12,782
edits
Interactive teaching in literacy and language/2. Talk for writing: Difference between revisions
From OER in Education
Interactive teaching in literacy and language/2. Talk for writing (view source)
Revision as of 22:15, 10 February 2015
, 9 years agono edit summary
No edit summary |
No edit summary |
||
| Line 27: | Line 27: | ||
All of this needs to be applied in '''whole-class '''learning and teaching and in '''guided writing'''. | All of this needs to be applied in '''whole-class '''learning and teaching and in '''guided writing'''. | ||
The precise nature of what is planned as ''Talk for Writing'' in any particular unit of work will obviously need to take into careful account: | The precise nature of what is planned as ''Talk for Writing ''in any particular unit of work will obviously need to take into careful account: | ||
* the purpose and audience of the writing; | * the purpose and audience of the writing; | ||
| Line 42: | Line 42: | ||
= What does | = What does ''Talk for writing ''look like? Talk strategies = | ||
== Book-talk == | == Book-talk == | ||
| Line 70: | Line 70: | ||
== Storytelling and story-making== | == Storytelling and story-making''' == | ||
This involves the learning and repeating of oral stories, building children’s confidence to develop them through telling and then extending that development into writing; later creating ‘new’ stories orally as a preparation and rehearsal for writing. The learning and development of stories through oral retelling builds up in children enormously valuable banks of language and narrative patterning that can be incorporated into later writing. It can also build towards a confidence to create ‘original’ stories (although even these often draw on or ‘magpie’ previously learned/read ideas) and to rehearse them orally. In this way, the development of storytelling is built through a sequence involving first imitation (the straight retelling of learned stories) then innovation (developing, extending and changing elements of a story) and finally invention (creating a ‘new’ story). | This involves the learning and repeating of oral stories, building children’s confidence to develop them through telling and then extending that development into writing; later creating ‘new’ stories orally as a preparation and rehearsal for writing. The learning and development of stories through oral retelling builds up in children enormously valuable banks of language and narrative patterning that can be incorporated into later writing. It can also build towards a confidence to create ‘original’ stories (although even these often draw on or ‘magpie’ previously learned/read ideas) and to rehearse them orally. In this way, the development of storytelling is built through a sequence involving first imitation (the straight retelling of learned stories) then innovation (developing, extending and changing elements of a story) and finally invention (creating a ‘new’ story). | ||
To build confidence, storytelling and story-making are often more effective if initially carried out communally, gradually working towards greater independence through group, paired and finally individual approaches. | To build confidence, storytelling and story-making are often more effective if initially carried out communally, gradually working towards greater independence through group, paired and finally individual approaches. | ||
== Word and language games == | == Word and language games == | ||
| Line 113: | Line 114: | ||
=Role-play and drama = | === Role-play and drama === | ||
Drama activities can be used effectively across the curriculum to promote high-quality thinking, discussion and written outcomes. Here are some examples of strategies. | Drama activities can be used effectively across the curriculum to promote high-quality thinking, discussion and written outcomes. Here are some examples of strategies. | ||
| Line 168: | Line 169: | ||
===From drama to writing=== | ==='From drama to writing=== | ||
Such drama or talk activities can support children in creating and developing characters when writing fiction. They demonstrate that characters are sometimes complex and have a history, a background, views and opinions, interests, hopes and fears. Activities such as ‘hot seating’ and ‘character on the wall’ allow children to ‘meet’ a character in role and to gather information about them in a drama context before writing. Children can use the information they collect as a resource to help them create a vivid and interesting character when they write. | Such drama or talk activities can support children in creating and developing characters when writing fiction. They demonstrate that characters are sometimes complex and have a history, a background, views and opinions, interests, hopes and fears. Activities such as ‘hot seating’ and ‘character on the wall’ allow children to ‘meet’ a character in role and to gather information about them in a drama context before writing. Children can use the information they collect as a resource to help them create a vivid and interesting character when they write. | ||
