Talk for Writing has transformed the quality of my teaching and their learning. It has made an unbelievable difference.
Impact on school attainment Impact on school attainment Many schools have talk4writing actions quotes that daily storytelling can have a dramatic influence on progress in composition. For instance, the initial teacher research into this approach focused on 4-and 5-year-olds in Reception classes.
This was particularly impressive because the children being tracked were selected because they had been making less than average progress. Where schools have a systematic approach to implementing Talk for Writing, results have been outstanding.
I used to hate writing. It was boring listening to the teacher groan on and on because I would just sit there and do nothing. Also then it was hard. Now I love it because it is so much more easy and I produce more work.
Now I know what the writing should sound like and then I can write about anything. Now they automatically read what they have written and discuss whether it sounds good. It has transformed the way they write. The effects were extraordinary. I could see the effect in all the subjects and the evidence in the books is amazing.
When you watch the children write, now you can see them thinking about how to compose. How wrong was I! Students have loved stealing ideas.
As planned, we are continuing to reinforce the strategies that you brought to us and ensuring that strategies are implemented across the school. During a recent LA review, the renewed and consistent focus on literacy was highlighted as much improved practice.
Thanks again — you have left us with a strong legacy. This was comparing maths to written communication in a direct and explicit way. It felt like an epiphany in the hall listening to Julia Strong explaining about talk for writing.
This was the answer and as I began to work with aspects of this approach I started to feel as of this was the magic wand I had been looking for to move my students and me onwards to the land of written mathematical communication.
I started today to put some of the ideas into action in the classroom getting my low ability Y8s to come up with an icon for each of Point Evidence Explain has helped already: I feel that it is a natural next step for us. If you are interested, I have video interviews with year 11 students who used the approach and found it enormously helpful.
I found the entire day truly inspirational! It is now my job to inspire others in my school. I have a very difficult year 9 group. They are mostly low ability and many have behaviour problems. I used your boxing up activity today and also instructed them to be word thieves and select sections from the modelled piece of text that they could use in a letter I wanted them to write.
I had a fantastic lesson with them! They were all engaged, they all finished the task and they wrote brilliant letters! Thank you so much. The session gave me a lot to think about and this is just one example of how effective the methods you went through have been for me this week.Find this Pin and more on Talk4Writing by Heather Connan.
Storytelling Pathways: Walking the Fairy Tale - Fairy Dust Teaching Adapt to situation, level and enlist help of older sibs Pie Corbett's actions for story language - talk for writing. Find this Pin and more on quotes .
68 quotes have been tagged as actions-speak-louder-than-words: Tiffany Madison: ‘If we don't fight for what we 'stand for' with our passionate words and.
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Talk for Writing – the key to raising attainment. Talk for Writing, developed by Pie Corbett supported by Julia Strong, is powerful because it is based on the principles of how children learn.
A more recent study in Lewisham () found that a similar cohort of children made on average 2 years progress in one year, this time focusing on the impact of ‘talk for writing’ on non-fiction writing. Story Telling into Writing. The ability to tell a story arises out of building up and drawing upon a is drawn plus comments, quotes, suggestions.