What is Talk for Writing?
The Talk for Writing approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.
This underpins children’s English work by establishing a core reading spine of quality fiction, poetry and non-fiction that all children experience and draw upon. Imaginative units of work are developed to create a whole-school plan that is refined over the years, is well-resourced and documented to release teachers from planning and preparation so that they can focus on adapting their teaching for children’s learning.
The key phases of the Talk for Writing process, as outlined below, enable children to imitate orally the language they need for a particular topic, before reading and analysing it, and then writing their own version.
The process includes three main stages, usually taught over three/ four weeks:
Have a Go – ‘Cold Task’.
We begin the teaching and learning process with a ‘cold’ writing task. This means the children have a go at writing in the text type they will learn about. Teachers use this piece of writing to identify strengths and set individual targets.
Imitation Phase
A text is introduced and read to the children; together the class learn to tell the story. To help the children remember a multi-sensory approach is used:
> A visual story map
> Actions
> Using an animated, lively expression
As the children learn the stories word for word, they develop the use of specific sentence structures and language patterns that suit the text type.
The principle is that if a child can tell a story, they will be able to write a story.
During this first stage we also use a range of drama games to develop an understanding of the story and begin to build up a washing line in our classroom with posters reminding children of the learning journey so far.
Innovation Phase
The children explore different ways they could change aspects of the original text, for example changing characters, setting or writing from a different point of view. They then make changes to their story map and orally tell this new story.
Through shared and guided writing, the children write this new version in manageable sections. During this week, we teach spelling and grammar in the context of the story.
This stage is very supportive so children gain confidence and know what they need to do in order to get better.
Show What you Know – ‘Hot Task’
In this final stage, the children use all the skills they have learnt so far to write an independent ‘hot’ piece. This is called the invention phase.
There is a freedom to draw upon their own ideas, or they can ‘hug closely’ to the original shared text should they need to. Teachers use this task to assess how much progress the children have made.
The children present their work by either publishing, presenting or reading out loud to peers to celebrate their successes.
Talk for Writing founder and Literacy expert, Pie Corbett, gives a brief overview of the Talk for Writing approach to teaching Literacy, and why it works.