Examples of the work we have done in school around our Erasmus+ Project can all be found on the Erasmus pages of our website:
Redhills Erasmus Activities
martes, 3 de julio de 2018
jueves, 8 de marzo de 2018
Teaching English for writing - a method for all ages (native speakers and EAL)
Erasmus CLIL Project –
Sharing our Practice – Redhills Primary School
Teaching children to write in English
using the Talk for Writing ™ model
This is how we teach children to write at
Redhills. It was originally developed as a method to help children learning
English as an additional language, but then developed extensively by writer and
educator Pie Corbett to be a method to use in schools for all learners . www.talk4writing.co.uk/
The Devon primary literacy team, at Babcock
Education ldp, developed additional resources to support the teaching of
writing and grammar in this way. These resources are now published by Raintree
:
No Nonsense Grammar http://nononsense.raintree.co.uk/grammar and the online publication No Nonsense
Literacy http://nononsense.raintree.co.uk/literacy
.
The video clips shown here are clips from
the training material for No Nonsense Grammar. The example of a child’s work is
now published in No Nonsense Literacy.
The lesson was videoed at Redhills, in my Year One class (ages 5-6), and
the example piece of work is from a child in that class, from the end of the
teaching sequence.
The rationale behind the Talk for
Writing Model:
To write well, children need to learn
language, and to learn good language in context. By memorising quality stories,
they learn a pattern of language that they can mimic, manipulate and develop for
their own writing.
In the teaching sequence (usually over
about 3 weeks, 1 hour daily) children will immerse themselves in a quality
text, learning some if not all of it by heart, and working out what makes it a
good story – what the writer’s toolkit for the story was. They look at grammar that needs to be learned,
and use examples in the context of the story to understand how the grammar
works. Then together, to learn and practise, they write a shared story that
mirrors much of the original story but changes it. Writing this together helps
them try out and improve their use of the grammar and language. Finally, they write their own story, based on
the model, but with different outcomes, characters, settings etc. How far the
final story moves from the original model will depend on the age and ability of
the child.
In the folder is the planning and resources
for a teaching sequence based around a book called Augustus and his Smile by
Catherine Rayner:
This was for a Year 1 class (ages 5-6) and
was taught in later November/early December, so quite early in the academic
year. Over three weeks they memorised much of the story (using the picture
‘story maps’ to support them), then learned about the verbs that were used and
how verbs are needed in a sentence. Then they wrote a shared story about Lucas
the Lion who had lost his roar. Finally they wrote their own stories about an
animal that had lost something. The example story is of a Parrot that had lost
its Squawk. Much of the child’s writing
is phonetically spelled, (formally incorrect) – phonetic spelling is encouraged
at this stage of their learning until they have learned all of the phonemes in
the English language.
Rowena Brown, Year 1 Teacher and English
Subject Lead, Redhills Primary School
with thanks to the Babcock ldp Primary Literacy team.
miércoles, 7 de marzo de 2018
Video examples for Talk for Writing
These videos are the published training and marketing videos for a Grammar resource, No Nonsense Grammar, which uses the Talk for Writing approach. The classroom sections show how the text Augustus and his Smile is used to help the children learn the language patterns and the grammar within them.
lunes, 5 de marzo de 2018
domingo, 4 de marzo de 2018
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