Imitation aims to help the children internalise a narrative pattern or non-fiction text type structure. The developmental journey from cold to hot is incredibly rewarding for both the teachers and children. Children are required to write independently, using the taught text type to demonstrate what they have learnt and most importantly, what they can apply without support.
#Talk for writing full
On the opposing end of the unit, where children have had full exposure to key grammar, language and a suitable structure for that text type, the challenge of a ‘hot task’ is given. This gives the teachers both a starting point when planning for progression along with an understanding of where the children currently are in their writing ability. For example, if our focus for the unit was diary writing, the children would write using this text type prior to having any teaching input.
During this time, the children are required to demonstrate what they already know about a particular text type.
In order to effectively demonstrate the journey a child has embarked upon across a T4W unit, we at first present the children with a ‘cold task’. Prior to this, it is important to first address the ‘cold’ and ‘hot’ tasks – a key assessment tool – which are completed at either end of a T4W unit. Talk for Writing (T4W) comprises of five stages in total – three of which form the core of the teaching cycle. So, I am sure you’re now wondering – how does it work?
#Talk for writing series
Therefore, using this approach, our English curriculum structures learning in such a way that children can verbalise, see, read, hear and explore a series of progressive language patterns. Talk for Writing is an approach which follows the notion that ‘the language for success at any writing task must become a part of the children’s linguistic repertoire’ (Corbett, 2011, p1). And it is indeed true – that if you cannot verbalise a sentence, then writing it isn’t possible either. The above words of Pie Corbett are illustrative of the reasoning behind why, at Arcadia, we use Talk for Writing as our core approach to teaching literacy. “It is impossible to write any text without being familiar with the language, rhythms and patterns that it involves.” Corbett, 2011.