential across the curriculum

Presented by Pie Corbett supported by Judy Clark & Julia Strong


Talk for Writing - the story so far..


Talk for Learning and life • Imitation • Innovation

• Independent application

• Application across the curriculum


Talking for Learning and Life - developing Talk for Writing to

fulfil potential across the curriculum

The essence of non fiction... •‘ We write best about what we know and what matters….’

•The best writing is written to engage the reader

•Audience + Purpose = style + organisation.

•Shifting register…….


Just before we begin.......

An introduction to key transferable non fiction techniques that will be referenced throughout the day.Generics of non fiction:•colour coding•topic sentences• structure - boxing up


Add burger / topic sentencs..Make Playstations Available in School!

Playstations should be available in all primary schools. There are a number of reasons why this should happen.

The first reason for this is to help children enjoy their education more. Many school lessons are not very interesting and there are lots of children who find learning the school subjects dull. What about that terrible topic about traffic! However, most children enjoy computer games and if there were playstations in all schools then more children would look forward to coming to school because there would be at least one time in the day they would enjoy !


Use colour coding to support under-standing of typical text features

• Topic sentences – underlined• Structural features – e.g. headings – brown• Sentence signposts/ connectives – shocking

pink• Generalisation – orange• Detail to illustrate points - green• Technical language - blue

Handout 1

Impact of colour-coded exemplar text

• The effect of this was instantly amazing and therefore I used a similar method with my Y7

who were writing a report on the uses of ICT in society.

• The results with all the classes astonished me. I had expected improvements, but not on the

scale seen.


Key features the 6 non-fiction text types have in common

Instruction Recount Explanation

Non-chron report(Information)

Persuasion

Discussion

Typical structure

Chronological

Headings

Chronological

Topic sentences

Chronological/ logicalTopic sentences

Logical

Topic sentences& headings

Logical

Topic sentences

Logical

Topic sentences

Typical language features

Impersonal

Time connectives

Impersonal /PersonalTime connectives

Descriptive

Impersonal

Causal connectives

GeneralisesDescription to illustrate

Impersonal

Logical connectives


Personal

Emotive connectives

Description to attract

Impersonal

Comparing and causal connectivesGeneralisesDescription to illustrate


Session One: RecountWarm-up activity

Anecdotes - Memory boxes - unusual people, places or events.


Little Red Riding Hood

• Start with the story - retell in pairs or threes.

• Brainstorm possibilities fornon-fiction, e.g. ‘How to trap a wolf’.


Tuning into the topic• Drama….role play, first lines, role on the

wall, conscience alley, masks, etc…. • Environment… clues left in the room,

woodland display, role play area, artwork..• Read, read ,read…. how many versions

do you know?• Multi media… Newsround website, First

News, Teen Kids News, local radio station…..etc


Tuning into the topic….• Work in pairs as woodcutter and local news hound.

• As a class list possible questions - when, who, where, what, why + comments.

• Teacher models interview with wolf (Julia + Pie).

• Role play interview in pairs with woodcutter.


Imitation• Learn orally the newspaper report, using a

washing line.

• Box the report into a grid and name the paragraph headings

• Highlight any words or phrases that might be useful for writing an interview with grandma.


Yesterday JS 32

palace

medal


Local Wood Cutter Wins Medal

Yesterday, local lumber-jack hero Jim Stevenson, 32 years old, was awarded a medal at a special ceremony in the palace for his bravery in rescuing Little Red Riding Hood from the jaws of a terrifying Wolf.

In December last year, sharp-witted Jim put his lumber-jack skills to great use by tracking a vicious wolf he saw following a little girl in a red hood. He arrived at her grandmother’s cottage just in time to save the little girl and her granny. Jim heroically fought off the wolf with his axe.

Jim told ‘The Informer’ that he was feeling very chipper about being awarded a medal. ‘I never expected that. I only did what any ordinary person would have done. It was the proudest moment of my life,’ he said.


Innovation• Brainstorm good headline for granny article.

• Interview Granny – battle axe or sweet old lady?!

• Think through how you would write the opening paragraph – remember you need a hook and to include Who? What? Where? Why? When? (Invent relevant facts based on Little Red Riding Hood) Draw your paragraph to help.

• Now, in turns, tell your opening paragraph to your partner and discuss how each version could be improved


Innovation• Add information to the grid - embellish if need be.

• Shared writing of each paragraph followed by independent writing.

• Delegates write own paragraphs and then work in pairs as response partners.

