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Embedding creative literacy in
museum practice using Talk
for Writing techniques.
Renaissance South East
Judy Clark
NLT Talk for Writing Adviser
Oct 27th 2010
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2www.literacytrust.org.uk
Outline of the day.• Session 1:
TfW - the Big Picture
Book talk & poetry
• Session 2:
Talk for Writing....Storytelling into writing
• Session 3:
Talk for Writing Non fiction.... Talking the text type
• Session 4:
Reflection and application
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Aims• working in partnership
• embedding literacy
within cultural organisations
• supporting schools to develop
creative, stimulating and
authentic literacy teaching
• providing a positive culture where
pupils are inspired and encouraged to
think and communicate their ideas creatively3
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Session 1
• What is Talk for Writing?
• ‘Book’talk
• Poetry
Why Talk for Writing?
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The developmental exploration, through talk, of the thinking and creative processes involved in being a writer.
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TfW Overview
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Helen Cross:
“..looking and listening are at the heart of
creative writing. Like fine poets, the best
teachers start their children‟s writing journey
with careful observing and thinking and
playing, and words come later and stronger.”
TES 22nd May „09
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‘Book’ talk‘Book’ -talk is an extended opportunity to use talk to explore 'children’s personal and collective responses to a text
It involves a rich dialogue, helping children to develop and extend their own thinking.
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•Eliciting response
•Extending response
•Encouraging critique
The ‘Tell me’…Approach…
Tell me what you thought about………..
What came into your mind when…….
Have you come across this before
anywhere……..
Does this remind you of something………………..
Tell me more about…………………….
What led you to think that……………………….
What made you think of that………………….
Did anyone have a different idea……………….
Does anyone agree with this idea………………….
Raise
Questions
Make
statements
Wonder
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Techniques to support Book talk
• 3 sharings
• question game
• sentence game
• drama
Likes… Dislikes….
Puzzles… Patterns….
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>Building confidence
- >Helping extend and develop ideas
- >Develop the ability to comprehend
>Encourage the ability to think critically
and appreciatively about things
- >Using the power of collaborative thinking
- >Hints at the story behind……..
The Power of Book talk...
‘Learning is a social process and children learn
from each other as well as from adults: language
- especially spoken language - is what animates
this process;..... Robin Alexander
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Writers love words...
•concrete experience
•engage, excite, interest
•ability to generate words/ideas
Choosing words is what a writer does......
Playing about with language and ideas = poetry9
Generate Judge
Poetry... not just for Christmas
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Two Main types:
•Scaffolded - list or collage / use of a model / games
•Open
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Poetry
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The_____________ looks like………
It reminds me of…..
It makes me feel…..
It sounds like…….
It seems to…..
It can……
It will…….
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The pond looks like Cyclops’s eye.
It reminds me of cold places and summer holidays.
It makes me feel secret.
It sounds like silence or wavelets lapping.
It feels like a polished, wet mirror.
It tastes of mud.
It seems to do nothing but it is restless underneath.
It can be used as a frog’s swimming pool.
It can be used as a water skiing lake for mice.
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The_____________ looks like………
It reminds me of…..
It makes me feel…..
It sounds like…….
It seems to…..
It can……
It will…….
Owl The owl sits.
Its amber eyes glare glassily.
The beak curves
Like a butcher’s hook.
Specks of coal dust
Wreck its bleached feathers.
Gnarled talons grip.
Owl The owl sits.
Its amber eyes glare glassily.
The beak curves
Like a butcher’s hook.
Specks of coal dust
Wreck its bleached feathers.
Gnarled talons grip.
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Time to reflect..........
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Session 2
Talk for Writing
- the power of
oral storytelling
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Learning language
Why stories mattter.............
> The origins of Talk for Writing.
> Need to listen & join in with basic patterns - how we learn
language.
> Rhymes, stories and language all have basic patterns.
No longer do we have a natural bank to draw on…..
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Internalising Language
Learn language by: - Hear it, say it, read
it, explore it.
Recasting - extending.
Memorable, meaningful repetition.
Generative grammar.
Experience language deeply and
attentively. Replicate children’s repetitive desire for
stories.
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Talking the text - the missing link
‘Can you tell me a story..?’
‘Can you make up a story for me?’
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The 3 s
- This is the ability to retell a story or piece of non fiction so that
the language patterns of the writing are known so well that they have
become part of the long-term working memory, embedded and internalised.
‘Talking the text’ / Reading / Immersion
- The ability to adapt the imitation text and use the underlying
patterns and structure to create a new version collaboratively
-The ability to draw upon a storehouse of stories, language, ideas and
patterns to create your own story. Ability to transfer pattern of non-fiction
to a different context independently and across the curriculum.
Imitation
Innovation
Invention / Independent application
‘what we can do in
collaboration today,
tomorrow we can
do alone’
Imitation
Talking the Text - internalising a simple story.
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Unpicking the process....
• What did I do to help you learn the story?
• What helped you remember it?
