Response to: How ‘knowledge about language’ for schools could be so much better, by Michael Rosen

Michael is right when he says the government and the DfE should have spoken to practitioners like us. Phil and I, for example, are both in the very fortunate position of being applied linguists, teachers and two people who know about writing pedagogy.

Our passion for our work has resulted in our producing materials which we would argue begin to address the idea of teaching ‘knowledge about language.’ Our Real-World Literacy approach is built around the idea that children imitate, investigate, play and repeatedly practise writing and writerly behaviour alongside direct instruction from a sympathetic writer-teacher. We also agree that this kind of ‘knowledge about language’ teaching is helping and always has helped children to write well.

Continue reading “Response to: How ‘knowledge about language’ for schools could be so much better, by Michael Rosen”

A Cautionary Blog Post About Using Structure Strips

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.

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What The EEF’s ‘Improving Literacy in Key Stage Two’ Report Tells Us About Teaching Writing Effectively.

Here is a brief outline of the key messages from the Education Endowment Fund’s summary on effective writing at Key Stage Two. The summary produced by the EEF uses a number of meta-analysis based research papers to draw its conclusions. It says:

Continue reading “What The EEF’s ‘Improving Literacy in Key Stage Two’ Report Tells Us About Teaching Writing Effectively.”

Genre-Booklets: Helping Both Children & Teachers To Write

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.

They are definitely worth every penny, so much work has gone into them! 

Continue reading “Genre-Booklets: Helping Both Children & Teachers To Write”