Handout 2


Innovation feedbackPolishing and editing are key….• Write own models for editing

• Move from writing own texts for teaching editing on to using children’s writing - use of a visualizer

• Teach editing as a class then in pairs.

• Use marking to identify strengths and places where writing might be improved.


Boxing up news articlesParagraph 1 (& sometimes 2) includes:• Hook to grab reader’s interest plus• Who?•When?•What?• Why?• Where?

Paragraph 3+: Less important news about topic – include quote about how a character feels

Final paragraph: often acts as a pointer – an end that suggests direction story may take


Independent application• Whole Class writing of another news article such as an

interview with ‘Jack’ about the Beanstalk - or a character from a novel - or a real person in the school community about something of interest.

• Children write own interviews up following the same process, focusing on a person/ event of their choosing.

• The process - interview, map information onto grid, talk the article through before shared and independent writing.


KS1 Recount : moving on from a recount of a trip/event….

Overall plan...

Imitation:GINGERBREAD MAN DISAPPEARS!Oral version - little old man / lady interviewed. Children rewrote own reports of his tragic disappearance.

Innovation:The next day’s news: Fox arrested! Following extensive enquiries, key suspect interviewed and arrested. Shared writing class and group versions.

Independent application:Unusual find at Waterside Primary: BLUE BALLOON BRINGS TREASURE!! Independent writing

Application across the curriculum: KING TUT FINALLY FOUND ! EXCLUSIVE Interview with Howard Carter


Current NS text type coverage


Application across the curriculum Identify where the language patterns of recount

text can be embedded across the curriculum..

• Interview with ‘Magic Grandad’ as he goes back in time to Pudding Lane….

• Front page article on the dayof Anne Boleyn’s execution- eyewitness accounts!Handout 5


A few key reminders • Imitation : > tune into the topic and text type - have some fun!> read and talk the text type• Innovation: > box up> magpie and play with the language• Apply independently & across the curriculum

- Shared/guided writing – driven by assessment is key.- Children write, edit & polish.

Use writing journals to remind children of connectives, generalisers, sentence patterns, etc.

Session 2: Persuasion


Spirit of the age?Children are being recruited by marketing agencies to promote fizzy drinks and computer games to their friends. The “brand ambassadors”, some as young as seven, can earn up to £25 a week in vouchers for “chatting” about certain products – online or off – or hosting parties where the items are distributed. “Don’t start up a chat about the project,” advises marketing agency Dubit Insider. “It’s best to look for natural opportunities to drop it into the conversation.”

The Week, February 2010

Tuning into the text• Reading the text type• Talking the text typeThrough: warm up games, drama, booktalk, cloze

procedure etc.


Persuasion Warm UP Games:• In pairs swap roles, taking one minute to

persuade (monologue):

- > a snowman to come into the kitchen from outside;

> a dragon to stop eating maidens.


Cloze ProcedureFor sale – a …….. opportunity to buy a ……, ………. school building, …… for conversion. This ….. of a building would make a ….. setting for 6 flats. …….. placed for the shopping centre and railway, the ……… grounds and …….. car parking is a ……. bonus.

Complete with a ………… that money just cannot buy. The ……… school bell adds that …….. flavour.


4 progressive stages• Imitation - immerse in and learn simple

leaflet.

• Innovation - create leaflet for school.

• Independent application - create leaflet to advertise local or invented attraction.

• Application across the curriculum, e.g leaflets about conservation in science.


Reading the text typeInvestigate leaflets for ‘hooks’

Join the race........Find 5 different examples of persuasive

techniques / common language patterns...

eg. Question used to engage ...Are bored children driving you crazy? or Use of imperatives - those bossy sentences ... Don’t forget Lemurland!


Key language patterns• Questions – Are bored children driving you crazy?• Alliteration – Dino Dig & the Wacky Workshop• Rhyme – Dora the explorer• Repetition – Find us to find the fun• Imperatives (bossy sentences) – Don’t forget

Lemurland!• Personal appeal – You can get close up and personal• Boastful language – The World’s oldest tourist

attraction• Patterns of 3 – Visit. Shop it. Love it.• Short sentences – Discover Wildwood.• Language aimed at audience, e.g. Txt• Testimonials/quotes - “Join us for a great day out”

55

RU

R

Y x HRFP wwC W X

There is

Only 5m CU!


