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
© Pie Corbett & Julia Strong
Talk for Writing - the story so far..
© Pie Corbett & Julia Strong
•
Talk for Learning and life
Imitation
• Innovation
•
Independent application
•
Application across the curriculum
© Pie Corbett & Julia Strong
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…….
© Pie Corbett & Julia Strong
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
© Pie Corbett & Julia Strong
Make Playstations Available in School!
Playstations should be available in all primary schools.
Add
burger
/
topic
sentencs..
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 !
© Pie Corbett & Julia Strong
Use colour coding to support understanding 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
© Pie Corbett & Julia Strong
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
Persuasion
Discussion
(Information)
Typical
structure
Typical
language
features
Chronological
Chronological
Headings
Topic
sentences
Impersonal
Time
connectives
Impersonal /
Personal
Time
connectives
Descriptive
Chronological
/ logical
Topic
sentences
Logical
Logical
Logical
Topic
sentences
& headings
Topic
sentences
Topic
sentences
Impersonal
Impersonal
Personal
Impersonal
Causal
connectives
Logical
connectives
Emotive
connectives
Comparing
and causal
connectives
Generalises
Description
to illustrate
Generalises
Generalises
Description to Description to Description
illustrate
illustrate
to attract
© Pie Corbett & Julia Strong
Session One: Recount
Warm-up activity
Anecdotes - Memory boxes - unusual
people, places or events.
© Pie Corbett & Julia Strong
Little Red Riding Hood
• Start with the story - retell in pairs or threes.
• Brainstorm possibilities for
non-fiction, e.g. ‘How to trap
a wolf’.
© Pie Corbett & Julia Strong
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
© Pie Corbett & Julia Strong
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.
© Pie Corbett & Julia Strong
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.
© Pie Corbett & Julia Strong
Yesterday
JS
32
palace
medal
© Pie Corbett & Julia Strong
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.
© Pie Corbett & Julia Strong
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
© Pie Corbett & Julia Strong
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
© Pie Corbett & Julia Strong
Innovation feedback
Polishing 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.
© Pie Corbett & Julia Strong
Boxing up news articles
Paragraph 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
© Pie Corbett & Julia Strong
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.
© Pie Corbett & Julia Strong
KS1 Recount : moving on from a
recount of a trip/event….
© Pie Corbett & Julia Strong
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
© Pie Corbett & Julia Strong
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 day
of Anne Boleyn’s execution
- eyewitness accounts!
Handout 5
© Pie Corbett & Julia Strong
A few key reminders
• Imitation :
> tune into the topic and text type - have some fun!
> read and talk the text type
Use writing journals to
• Innovation:
remind children of
connectives, generalisers,
> box up
sentence patterns, etc.
> magpie and play with the language
• Apply independently & across the curriculum
- Shared/guided writing – driven by assessment is key.
- Children write, edit & polish.
© Pie Corbett & Julia Strong
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
© Pie Corbett & Julia Strong
Tuning into the text
• Reading the text type
• Talking the text type
Through: 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.
© Pie Corbett & Julia Strong
Cloze Procedure
For 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.
© Pie Corbett & Julia Strong
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.
© Pie Corbett & Julia Strong
Reading the text type
Investigate 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!
© Pie Corbett & Julia Strong
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”
© Pie Corbett & Julia Strong
RU
R
Yx
C
HRFP
ww
W
X
There is
Only 5m
CU!
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Imitation - Hawk’s Ridge Farm Park
Are 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!
© Pie Corbett & Julia Strong
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.
© Pie Corbett & Julia Strong
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.
© 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.........??
© Pie Corbett & Julia60
Strong
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More complex persuasion
A persuasive argument at a higher
level.
• 3 stage process?
• Appropriate level of model
© Pie Corbett & Julia Strong
Imitation
• Communal version?
• Tips for writing a model
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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!
Innovation
• Box up, shared writing
• Tips for organisation
‘Clumping!’
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Purpose: to persuade people to join a campaign. Audience: general public
Many miners have been killed
excavating Unobtanium
Na’vi tribes live in many different
locations around Pandora and
their homes are sacred to their
heritage.
Unobtanium can be found below
the Hallelujah Mountains.
The Na’vi are exotic looking, 3
meters tall with smooth blue
skin and sweeping tails.
The RDA mining operation
causes pollution in many ways –
damaging the purity of the water,
scaring wildlife through loud noise
Many animals on Pandora exist
nowhere else, as they are adapted to
the current planet conditions.
Miners returning from
Pandora suffer long-term
health issues including
blood and bone cancers
Mining releases toxins from
underground
The Dapophet (or
‘water plant’) is one
of the key Na’vi
nutrition sources,
storing water in its
tissues.
The Hallelujah Mountains
(floating mountains) are sacred to
the Na’vi.
‘Clumping’
Step One:
Which of the statements are least relevant
to 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
Unobtanium can be found below
the Hallelujah Mountains.
The Na’vi are exotic looking, 3
meters tall with smooth blue
skin and sweeping tails.
The RDA mining operation
causes pollution in many ways –
damaging the purity of the water,
scaring wildlife through loud
noise
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.
Miners returning from
Pandora suffer long-term
health issues including
blood and bone cancers
Mining releases toxins from
underground
The Dapophet (or
‘water plant’) is one
of the key Na’vi
nutrition sources,
storing water in its
tissues.
