Talk for Writing
Thursday 10th October 2013
Presented by Debi Peers and Sarah Coldbeck
Blackpool Literacy Network
Aims
• To introduce Talk for Writing as a strategic
method, to improve writing across the whole
school.
• To develop teacher knowledge and
understanding of the five Talk for Writing
strategies, through discussion, demonstration
and interaction.
• To support teachers with incorporating
Talk for Writing into their planning.
• To enthuse teachers about Talk for Writing.
What does a good writer
do?
Discussion
What does a Good Writer do?
Talk for Writing is….
the developmental
exploration, through talk, of
the thinking and creative
processes involved in being a
writer
Talk for Writing should operate
at 3 levels and 3 stages…
Before
Writing
Teacher
Talk
Supported
Pupil Talk
Independent
Pupil Talk
During
Writing
Teacher
Talk
Supported
Pupil Talk
Independent
Pupil Talk
After
Writing
Teacher
Talk
Supported
Pupil Talk
Independent
Pupil Talk
The Structure
• Teacher talk – teacher verbalises thought
processes when modelling, demonstrating,
discussing.
• Supported pupil talk – structured and
scaffolded opportunities for children to
practise TfW through class or group
activities and conversations.
• Independent pupil talk – opportunities for
children to develop and practise in pairs
and small groups, independent of the
teacher.
Talk strategies
• Booktalk - children’s responses as readers.
• Writertalk – helps children think and behave
like a writer; ‘reading as a writer’, ‘writing as a
reader’.
• Storytelling and story-making – learning and
repeating oral stories: imitation, innovation,
invention.
• Word and language games – stimulate, develop
vocabulary; warm up the imagination.
• Role-play and drama – can be used at various
stages of the reading-writing teaching sequence
– ‘hot-seating’, ‘conscience alley’.
Word and Language
Games
• Word association
• Crossing the river
• Box of stars
• Tell me more about…
•
Painting the picture
Box of Stars
Word and Language Games
Talk games and activities can be used to:
• stimulate and develop vocabulary
• warm up the imagination and tune
children in to more creative thinking
• orally develop a character
• orally develop a setting
Booktalk
What is Book Talk?
Book-talk
Book-talk is the extended opportunity to use
talk to explore children’s personal and
collective responses to a text as readers
It develops confidence to share what they
understand or think about a piece of
writing or picture.
When this works well it develops
comprehension.
Book-talk - a 3 step process
• Step 1 - Eliciting response
• Step 2 - Extending response
• Step 3 - Encouraging critique
Book Talk
Col sat quietly, grabbed by a peace that he had
not known for a long while. ‘At last,’ he said
aloud, letting the paddles rest as he drifted on
through the rushes.
‘Matty,’ said Miss Jenkins, shaking her bubbly
blonde hair towards the passenger in the front
seat. ‘I have to know that you are going to try
hard.’
© Pie Corbett 2008. Used with kind permission
Booktalk: key points
• Teacher models before class tries
• Personal response, not barrage of
“comprehension” questions
• Open prompts/questions/invitations
• Critical and evaluative thinking
• No “wrong” answers – but pupils should be
prepared to change/amend/adapt in
response to others
• Building up group dialogue
All writers are liars and
thieves!
Key points for shared writing
• “Writer talk” –articulate the writer’s thinking
at all stages
• Focus on the key aspects of writing you want
to develop
• Draw on reading –use techniques identified
when reading as a writer
• Model progress – demonstrate the things that
will move children’s writing forward
• Be selective –don’t try and model everything
at once
• Start by demonstrating but quickly involve
the children (start a sentence for them to
finish, etc)
Key points for shared writing
• Accept suggestions, but don’t be pushed too
far off plan/track/focus
• Don’t get bogged down in spelling and
handwriting: keep the effect on the reader in
the forefront of your mind
• Never dodge a good word!
• Push for better ideas: first thoughts not
always the best
• Pace: keep it moving
• Value ideas that you don’t use
• Re-reading to check effect, “flow” etc (as
well as accuracy, meaning)
Basic principles for integrating
TFW into your planning
•Bear in mind both the overall nature and content of
the unit and the particular current writing
development needs of the children (based on AfL).
•Ensure that your main text provides:
Strong, clear model of the appropriate
genre/text type – text type guidance
Clear and challenging exemplification of the
aspects of writing (such as language features) on
which you need to focus
A clear structure that can be used or adapted as
a developmental scaffold for children’s writing
Final activity
Plan a Unit of Work, integrating
Talk for Writing into each Phase
of the Teaching Cycle
Impact on your
practice?