Imitation - Hawk’s Ridge Farm ParkAre you ever bored at the weekend? Are the kids driving you crazy? Why not head straight to Hawk’s Ridge Farm Park and enter a world of wonder? See eagles fly. Wonder at the bats’ cave. Don’t miss Butterfly world.

There is ample parking, a cool café and a great shop.

Only 5 minutes from junction 25 of the motorway! See you there!


Innovation. All create school leaflet selling school as a local weekend attraction.

1. Box Up main categories.

2. Add possible details - ‘selling’ points/ amenities.

3. Orally rehearse, magpie language features from leaflets and oral model - draw own map using symbols to help support you.

4. Shared / independent writing.


Independent Application: Create your own leaflet promoting your local area • Use words, phrases and selling ideas from

your list and the leaflets.

• List attractions in your area.• Create a leaflet, advertising your local area.

• Be prepared to present orally.

60© Pie Corbett & Julia Strong

Application across the curriculum• Create a leaflet to persuade other schools to

visit their local museum after own class trip. History/ Science / Art etc

• Leaflet to advertise the school summer fayre PHSE / Citizenship

• Promote the term’s school production Music /Drama

• Advertise a new product designed in DT

How many more.........??47


More complex persuasionA persuasive argument at a higher

level.

• 3 stage process?

• Appropriate level of model

43

Imitation

• Communal version?

• Tips for writing a model

59

Paradise Island in Perilous Plight. It’s hard to imagine a world without the island of Odin. Sadly the

island is under immediate threat and without your help, the consequences could be catastrophic! Will you do your duty and rise to the challenge?

The famous Flower of Odin has been pushed to the brink of extinction by illegal harvesting. As a result, the Odinian people are losing their staple diet and worryingly a sacred part of their culture is at risk.

In addition, the paradise island is under threat of pollution. Habitats are being trampled and rivers poisoned.

No one but a fool would allow this situation to continue unchallenged. I would urge you to join our fight to save this unique island.

Take immediate steps and call our campaign line or visit our website - see details below. Remember, you can make a difference!

45

Innovation

• Box up, shared writing• Tips for organisation‘Clumping!’

45

Purpose: to persuade people to join a campaign. Audience: general public

Many miners have been killed excavating Unobtanium

Mining releases toxins from underground

Miners returning from Pandora suffer long-term health issues including blood and bone cancers

Unobtanium can be found below the Hallelujah Mountains.

The Hallelujah Mountains (floating mountains) are sacred to the Na’vi.

The Na’vi are exotic looking, 3 meters tall with smooth blue skin and sweeping tails.

Na’vi tribes live in many different locations around Pandora and their homes are sacred to their heritage.

Many animals on Pandora exist nowhere else, as they are adapted to the current planet conditions.

The RDA mining operation causes pollution in many ways – damaging the purity of the water, scaring wildlife through loud noise

The Dapophet (or ‘water plant’) is one of the key Na’vi nutrition sources, storing water in its tissues.

‘Clumping’Step One: Which of the statements are least relevantto the aim? Discard for now

Step Two: Clump the remaining pieces of information

Step Three: Give each clump a heading.

Aim : to persuade people to join the cause to protect Pandora

Many miners have been killed excavating Unobtanium

Mining releases toxins from underground

Miners returning from Pandora suffer long-term health issues including blood and bone cancers

Unobtanium can be found below the Hallelujah Mountains.

The Hallelujah Mountains (floating mountains) are sacred to the Na’vi.

The Na’vi are exotic looking, 3 meters tall with smooth blue skin and sweeping tails.

Na’vi tribes live in many different locations around Pandora and their homes are sacred to their heritage.

Many animals on Pandora exist nowhere else, as they are adapted to the current planet conditions.

The RDA mining operation causes pollution in many ways – damaging the purity of the water, scaring wildlife through loud noise

The Dapophet (or ‘water plant’) is one of the key Na’vi nutrition sources, storing water in its tissues.

Step Four: Decide on the best order of your

clumps Step Five:

Turn each of your headings into a topic sentence.

Step Six: Decide on the best order for the information within your clump.

