Please note that this blog-post is not anti structure-strip. As this post and the research that informs it will explain, they can be a highly-effective self-regulatory resource that children can certainly learn and build from!
When reading about writing, you are often faced with one of two extremes. At one end of a continuum is the belief that ‘language,’ including writing, cannot be effectively taught unless it is solely acquired through experiences and by being presented with a situation which causes an authentic reason to write.
At the other end is the idea that language is best learned through tutelage, rote-learning and explicit instruction in its structures, forms and conventions.
As is often the case with extremes, academic research and sensible practitioners suggest a moderate middle ground is required. Language is best learned through a combination of authentic experiences and explicit instruction.
Continue reading “A Cautionary Blog Post About Using Structure Strips”
This half term we focused on the teaching of advocacy journalism. Advocacy journalism is when you advocate for something. It means you champion it, support it and try and stand up for it.
In our first week, we discussed this genre using our genre-booklets. To make the writing truly purposeful, the school contributed a charity grant fund worth £150 to a JustGiving page and invited the community to top this up, which in the end raised well over £300.
So, over half term, we asked the children to talk with their families and choose a local charity, organisation or cause that was worthwhile or important to them. They then had to research details of the charity and bring their information into school. They even had to phone up their charity on the phone to try and get a quote – some of them did remarkably well with this.
Continue reading “Bored With Your Pretend Journalism Topic? Have Children Writing Real Advocacy Journalism Instead!”
This half term we are focusing on teaching memoir. Memoir differs from what is commonly referred to as recount in a number of profound ways. Recount’s major role is often to ensure that chronological events are described within a conventional time order. However, memoir is very much in the business of storytelling. A good memoir will have a topic which has meaning not only for you as the writer but also for your reader. This means children finding a subject which rouses emotions in them and which reaches out to their readers, creating the possibility of reflection and empathy. Memoir also affords young writers the opportunity to explore the literary qualities of stories they read through their writing about a personal experience. Memoir is a hugely rewarding genre to teach. It provides the best platform for children to feel they are experts in their topic before they begin writing, and gives them enough scope as a genre to be playful and try out many of the things they like writing best.
Continue reading “Trials & Triumphs: Teaching Memoir Writing.”
What Are Genre Booklets?
Genre-based approaches to teaching writing…achieve spectacular improvements in student outcomes, from twice to more than four times expected rates of learning’ (Martin & Rose, 2007, p.1)
Our booklets teach children the meaning and purposes behind certain text-types. They make this information explicitly available to teachers but are also really child friendly.
The booklets share with children the characteristics of the different text-types. They cover the most popular genres across the curriculum and also children’s favourite genres. They explain the social goals of the text type without telling children exactly what to do! Instead, they help children enjoy and develop their own ideas and make their writing academically successful.
I’ve used these genre booklets and think they are utter genius. Brilliant, so thank you!
These booklets are brilliant. They are a ‘show rather than tell’ of how to write.
Continue reading “Genre-Booklets: Helping Both Children & Teachers To Write”