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How to teach non-fiction wiritng - itslearning

How to teach non- fiction writing Compiled by Working Party Project Coordinator Sheila Hentall SIO Lewisham School Improvement Team Acknowledgements ACKNOWLEDGEMENTS. Working Party Project Coordinator Sheila Hentall, SIO Lewisham School Improvement Team Design by Very special thanks to the teachers who participated in the working party and contributed to the production this guidance publication. Eunice Asante Jemma Burke Yvonne Ethrington Tim Greaves Shona Tomson Maria Wheeler Cate Wood Thanks also to the pupils for sharing their work and to the Headteachers of the schools for their support Baring, Childeric Fairlawn, Gordonbrock, St.

How to teach non-fiction writing Compiled by Working Party Project Coordinator Sheila Hentall SIO Lewisham School Improvement Team

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Transcription of How to teach non-fiction wiritng - itslearning

1 How to teach non- fiction writing Compiled by Working Party Project Coordinator Sheila Hentall SIO Lewisham School Improvement Team Acknowledgements ACKNOWLEDGEMENTS. Working Party Project Coordinator Sheila Hentall, SIO Lewisham School Improvement Team Design by Very special thanks to the teachers who participated in the working party and contributed to the production this guidance publication. Eunice Asante Jemma Burke Yvonne Ethrington Tim Greaves Shona Tomson Maria Wheeler Cate Wood Thanks also to the pupils for sharing their work and to the Headteachers of the schools for their support Baring, Childeric Fairlawn, Gordonbrock, St.

2 Michael's, St. Augustine's Very special thanks also to Pie Corbett and Julia Strong for suggesting this working party and for their generous support and guidance throughout the year. 2009 2010. All the children's names in this publication have been changed. Contents Introduction The Teaching Sequence for non fiction writing - a model for planning Exemplar units of work written and annotated by teachers who used them Recount/ Journalistic writing Discussion (balanced argument). Biography Persuasive writing (through DVD blurb, newspaper report, advertisement and wanted poster).

3 Instructions Explanation Report The Case Studies Pupils - impact of this approach on attitudes and attainment Teacher's Reflections Conclusions Glossary and Appendix In March 2009 the Lewisham Literacy Team were delighted to be invited by Pie Corbett and Julia Strong to work with them trialling their approach to Introduction teaching non- fiction writing . Lewisham Primary Consultants had been working closely with Pie Corbett since 2007 supporting schools in the use of his Storymaking' techniques as a key strategy for improving narrative writing .

4 Storymaking has been shown to have a significant impact on attainment. Pie described the approach to the teaching of non- fiction , that he had he developed with Julia Strong from the National Literacy Trust, as a natural follow-up' to his work on narrative writing so we were confident of it's value to Lewisham schools. The project was launched by Pie and Julia in July 2009 with a Lewisham - Talk for writing across the Curriculum' Year 5/6 Conference. After this conference, a working party was formed of seven Y5/6 teachers from six schools across the LA.

5 Their brief was to : Investigate the impact on talk for writing across the curriculum* on attainment, attitudes and performance in writing especially with pupils at risk of under- achievement. Trial methodologies from training day, find out what works well and indentify practical tips for classroom work. Contribute to an end of project publication. This was to be a practical what works well' document that would support other teachers in adopting this ap- proach to teaching non- fiction writing . This is their publication.

6 It contains an exemplification of the key elements of talk for writ- ing across the curriculum, planning guidance and sample units of work. Although this publication was written by teachers working in upper KS2, members of the working party are currently working across KS1 and 2 and are convinced that these strategies are appli- cable across the primary age range. I trust you will find the useful guide to practice the teachers intended it to be. *The term talk for writing across the curriculum is used to refer to the range of strate- gies introduced on the conference of that name.

7 Planning THE FOUR KEY COMPONENTS of teaching non fiction through Talk for writing Across the Curriculum are : SECURING SUBJECT MATTER ensuring children become experts and enthusiasts in the topic IMITATION - using a strong shared text as a model from which children internalise the key language features INNOVATATION using the structure and language patterns of the model text for shared planning and writing in a new, but closely related, context, INDEPENDENT APPLICATION children independently writing that text type in literacy lessons and across the curriculum Talk for writing across the curriculum planning grid SECURING SUBJECT MATTER - IMITATION using a model INNOVATION on the INNOVATION INDEPENDENT.

8 Children need to become experts text to internalise the key exemplar text by pupils on the exem- APPLICATION . in the field so they are confident features of the text type to modelled through plar text to support them applying learning about what to write . Use a learn how to write. shared writing writing about their own independently and combination of techniques to subject matter across the curriculum develop expertise. These elements can be concurrent Chose a theme that hooks interest Extensive experience Showing the whole Generate ideas - Children should always be - possibly using fiction or imaginary of reading the text type process children should already experts' in their subject.

9 Subjects such as giants. and book-talk to develop Text map - boxing-up know a lot about the sub- Children immediately become understanding. drafting - polishing ject, now they need struc- experts in the subject they have tured opportunities to lots to write. about select which bits to write about. Warming-up the imagination The model text - teacher Push for best words and Make their text map to plan - mucking about with the ideas selects, or more probably phrases, MAGPIE ideas their writing . Retelling with writes, one incorporating and vocabulary from learning partners the focus language print and each other.

10 And structural features Drama /role play, Text maps created to aid writing journals for child Box-up their plan Repeat the process. interviewing an expert, retelling . to record for future use to organise their writing Children : hot seating witnesses, ideas/vocabulary/ Draw text map to sort freeze framing. phrases they like. ideas Box up the text as a plan Research Communal retelling Learning Wall for writing QUADS grid(Question, Answer, (with actions ) to internalise the provides a visual reference point with text maps, boxed- Rehearse with a partner Detail, Source) , pattern of the text.


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