Before we start, it is important to point out that Functional grammar makes up only a small part of our Real-World Literacy approach. To find out more please click here. Alternatively, you can receive email updates from our blog by clicking the follow button in the top right hand corner of this page.
What Does Functional Grammar Actually Mean?
Functional grammar is about shifting your understanding of grammar and punctuation away from ‘rules to be followed’ to one that looks at its function – why is it there and what is it doing? What can grammar and punctuation do for us as writers and what does it already do for the texts our favourite authors write?
If children can spot grammar and punctuation in texts written by professional authors and if they can be given the opportunity to use these ‘writing tricks’ in their writing, they will not only produce better texts but they will be skilled in the exercise of name-and-identify which is so popular (for some reason) in grammar tests.
It is possible to create pupils who can be their own critics and also be interested and motivated in trying to make their own writing as clear and creative as possible for their readers.
We made the Functional Grammar Table below because we were fed up with texts which simply told you the rules of a piece of grammar. They often didn’t tell children (or indeed adults) why they might want to use it and the effect it can have on their writing. We were also fed up with the concept of ‘grammar deficit’. This is the practice of continually passing judgement on errors children make in grammar-exercises as opposed to talking critically about what value grammar can have for their writing or the effect its absence has on the effectiveness of their piece. This realisation has transformed our practice and got us the academic results we were looking for. We explain how we now approach grammar teaching below:
Continue reading “A Functional Grammar Table: CPD Subject Knowledge With A Difference”
“We must not delay! Upon the speedy provision of elementary education depends our industrial prosperity. It is of no use trying to give technical teaching to our artizans without elementary education….If we leave our workfolk any longer unskilled, notwithstanding their strong sinews and determined energy, they will become over-matched in the competition of the world. If we are to hold our position among men of our own race or among the nations of the world we must make up the smallness of our numbers by increasing the intellectual force of the individual.”
In 1870, an Education Act was passed which paved the way for the achievement by the end of the century of compulsory free state education for children between the ages of five and thirteen. The driving force behind the Act was clearly articulated above by W.E. Forster in his speech to the House in February of that year. The education of the masses came also to be seen as a possible and desirable solution to problems of social unrest and rising crime, and to carry the important function of socialization, to be achieved through the inculcation of such moral values as piety, honesty, industry and, significantly, obedience. These principles are surely held good in schools today, though promoted in a different vocabulary.
Continue reading “From The Victorian To Gove To Greening: How Far Has The English Curriculum Really Come?”
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This article is based on the work of Graham & Perin (2007), The DfE (2012) and other influential research (Beard, 2000, Gadd, 2014, Education Endowment Fund, 2017). There is now a core of consistency to be found across a variety of studies in several different countries on what makes for good writing lessons. We also now know what causes poor writing outcomes – see here. In the case of Graham & Perin (2007), their meta-analysis comes from the largest collection of writing research ever pooled. It analysed all contemporary research into the teaching of writing and looked for significant patterning. You can find a more formal summary of how their and the DfE’s findings marry together to create these 13 strategies at the bottom of this article. This is what research analysis concluded:
Continue reading “What The Research Says: The 13 Most Effective Ways To Improve Children’s Writing.”
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!”
We can’t give children rich lives, but we can give them the lens to appreciate the richness that is already there – Lucy Calkins (1991)
As teachers, our job is to help children claim more control over their own lives. One of the ways people most lack control over their own lives is through lacking control over words. Especially written words. – Peter Elbow (1998)
Within a vast educational literature there is a substantial number of treatises that deal with the failure of the primary school to make connections with the lives of working-class children. –Carolyn Steedman (1982)
Think about it. Is there any lower expectation than thinking children will have nothing to write about?
Continue reading “They Won’t Have Anything To Write About: The Dangers Of Believing Pupils Are ‘Culturally Deprived’.”
When you write, ideas crazily spill from your head, tumble down your arm, into your pen and out along the crisp, white page. To us, the only way to see ideas is scribbling them down – but ideas are more than just words on a page.They are colourful, squirming, squiggly things that slide and slip through the nooks and crannies of your brain. Some of them crash against the walls of your head in roaring waves. Others come more slowly – each droplet of water a letter.
Once you gain control of the sea – the droplets make out your idea.
– Year 5 Child.
Modeling topic selection is the best way to help children develop independent thinking and decision-making skills for composing – Heller (1999, p.86).
Research clearly shows that if children get to choose their topics, this strongly influences their enjoyment of writing and therefore the progress they make. Children may need initially to generate a whole raft of topics and ideas that they feel they could write about.
Continue reading “The Sea Of Writing Ideas: 10 Ways We Got Children Choosing Their Own Topics.”
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.”