Talk for Writing
The Talk for Writing method enables children to progressively understand, and gain confidence and competence with, different fiction genres and plot patterns, and non-fiction text types. Each year group cover a balance of Narrative, Non-Fiction and Poetry text types. The National Curriculum (2014) is used to support coverage of the English skills and this is supported by the key principles of Talk for Writing:
- making explicit the processes and thinking involved in the writing process so that ultimately, they can be internalised and applied by children in their own writing.
Phase 1: Baseline assessment and planning
Teaching is focused by initial assessment (a ‘cold’ task) An interesting and rich starting point provides the stimulus and content but there is no initial teaching. The aim of this is to see what the children can do independently at the start of a unit, drawing on their prior learning. Through the assessment of the writing teachers work out what to teach the whole class, different groups and adapt the model text and plan. Targets are set for individuals. which encourages pupils and helps us track the impact of teaching.
- The Imitation phase
Each unit begins with a creative ‘hook’ which engages the children and gives a sense of enjoyment, audience and purpose. The model text, from which teaching is drawn, is pitched above the children’s attainment level and has built into it the underlying, transferable structures and language patterns that children will need when they are writing. This model is learned using a pictorial ‘text map’ with actions to strengthen memory and help children internalise the text. Activities such as drama are used to deepen understanding of the text. Once children can ‘talk like the text’, the model, and other examples, are then read for vocabulary and comprehension, before being analysed for the basic text structure, language patterns and writing techniques. This phase is underpinned by rehearsing key spellings and grammatical patterns. Short-burst writing is used to practise key focus skills.
- The Innovation phase
Once children are familiar with the model text, this phase leads them into creating their own versions. A new subject/angle is presented and the teacher leads children through planning. With our younger children, this is based on changing the basic text map and retelling/drawing/writing new versions. Out older children use boxed-up planners and teachers demonstrate how to create simple plans and orally develop ideas prior to writing. Shared and guided writing is then used to stage writing over a number of days so that children are writing texts bit by bit, concentrating on bringing all the elements they have been learning together, writing effectively and accurately. Feedback is given during the lessons to individuals, and whole class feedback is given on a daily basis, so that children can be taught how to improve their writing, make it more accurate, until they can increasingly edit in pairs or on their own.
- Independent application
In this phase, children apply independently what has been taught and practised in the prior phases. A rich starting point that taps into what children know and what matters to them is provided so that their writing is purposeful. Writing can be staged over a number of days and there is time for several independent pieces to be written. With non-fiction, children also apply what they have been taught across the wider curriculum. The final written piece is used as an assessment of progress across the unit.
Implementation: The Long-Term Overview
The long-term overview maps the texts being studied from Reception – Year 6. These are regularly reviewed.
Implementation: Unit Plans
The unit plans provide detailed progression through the Talk for Writing process, with carefully thought-out teaching approaches and activities suitable for each phase.
Handwriting
We aim to teach our children the importance of presentation. We teach how to produce neat handwriting and expect that all children take pride in the work that they produce. Writing is taught using a cursive font, from Year 2, and is modelled continually across school. Print is taught in Reception and Year 1 classes to ensure children acquire correct formation before moving to cursive in Year 2.
Spelling
Spelling is taught discretely throughout the school. Spelling tests are given weekly
and may be differentiated. The tests consist of words or word patterns which have
been taught, high frequency words, common exception words from the National Curriculum. We follow the VN whole school spelling scheme.
