Talk for Writing is a unique process that uses spoken activities to develop writing skills. Quality writing is created by first expanding and developing students’ oral language skills and then teaching the necessary steps for exceptional sentence, paragraph and text construction. The TfW approach was originally designed to be implemented at a whole school level, but it is also a highly effective approach when used in a Tier 3 context. In this workshop, trainees will learn how to implement this programme to explicitly target students’ written expression skills when working remedially with individuals or small groups of students.
This two-day workshop offers trainees opportunities for hands-on participation in the steps of this exceptionally effective instructional approach. The workshop addresses the use of TfW for remediation for both fiction and non-fiction across both primary and secondary schooling, and covers:
- An overview of ‘The Three Is’ – Imitation, Innovation, and Invention/Independent Application – which are the basic phases of the Talk for Writing approach. The Three Is are designed so that students may move from dependence to independence in their writing in a scaffolded, systematic way;
- How ‘The Three Is’ may be implemented to suit a remediation, rather than classroom, context;
- Identifying learning goals based on formative assessment of individual students;
- Development of vocabulary and grammatical skills, with a focus on functional application of vocabulary grammar in writing, through ‘warm up games’ and short burst writing, selected to meet the learning goals of individuals.
Presenter: Emily Jackson
Emily has a background in speech pathology and has been involved in Talk for Writing for a number of years. She is an experienced trainer, and assisted in the development of DSF’s current Talk for Writing training course. She works with schools on an ongoing basis to implement and embed Talk for Writing in their everyday teaching practice. Emily is also experienced in using Talk for Writing in the classroom across the primary school years, and in delivering the approach in a remedial setting.