AF3 – organise and present whole textseffectively, sequencing and structuringinformation, ideas and events

AF4 – construct paragraphs and use cohesion within and between paragraphs

L5 Across a range of writing· material is structured clearly, with sentencesorganised into appropriate paragraphs

Across a range of writing· paragraphs clearly structure main ideas across text to support purpose, e.g. clear chronological or logical links between paragraphs

L4 Across a range of writing· ideas organised by clustering related points or by time sequence

Across a range of writing· paragraphs/sections help to organise content, e.g. main idea usually supported or elaborated by following sentences

L3

• Join our school council campaign to improve lunchtime activities….. PSHE / Citizenship

• Save our school pond campaign…Habitats / Science• Eco School campaign to compost all school waste… Environment / Geog/ Science• Local conservation group to protect wildlife area..Habitats /

Science / Citizenship• Campaign for endangered species…. Environment / Geog/

Science• Join up for a national campaign – comic relief / sport relief /

Send my Friend to School campaign….PSHE/Citizenship

………….possibilities are endless!

Further reinforcement across the curriculum

Session 3: Discussion


Discussion Why is being able to discuss a useful skill to teach in schools?

Why/where is it needed in everyday life?


Key reading activities for any text typeGood quality examples of the text available

Warm ups - tuning into the text.Annotate - what is the effect? How did the writer achieve this?

List - writing techniques, language patterns, box up.Sequencing - embedding text organisation.Cloze procedure - focusing on vocabulary.

Drama games - reusing patterns.Draw and retell - communal or independent telling to internalise.Compare - building criteria.Improve - building criteria.Living sentences - internalising key patterns.Booktalk

93© Pie Corbett & Julia Strong69

Warming up and playing with language and ideas

56

Warm up activities: Discussion Writing• spelling games• creative games• sentence games

In pairs discuss:5 reasons to become a teacher5 reasons NOT to become a teacher

88


Cloze Procedure : Discussion Writing Many people ……. that Rooney is one of our

best players and should ……….. be a central feature of any team. ……………….., they point out that his presence on the pitch gives confidence to other players.

……………….., his long experience playing internationally means ……. he is less likely to be unnerved at big matches. …………., they ………. that he should be included in the team ……….. he knows how to keep other teams under pressure.


Living Sentences: Discussion Writing• Connective of the week - ‘whether or

not’.

• Connectives tennis

I believe that…….. because ------


Drama: discussion/any text type InterviewsHot seating Miming Making presentationsJust one minuteNews broadcastsAdvertise or cat walk informationPhone callsPanels of expertsTV adverts/shows/Facebook/YouTube


Exploring and playing with organisation of text


Sequencing : Discussion Writing

On the other hand, there is a hardcore section of the community who thinkthat the idea of aliens visiting Warminster is ridiculous. These people believe that it is hard enough to encourage visitors from local towns to visit and shop, let alone anyone from a million light years away! They also believe that the crop circles are manmade and that sightings of spaceships are caused by atmospheric pressure changes.Moreover they dismiss reports of alien abduction as being impossible.

Recently, there has been considerable discussion over whether or not aliens actually do exist. This has been a recent topic of conversation on the streets of Warminster due to an unprecedented number of sightings.

Many of the town’s folk believe that aliens do exist. There have been so many sightings of strange lights that there is now a common belief that spaceships from other worlds have been visiting the area for some years. This has been fuelled by several residents claiming that they have been abducted by aliens and giving very detailed and graphic accounts. Furthermore, crop circles have been a common feature in this area for many years and some scientists claim that these have been made by aliens.

In the end, the jury is out on this crucial debate. Many of us remain skeptic. However, while strange lights appear over the local hills there will always be that strange feeling that maybe we are not quite alone in the universe.


Sequencing : Discussion Writing

On the other hand, there is a hardcore section of the community who think

that the idea of aliens visiting Warminster is ridiculous. These people believe that it is hard enough to encourage visitors from local towns to visit and shop, let alone anyone from a million light years away! They also believe that the crop circles are manmade and that sightings of spaceships are caused by atmospheric pressure changes.Moreover they dismiss reports of alien abduction as being impossible.

Recently, there has been considerable discussion over whether or not aliens actually do exist. This has been a recent topic of conversation on the streets of Warminster due to an unprecedented number of sightings. Many of the town’s folk believe that aliens do exist. There have been so many sightings of strange lights that there is now a common belief that spaceships from other worlds have been visiting the area for some years. This has been fuelled by several residents claiming that they have been abducted by aliens and giving very detailed and graphic accounts. Furthermore, crop circles have been a common feature in this area for many years and some scientists claim that these have been made by aliens.

In the end, the jury is out on this crucial debate. Many of us remain skeptic. However, while strange lights appear over the local hills there will always be that strange feeling that maybe we are not quite alone in the universe.


Discussion Writing - Sequencing a ‘reasons against’ paragraph

They also believe that the crop circles are manmade and that sightings of spaceships are caused by atmospheric pressure changes.