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Key Elements
•Choose a good story / create an engaging
text – museum stimulus/subject matter perfect
......any text type!
•Repetition
•Visual Learning – story maps, images
•Kinaesthetic Learning – actions, walk the
story/text
•Meaningful Learning – immersion, vocabulary ,
drama & role play
•Memorable – props, video, audience
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Story mapping
• In groups /pairs / mirrors.
• Walk the map
• Create the map - use
artefacts/images/drama...
• moving on from communal - embellish
own maps
• great planning tool
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Greek Myths & legends...
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Martha’s Story
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Potential.........
> existing narrative
workshops
> story from collections -
archives, paintings,
objects - personal stories
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Building a bridge to writing....
.....Innovation
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Innovation
•Additions
•Substitutions
•Alterations
•Recycling the plot / using
the underlying structure
•Change of viewpoint.
3673
Humpty
Dumpty sitting
on a wall
Main character
in dangerous
position
Mitch is sitting
at the edge of
a canal fishing
Humpty
Dumpty has a
great fall
Main character
- disaster
Mitch falls in
the canal
Along came
kings horses
and men
Help arrives A couple of
fishermen
arrive
Attempt to put
him back
together fails
Attempts to
help fail
They try to
help but
cannot
3774
Little Miss
Muffet sat on
her tuffet
Eating her
curds and
whey
Along came a
spider who sat
down beside
her
And frightened
Miss M away
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Boxing up... a key strategy
re using the
structure
Internalising key
plot patterns
Hero set a task..
Goes on a journey
Hero meets a
helper......
Hero v
‘monster’
Task complete
Celebration /
reward
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Martha’s Story
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Intro Martha
Martha meets
overseer
Martha escapes to
Longton
Martha escapes to
..........
Martha escapes to
..........
PC helps / rescues
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Story Invention
• 3 Ps..
• Story mountain
• Genre & theme
• Draw and tell - mapping again!
• Drama / artefact
• Oral versions - written back at school...
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Session 3
Talking the Text Text
.....Non Fiction
The 3 s
- This is the ability to retell a story or piece of non fiction so that
the language patterns of the writing are known so well that they have
become part of the long-term working memory, embedded and internalised.
‘Talking the text’ / Reading / Immersion
- The ability to adapt the imitation text and use the underlying
patterns and structure to create a new version collaboratively
-The ability to draw upon a storehouse of stories, language, ideas and
patterns to create your own story. Ability to transfer pattern of non-fiction
to a different context independently and across the curriculum.
Imitation
Innovation
Invention / Independent application
‘what we can do in
collaboration today,
tomorrow we can
do alone’
Non fiction
• ‘We write best about what we know and what matters….’
• The best writing is written to engage the reader
• Audience + Purpose = style + organisation.
+
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The Language of Non- fiction
47 © Pie Corbett & Julia Strong
RU
R
Y x HRFP
C W X !
5 CU!
HRFP
Paradise Island in Perilous Plight.
It’s hard to imagine a world without the island of Odin. Sadly the island is under immediate threat and without your help, the consequences could be catastrophic! Will you do your duty and rise to the challenge?
The famous Flower of Odin has been pushed to the brink of extinction by illegal harvesting. As a result, the Odinian people are losing their staple diet and worryingly a sacred part of their culture is at risk.
In addition, the paradise island is under threat of pollution.Habitats are being trampled and rivers poisoned.
No one but a fool would allow this situation to continue unchallenged. I would urge you to join our fight to save this unique island.
Take immediate steps and call our campaign line or visit our website -see details below. Remember, you can make a difference!
© Pie Corbett & Julia Strong
Yesterday JS 32
palace
medal
© Pie Corbett & Julia Strong
Local Wood Cutter Wins Medal
Yesterday, local lumber-jack hero Jim Stevenson, 32 years old, was
awarded a medal at a special ceremony in the palace for his bravery in rescuing Little Red Riding Hood from the jaws of a terrifying Wolf.
In December last year, sharp-witted Jim put his lumber-jackskills to great use by tracking a vicious wolf he saw following a little girl in a red hood. He arrived at her grandmother’s cottage just in time to save the little girl and her granny. Jim heroically fought off the wolf with his axe.
Jim told ‘The Informer’ that he was feeling very chipper about being awarded a medal. ‘I never expected that. I only did what any ordinary person would have done. It was the proudest moment of my life,’ he said.
© Julia Strong & Pie Corbett
Last week
First
Next
After that
Our Trip
1.
2.
Finally School great
© Julia Strong & Pie Corbett
Our trip to the Country Museum
Last week, we all went to the Country Museum.
First, we looked at the tractors. They had enormous
wheels.
Next, we sat on the farm trailer and went for a bumpy
ride.
After that, the farmer showed us the animals. We saw
two different types.
1. The cows had sharp horns. They were waiting to be milked.
2. The sheep were with their baby lambs.
Finally, we walked back to school. It was a great day
out.
How to survive as an evacuee.....
