Its Good to Talk From Talk to Text

It’s Good to Talk: From Talk to Text

Aims of the Session: Exploring how talk can support the development of writing n Using talk to generate ideas n Using talk to support the writing process (oral rehearsal) n Using talk to reflect on writing

Writing Processes Planning: working out the message; generating ideas; thinking about ‘the whole text’ Translating: moving from ideas in the head to words on the page: words, sentences; paragraphs; texts Reviewing: making decisions about the quality of what has been written But we also know that weaker, less mature writers can focus only on translation.

Talk into Writing Talk can support writing at all stages, not just before writing. • Talk before writing to generate ideas and meanings • Talk during writing to shape meaning or reflect on the text so far • Talk after writing to review and evaluate • Talk to develop understanding of writing processes

Talk to generate ideas n Huge variety of possibilities for using talk to help children get ideas for writing and to formulate those ideas in words…. n Storytelling; role play; puppets; artefacts; school visits; books as a stimulus; video clip; pictures… n This use of talk to support writing is a real strength in many classrooms

From Talk to Text 1. Talk to generate ideas 2. Talk to support moving from thoughts to spoken words to written text 3. Talk to support reflection on writing

MY WRITING Getting ideas What ideas have I got for my writing? Thinking about my writing What do I think about my writing? Say it, write it. What does my writing sound like?

Oral rehearsal n Oral rehearsal is referred to repeatedly in Strategy documents n 454 references to oral rehearsal on DSCF Standards website n No definition provided at any point n Frequently used in the context of writing, but also frequently used in the context of children with EAL

Strategy References n n n n Rehearse sentences orally before writing and cumulatively reread while writing The trainer repeatedly models rehearsal of sentences in speech before committing them to paper… Oral rehearsal before writing A range of drama and speaking and listening activities that support appropriate oral rehearsal prior to the written outcomes. Oral rehearsal prior to writing…. In pairs, children rehearse phrases and sentences, using some of the ideas suggested. Scribe the sentence, modelling its oral rehearsal before you write it. Oral rehearsal: in particular, for those children who have poor literacy skills; for children with poor language skills.

Oral Rehearsal: Writing Aloud n Oral rehearsal – saying aloud what you intend to write in precisely the way it will be written. n It is practising producing written text in oral form. n The emphasis is on writing patterns, not speech patterns. n We used ‘Write aloud’ or ‘Writing aloud’ to describe this with the children.

Vocalising text Child as individual writer Girl (Partner writing his letter throughout. Girl sits chewing pencil and looks as though she is thinking what to write. ) Dear dad (Long pause – hears other children’s talk off – then starts to rehearse beneath her breath. Not audible. . . won’t let. . me play football. . . she’ll let. . it’s not fair) Yes, that’s OK (spoken to partner who does not respond) Teacher Can you say what your first sentence is going to be? Girl Yes Teacher Tell me what it is then. Girl Mum won’t let. . won’t let me play football but and then I’m going to do a full stop alright but she will let Laura play tennis. It’s not fair.

Peer-supported Composition Peer leads process asking questions, providing suggestions which lead to individual composition Girl . . . umm. . In the forest. . Boy Why are you becoming extinct? (reading from his sheet, then turns to look at her) Girl Because they’re chopping down all the leaves. . and the trees and stuff. . . and. . . (pause) Boy Have you forgotten the last bit? (laughs) Girl (laughs) Yes Boy So all the trees have been chopped down so I can’t live in the shade. . . and things like that. That’s the thing you’ve. . Girl They’re chopping all the leaves down and. . . Boy (Whispers to prompt). . . and there’s no shade left. Girl and there’s no shade left

Shaping sentences Emphasis on practising: emerging sentences being re-phrased or amended orally Girl (Girl grabs boy and directs him to task. ) Come on, Robert. . . Don’t say please, don’t say. . in don’t put please in instructions in. . at. . in. . the. . . um. . . at the. . . of. . a. . instruction. . start of a sentence. Don’t put please at the start of a instruction. (V strong rehearsing and recursive structuring of the sentence)

Oral rehearsal in the classroom n Sounds different from natural talk – has the element of rehearsal n Involves practising written text through speech n Offers the chance to shape and reframe phrases or sentences n Paired oral rehearsal can lead to co-construction of text n Paired oral rehearsal provides writers with an audience The focus of oral rehearsal is n principally on ‘translation’ stage, moving from ideas and spoken words to written text; n addressing linguistic, cognitive and social demands of writing; n on idea of ‘rehearsal’

How did we do this? n Talking Partners and ‘writing aloud’ n Magic Pencil n Invisible Ink n Talking text to a class toy

Talk for Thinking about Writing Metalinguistic awareness: n choosing words; how sentences fit together; how you know when a sentence ends; how you join sentences together; what do texts look like on the page… Metacognitive awareness: n knowing how to approach writing tasks; where do ideas come from; strategies for solving writing problems; knowing what is difficult or easy… When does metacognitive/metalinguistic awareness begin?

Teachers’ Talking n Modelling own thinking processes and writing strategies n Modelling reviewing processes and how to make judgements (not necessarily completed texts) n Modelling decision-making processes and reasons for choices made n Modelling how to cope with problems n Using texts as models and ‘unpicking’ how they work n Using former students’ work to model exemplary writing

Talk for Writing n Talk to support idea generation n Talk to plan text outline n Talk to support phrase or sentence construction n Talk to collaborate with peers n Talk to reflect on writing n Talk to share writing n Talk to hear printed text aloud n Talk to support peer and self-assessment n Talk to share writing strategies

It’s Good to Talk: Taking Stock Listening Activities (from last Network Day) 1. Clear description of the activity (so that someone else could use it) 2. Brief explanation of how it worked any specific guidance.

It’s Good to Talk: Taking Stock n Dialogic talk for enquiry and open thinking n Co-operative pair and group work n Reducing teacher talk in whole class talk and increasing student participation n Improving questioning – better use of student answers; involving more students in responding to each other’s answers n Generating student questions n Developing listening skills n Using talk to support writing, especially oral rehearsal and reflective talk

Pre-session Task n In planning for the Autumn Term, adapt your plans to embed all these principles in your teaching n Be explicit about where you are addressing this in your teaching (eg highlight it) n Try to use talk effectively in all teaching interactions, not just planned ones n During September, reflect on how effective your use of talk is n Begin to think about two aspects of talk that we have considered which you will develop in more detail between October and January

Pre-Session Task n At the next Network Day, you will be asked to write a critical reflection on the effectiveness of your strategies to improve talk in your classroom. n Bring notes, examples, snippets etc that will help you do this.

Enjoy the summer break… … and return ready to create learning classrooms, where talk is central to learning.