Moreover, they dismiss reports of alien abduction as being impossible.

These people believe that it is hard enough to encourage visitors from local towns to visit and shop, let alone anyone from a million light years away!

On the other hand, there is a hardcore section of the community who think that the idea of aliens visiting Warminster is ridiculous.


Discussion Writing - Sequencing a ‘reasons against’ paragraph

On the other hand, there is a hardcore section of the community who think that the idea of aliens visiting Warminster is ridiculous.

These people believe that it is hard enough to encourage visitors from local towns to visit and shop, let alone anyone from a million light years away!

They also believe that the crop circles are manmade and that sightings of spaceships are caused by atmospheric pressure changes.

Moreover, they dismiss reports of alien abduction as being impossible.


Talking the Text Type - discussion


Discussion Writing - Draw and Retell• Word for word - like communal

storytelling - using a washing line to show paragraphs;

to -

• Independent retelling - draw basic ideas and then retell in own words but drawing on bank of words and phrases.


Should Jack be imprisoned for theft? Many people think that Jack should be sent to jail because he stole the giant’s magical hen that lays golden eggs. Additionally, he returned to the giant’s castle and took a never-ending purse plus the giant’s talking harp. Furthermore, he was responsible for killing the giant.On the other hand, some people argue that Jack was on the edge of starvation and was forced to steal in order to save his dying mother. Moreover, it could be argued that the giant was a danger to the local area and had been responsible for stealing sheep and cattle to feed himself and his wife. Indeed, some people believe that Jack should be further rewarded for ridding the locality of this terrible creature.Having considered all the arguments, I believe that whilst stealing should normally be punished, on this occasion Jack acted in the best interests of his family and the local area.


Discussion writing - in 4sDo dragons exist?

• One presents an opening to draw the listeners in.

• One gives 3 reasons for/ one 3 against.

• One concludes.- Drawings only – no words.


Editing, assessing, polishing& publishing


Discussion Writing - ImproveAre computers good for you?In our group we have been discussing whether or not computers are good for you.Some people argue that you can learn from using the computer and they have programmes to help them read and improve their maths and that they use the computer to find out information and that the computer is going to be used in the future in many jobs and we should get used to using them.


Discussion Writing - Compare - which is best and why?

Currently, there is a heated debate in our class because one of us can be nominated by the intergalactic council for hero status. Would becoming a superhero would be a good idea or not?

Would you make a good superhero? Do you believe that a life rescuing those in disasters and becoming a freedom fighter against the tyranny of street crime would be for you? Here’s some things you might want to think about before committing yourself to taking up the cape!

In our class we have been debating whether or not it would be advisable to become a superhero.


Discussion across the year groups

Where across the year groups do you use discussion?

86


Pushing on to a higher level ...... progression is key


Signalling certainty or uncertainty

Bill Bryson “A Really Short History of Nearly Everything”

A key reason why… Another possible cause…

It could be argued that… Another significant factor

It is clear that… It is worth considering…

This possibly led to… The main cause of…


Underline the phrases signalling uncertainty Nobody knows even approximately how many

asteroids there are tumbling through space but the number is thought to be probably not less than a billion. They are presumed to be planets that never quite made it, owing to the unsettling gravitational pull of Jupiter, which keeps them from joining up…Altogether it’s thought that some 2,000 asteroids big enough to put us in peril regularly cross our orbit. But even a small asteroid – the size of a house, say – could destroy a city. The number of these relative tiddlers in Earth-crossing orbits is almost certainly in the region of hundreds of thousands, and possibly in the millions – and they are nearly impossible to track.Bill Bryson “A Really Short History of Nearly Everything”

© Julia Strong & Pie Corbett

Highlight the phrases signalling uncertainty Nobody knows even approximately how many

asteroids there are tumbling through space but the number is thought to be probably not less than a billion. They are presumed to be planets that never quite made it, owing to the unsettling gravitational pull of Jupiter, which keeps them from joining up…Altogether it’s thought that some 2,000 asteroids big enough to put us in peril regularly cross our orbit. But even a small asteroid – the size of a house, say – could destroy a city. The number of these relative tiddlers in Earth-crossing orbits is almost certainly in the region of hundreds of thousands, and possibly in the millions – and they are nearly impossible to track.Bill Bryson “A Really Short History of Nearly Everything”


Do dragons exist ?

