Transcript Shared_writing_workshop_student_

Shared writing workshop
Week 4
FT PGCE
Objectives
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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 writing
Writing for
with
Teacher
Shared
Demo Scribing Supported
writing
by the child
Child
Guided
Independent
Palmer & Corbett (2003)
Text, sentence and word level
So what you already know is:
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that different text types have rules about the
generic text structure (text level)
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the smaller aspects: paragraphs, types of, and the
ordering sentences, punctuation (sentence level)
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the smallest parts: tenses, word classes,
connectives (word level)
Imitate, innovate & invent
Making sentences
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Make a sentence – it must:
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have a full stop
include a capital letter
make sense
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Read it to your friend
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Identify the:
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verb
noun
adjective
adverb
Make another…
Oh yes…one more!
Mucking about with a sentence
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The cat ran along the wall.
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Turn the original sentence into a different
text type;
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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
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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
Sentence of
three for
description
Reason for
Example
use
To set the Harry was
scene
wearing the
invisibility cloak,
glasses and a
strange looking
cone on his head.
Sentences of three for
action
Sentence
type
Reason for
use
Sentence of
three for
action
To
describe
what
happened
or to give
the writing
pace
Example
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?
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Adverbial phrases
Like 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:
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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
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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
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Useful for practising
Grammar Audit
 QTS practice tests:
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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/Spel
lingBee.aspx - The Times Spelling Bee
http://durham.schooljotter.com/coxhoe/Curriculu
m+Links/Literacy - Definitely a site for your
favourites