How to survive as an evacuee.....Are you about to leave the big city for safer fields?
Worried about getting the perfect new family? Have no fear. Help is at
hand. Follow these simple steps and you too will survive as an evacuee!
First, always make sure your nails and hands are clean - no grime
allowed!
Next, always check your head for lice. If you’re itching, find a friend to
help - you don’t want to have a shaved head!
Whatever you do remember to have your evacuation label clearly
visible, make sure it can be read. We don’t want you lost!
Keep your ID card safe at all times
Last but not least, NEVER leave home without your gas mask. An air
raid can happen at any time.
Top Tip:
If all else fails remember to smile sweetly and you too will complete your
stay in the country in safe and happy hands.
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What to do in an air raid.....
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Imitation in practice...
•Mummification process - cornwall
•Recount -Wales
•Instructional - Sheffield
•Persuasion- Brighton
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Bring the text alive..........
• mapping
• act out
• role play
• interviews
• hot seat
• first lines
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Building a bridge to writing....
.....Innovation
62 © Pie Corbett & Julia Strong
RU
R
Y x HRFP
C W X !
5 CU!
HRFP
63 © Pie Corbett & Julia Strong
Hawk’s Ridge Farm ParkAre you ever bored at the weekend? Are
the kids driving you crazy? Why not head
straight to Hawk’s Ridge Farm Park and
enter a world of wonder? See eagles fly. Wonder at the bats’ cave. Don’t miss Butterfly world.
There is ample parking, a cool café and
a great shop.
Only 5 minutes from junction 25 of the
motorway! See you there!
64 © Pie Corbett & Julia Strong
Innovation. All create leaflet selling museum as a local
weekend attraction.
1. Box up text
2. Decide on ‘headings’
3. Work and talk together
4. Create new version
.....again and again...
Independent Application:
Create your own leaflet promoting ‘your’ trip to the
museum or a particular workshop......
© Julia Strong & Pie Corbett
Initial sample – yr 1 report
Bats Han up side down.
Bats like new homes.
Bats like to eat inses.
© Julia Strong & Pie Corbett
End of unit Hedgehog Facs.Hedgehogs are not pets.
What are they like. They have sharp spins on ther bakes
but undernif they are soft.
What do they eat? They eat slipuriy slugs crushey bittls
tickley spids and juciy catppl. They like frat too. They
gring wort. Badgers are the alle anmls that eat hedgehogs.
Did you now.
Hedgehogs are nkctnl that mens they come out at nit. Hedgehogs hibnat that mens they
sleep in the winter. Their nest is called a hibnacl. Ther babys are coled hogllos.
And ……
they can
sime!
© Julia Strong & Pie Corbett
Year 3 ba Boy
• Do you like writing – score: 1. Because ‘it is
not fun’.
• What is hard about writing – ‘I am not good
at writing’.
• ‘Are you a good writer? How do you know?
‘No because I am not good at sbeling’.
© Julia Strong & Pie Corbett
3 weeks later…
• Do you like writing – score: 10. Because ‘it is
cool’.
• What is hard about writing – ‘nufing’.
• ‘Are you a good writer? – ‘YES’
© Julia Strong & Pie Corbett
Y3 – initial sample – report
Hasds are riley sofd.
Thay slep in the day.
They hav shap tef.
They sutums clum up and down.
They eaten nus and druy bnuns.
© Julia Strong & Pie Corbett
End of unit sampleA lion is a type of cat with a lonig taol.
They all look the same. They have a bodey of a cat and long
her. Most lions are yellow.
Lions usually live in loing grass in hot cutres like Africa and
Asia.
They eat all sizes of animals and sometimes kill cubs.
If you want to see a lion you could sday buy loing grass where
there are lions foot pris.
When lions walk their heels don’t touch the ground. They can
run at speed of 30 miles an hour. The males roar and can be
heard over five miles away. Males eat first.
The most amazing thing a bault lion is that they are Excellent
swimmers.
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BOX UP TEXT• Introduction
A lion is a type of cat with a lonig taol.
Appearance They all look the same. They have a bodey of a cat and
long her. Most lions are yellow.
• Diet•Habitat
They eat all sizes of animals and sometimes kill cubs.
Lions usually live in loing grass in hot cutres like Africa
and Asia.
Habits When lions walk their heels don’t touch the ground. They
can run at speed of 30 miles an hour. The males roar and
can be heard over five miles away. Males eat first.
Interesting ending
The most amazing thing abault lion is that they are
excellent swimmers.
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• Imitation - gas mask drill ( instructional)
• Innovation - how to build an Anderson
Shelter..... how to please a billeting officer
...
• Independent application...... across the
curriculum
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Session 4
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Reflection... application....
76www.literacytrust.org.uk
National Literacy Trust
• One in six people in the UK struggle to read,
write and communicate
• We believe that society will only be fair when
everyone can communicate as well as they need
• We deliver projects, campaign, investigate and
innovate, share knowledge and work in
partnership to transform lives through literacy
• We are an independent charity
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