• revisit dragons discussion• shared writing at the higher level• return to your own dragon discussion and

develop one paragraph to L5 standard

89


Application across the curriculum

“non-fiction texts are wide ranging and occur in many forms in everyday life...many non-fiction texts in real life blur the boundaries between text types and their features. The most common language features are listed for each text type, but variants of all text types occur, especially when they are used in combination. The features listed are often but not always present .” DCFS 2006 text type document.

• depth of coverage• blurred and hybrid text types• generic features across non-fiction


Key features the 6 non-fiction text types have in common

Instruction Recount Explanation

Non-chron report(Information)

Persuasion

Discussion

Typical structure

Chronological

Headings

Chronological

Topic sentences

Chronological/ logicalTopic sentences

Logical

Topic sentences& headings

Logical

Topic sentences

Logical

Topic sentences

Typical language features

Impersonal

Time connectives

Impersonal /PersonalTime connectives

Descriptive

Impersonal

Causal connectives


Impersonal

Logical connectives


Personal

Emotive connectives

Description to attract

Impersonal

Comparing and causal connectivesGeneralisesDescription to illustrate


Using the approach to support science investigations

Text type = a mix of key non-fiction text types including recount, information, explanation and discussion

So begin with imitation to get the appropriate patterns of language in the head


My

Because

To carry out compare 2

For this compared

However, test =

essential other conditions = because or ?

Investigation: Does exercise affect heart rate?

when


I am investigating what happens to my heart when I take exercise. My hypothesis, what I think will happen, is that exercise will make my heart beat faster because the heart has to pump blood faster to enable me to do the exercise. To carry out an investigation, you must compare two variables: two things which change or vary. For this investigation, I will compare my heart rate when I am resting and when I am taking exercise. However, it is important to make the test fair. To make this test fair, I must time my heart for exactly the same amount of time when I am resting as when I am exercising. It is essential that all the other conditions remain the same because, otherwise, I wouldn’t know if it was the exercise or something else that was making the difference.


e.g. Yrs 5/6 in science have done a 3-stage approach over 3

units to embed how to express science investigations Imitation: Class “recitation” of investigation into effect of exercise on the heart

Innovation: Teacher shows class how to innovate through shared writing and then each student writes up their own version of an investigation about photosynthesis

Independent application:Class work independently on writing up their investigation relating to a third unit of work in science

121

Shared writing: 1. Demonstrate how to use the exemplar to plan your own investigation (boxing up text)2. Demonstrate how to use the exemplar to write your own investigation

Introduction

Hypothesis

Variables

Fairness



Consolidating learning:Devise living sentences to sum up key learning points

in order to replenish oxygen supplies

during vigorous exercisethe heart must pump blood faster to the cells


Application across the curriculum

• Identify where the language patterns of discussion text can be embedded across the curriculum


Spreading it across the school

1. Apply successfully in your classroom2. Get headteacher support for the approach

3. Show at school-based inset• Set up peer-coaching• Achieve whole-school commitment over timeHandout 4 Handout 6


RU

X outstanding

1. Devise ee

P x 3 until LL


Next Use s mm different T

Show

with gg

Meanwhile, ww all


After that, set s s

t t t

Finally, ac

ddd History, ee Science & pp PHSE


Instructions for Talk for Learning Are you kept awake at night by the need to improve literacy levels? Do not despair! Help is at hand. Just follow these simple instructions and you, too, can achieve outstanding results.

First, imitate. Devise exciting exemplar text that will help your class make eye-popping progress. Perform and perform and perform it until they really know those lovely language patterns.

Next innovate. Use stunning shared writing to miraculously model how to adapt those patterns for a different topic. Show them how to begin by boxing up text and warm up those words and phrases with great games. Meanwhile, help them magpie wizard words and phrases from all the activities they do.

After that, help them become independent. Set sizzling similar tasks so that they can show how they can talk and write terrific text type on their own.

Finally, apply what they have learnt across the curriculum demonstrating distinguished discussion in history, excellent explanation in science and perfect persuasion for PHSE.


Please hand in your- Delegate badge - NLT card- Evaluation sheet Many thanks, Pie Corbett, Judy Clark and Julia [email protected]

mailto:[email protected]

www.literacytrust.org.uk

National Literacy Trust• One in six people in the UK struggle to read,

write and communicate• We believe that society will only be fair when

everyone can communicate as well as they need• We deliver projects, campaign, investigate and

innovate, share knowledge and work in partnership to transform lives through literacy

• We are an independent charity

talk-write non fiction

Documents