At Rockmount we know that good writers:
For experienced writers, many of these processes are internal and automatic. For example, they can hold an internal dialogue with themselves about the language choices available and consider how effective a particular word or phrase will be or how well it reads.
However, for developing writers it is very helpful for these processes to be explored through talk in a supportive learning context. This involves externalising and sharing the thinking involved in the writing process so that ultimately it can be internalised and individualised again.
It is this developmental exploration, through talk, of the thinking and creative processes involved in being a writer that we are calling Talk for writing.
Speaking and Writing
Through being taught to write and speak fluently, pupils learn to communicate their ideas and emotions to others. At Rockmount children are taught to write clearly, accurately and coherently, and to adapt their language and style for a range of contexts, purposes and audiences. The children use discussion in order to learn and to explain clearly their ideas and understanding.
In the Early Years we provide a wealth of experiences and opportunities for children to talk about to develop their verbal language skills. Young children are encouraged to ‘mark make’ in many purposeful ways within their play. They may want to label items for the role play area, write a caption for a picture or write a shopping list for a cooking activity. Activities are provided to help develop hand control while, at the same time, their phonic knowledge is advancing. Children write daily and their work is structured and celebrated.
As they move through the school they learn about the features of different genres as well as different narrative forms. The creative curriculum provides opportunities for the children to apply their knowledge and skills to a variety of contexts. Identified targets help the children to know ‘what to do next’ to develop further. Pupils are encouraged to discuss their writing and take responsibility for the editing and improving process in order to take pride in their work and produce good quality final drafts.
Use of unsupported writing book - The Green Book
There should be evidence of unsupported writing each week for all children. The work is planned before writing. The writing has a completed marking ladder with it. This is evidence that it has been looked at (self-assessed or peer assessed), and an acknowledgement of what needs to be done next.
At the end of each unit all the children should have a levelling sheet completed by the teacher. This will provide a base for a professional discussion / moderation with colleagues as well as evidence of progress.