The Hallelujah Mountains
(floating mountains) are sacred to
the Na’vi.
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 texts
effectively, sequencing and structuring
information, ideas and events
Across a range of writing
L5 · material is structured
L4
L3
AF4 – construct paragraphs and use cohesion
within and between paragraphs
Across a range of writing
clearly, with sentences
organised into appropriate
paragraphs
paragraphs clearly structure main
ideas across text to support
purpose, e.g. clear chronological
or logical links between
paragraphs
Across a range of writing
Across a range of writing
·
· ideas organised by
· paragraphs/sections help to
clustering related points or by organise content, e.g. main
time sequence
idea usually supported or
elaborated by following
sentences
Further reinforcement across the
curriculum
• 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!
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?
© Pie Corbett & Julia Strong
Key reading activities for any text type
Good 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
© Pie Corbett & Julia Strong
Warming up and playing with
language and ideas
© Pie Corbett & Julia93
Strong
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Warm up activities: Discussion Writing
• spelling games
• creative games
• sentence games
In pairs discuss:
5 reasons to become a teacher
5 reasons NOT to become a teacher
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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.
© Pie Corbett & Julia Strong
Living Sentences: Discussion Writing
• Connective of the week - ‘whether or
not’.
• Connectives tennis
I believe that…….. because ------
© Pie Corbett & Julia Strong
Drama: discussion/any text type
Interviews
Hot seating
Miming
Making presentations
Just one minute
News broadcasts
Advertise or cat walk information
Phone calls
Panels of experts
TV adverts/shows/Facebook/YouTube
© Pie Corbett & Julia Strong
Exploring and playing with
organisation of text
© Pie Corbett & Julia98
Strong
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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.
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.
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
© Pie Corbett
& Julia
Strong by
aliens.
Sequencing : Discussion Writing
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.
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.
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
© Pie Corbett & Julia Strong
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.
© Pie Corbett & Julia Strong
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.
© Pie Corbett & Julia Strong
Talking the Text Type discussion
© Pie Corbett & Julia
Strong
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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.
© Pie Corbett & Julia Strong
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.
© Pie Corbett & Julia
Strong
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Discussion writing - in 4s
Do 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.
© Pie Corbett & Julia Strong
Editing, assessing, polishing
& publishing
© Pie Corbett & Julia
Strong
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Discussion Writing - Improve
Are 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.
© Pie Corbett & Julia Strong
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.
© Pie Corbett & Julia Strong
Discussion across the year groups
Where across the year groups do you use
discussion?
© Pie Corbett & Julia111
Strong
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Pushing on to a higher level
...... progression is key
© Pie Corbett & Julia
Strong
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Signalling certainty or uncertainty
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…
Bill Bryson “A Really Short History of Nearly Everything”
© Pie Corbett & Julia Strong
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”
© Pie Corbett & Julia Strong
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”
© Julia Strong & Pie Corbett
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
© Pie Corbett & Julia
Strong
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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
© Pie Corbett & Julia
Strong
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Key features the 6 non-fiction text types
have in common
Instruction
Recount
Explanation
Non-chron
report
Persuasion
Discussion
(Information)
Typical
structure
Chronological
Chronological
Topic
sentences
Chronological
/ logical
Topic
sentences
Logical
Logical
Logical
Topic
sentences
& headings
Topic
sentences
Topic
sentences
Impersonal
Impersonal
Personal
Impersonal
Causal
connectives
Logical
connectives
Emotive
connectives
Comparing
and causal
connectives
Generalises
Description
to illustrate
Headings
Typical
language
features
Impersonal
Time
connectives
Impersonal /
Personal
Time
connectives
Descriptive
Generalises
Generalises
Description to Description to Description
illustrate
illustrate
to attract
© Pie Corbett & Julia Strong
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
© Pie Corbett & Julia Strong
Investigation: Does exercise affect heart rate?
when
My
Because
To carry out
compare 2
For this
However,
essential
compared
test
=
other conditions =
because
or ?
© Pie Corbett & Julia Strong
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.
© Pie Corbett & Julia Strong
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
© Pie Corbett & Julia Strong
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
© Pie Corbett & Julia Strong
121
Consolidating learning:
Devise living sentences to sum up
key learning points
© Pie Corbett & Julia Strong
Application across the curriculum
• Identify where the language patterns
of discussion text can be embedded
across the curriculum
© Pie Corbett & Julia Strong
Spreading it across the school
1. Apply successfully in your classroom
2. Get headteacher support for the approach
3. Show at school-based inset
• Set up peer-coaching
• Achieve whole-school commitment over time
Handout 4
Handout 6
© Pie Corbett & Julia Strong
RU
X
1.
outstanding
Devise ee
P x 3 until LL
© Pie Corbett & Julia Strong
Next
Use s
mm
different T
Show
with gg
Meanwhile,
ww
all
© Pie Corbett & Julia Strong
After that,
set s s
ttt
Finally,
ac
ddd History, ee Science &
pp PHSE
© Pie Corbett & Julia Strong
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 eyepopping 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.
© Pie Corbett & Julia Strong
Please hand in your
- Delegate badge
- NLT card
- Evaluation sheet
Many thanks,
Pie Corbett, Judy Clark and Julia Strong
judy.clark@literacytrust.org.uk
© Pie Corbett & Julia Strong
National Literacy Trust
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