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A1 - Functional writing is the non-fiction style work that we complete in English, so less figurative, more persuasive or information based. It differs in that it is for a purpose as opposed to for entertainment. #ukedchat
#ukedchat A2 - Read, read more and read more in general, use @Bedr0ckLearning as it is really useful and specific to each student for across the school vocab instruction, be explicit, share key words, use strategies to implement & discuss new vocab in all lessons, share as sch 1/
#Ukedchat vocab that is key to each area of the school and teach it in diff subject areas, share vocab building ideas - break down, apply in context etc, don't dumb down vocab in teacher talk 2/
A1- functional is telling someone something e.g. advice, instruction or inviting. Creative is the narrative craft. Teach by putting into context, mirroring, looking at examples. Same as every other teaching really ;-) #ukedchat
Just dropping in to say hi before I go out for the evening. If you enjoyed the wellbeing chat a few weeks ago then check out my latest video. Have a wonderful evening. ā¤ļø #ukedchathttps://t.co/PiqyONAaG9
A2 Read but read different things. Look at the vocab and how it fits with the learning. Explain the language if possible and the background. Break it down. Where possible don't just say but act out or add images. #ukedchat
A2 We have to model it in our own writing and talk. Explain difficult vocabulary to them but donāt be scared by it. Iāve found, more often than not, they love new words and finding out what they mean. #ukedchat
Darren from VA Instructional Coach, Podcaster and blogger #ukedchat
A2: If it's rote memorization, ie terms for say science, it helps to keep a word wall, and insist on specific vocab use. Frayer models and keyed gestures help too!
Great point! Sometimes just reading new vocab is not enough. It can give context and serve as an introduction to new words, but students must have the use of that vocab modeled for them #ukedchat
A3 It's a reflection piece. Make sure you have criteria in place to compare to. Peer assessment can be used. Cut up drafts and add in sections so the same "draft" could eventually be the final piece but chopped and changed about. Key vocab added in or add in info #ukedchat
A2 donāt forget the human brain is an amazing language coder/decoder. The more input the better it gets. It somehow learns nuance and tone without help . So read, read, read and let the brain do what it does best... #UKEdChat
A2: I'm teaching it directly even at KS5 and using a vocabulary book. I'm also using @AVisserFuray PPT as a starter of the week to introduce etymology and root words as well as exploring vocab from the text under scrutiny. #ukedchat
A3: I think letting students see you write and revise, and showing you have cruddy first drafts too helps. Just writing with the Ss helps in general #ukedchat
#ukedchat A3
Early Years. We draft together. We do a shared write where we form our sentences together, segment out any words we need and develop our ideas. Then this supports the children in their final write up in the next session.
A3 Let them know the purpose. Make sure theyāre confident in the process and they have seen real life drafts. Iāve tried to spend some quality time in drafting this year, in English and across the curriculum. Make sure they see the value in other areas too, art etc. #ukedchat
A1: For us at KS5 we teach 'functional' writing through the Welsh Bacc and Looking Forward to HE modules. How to write reports, essays, take notes, use references etc. It is taught explicitly. Firstly the process, then with modelling including drafting and editing! #ukedchat
A3: I like using drafts with Ss to let them brainstorm. Use their flabby draft as a sculptor does a block of stone. Set it there, look at it, then take away what's unnecessary. The art's in there somewhere! #ukedchat
A2 Vocabulary acquisition is very much based on an exposure to language. Using subject specific vocabulary when necessary as well as modelling language and vocabulary choice throughout interactions. Celebrating language use by children will also help to promote this. #ukedchat
Emma, former teacher now working as Community Manager for @nightzookeeper A3 Agreed. A purpose for redrafting is key. Who is going to read it and why should it be improved? It is also great to have a small set of criteria to focus on so it is not overwhelming :) #ukedchat
A3: This year I've used the green box method for drafting so they focus on a specific small area & can see how a few key tweaks & improvements impacts overall. They then apply these improvements to their next essay rather than simply redoing all of the previous #ukedchat
#ukedchat A4
Yes very much so. Absolutely crucial that children have the opportunity to write whenever they feel the need. We have post its with the Lego for labels for example and ensure that there are plenty grab and go boxes with paper and pens so children can take writing ..
Reading and explicit teaching of new vocabulary and how to use it. Drawing/ looking up synonyms and antonyms. Linking new vocabulary to exciting topics and a well chosen class novel. Keeping a word book for stealing new words. š#UKEdChatA2
#UkEdChat A2 Reading and talking. Challenge pupils to use new language in playground, at home, in class. Also by reading, talking and going out when at home: I once taught pupils who did not go anywhere (but all had computers in rooms) and their vocabulary was extremely poor.
Q4 I think that just the act of writing is not enough, a classroom should also feel like a studio where there is feedback, audience, and play both with ideas and composition #ukedchat
A2 Reading different types of books, finding out the meanings of unfamiliar words, talking about what words mean, giving children a wide range of experiences (linked to the wider curriculum) and not assuming children know what words mean. #UKEdChat
A4 I like to think my class is a great place for writing, with a healthy level of support and challenge. Could it be improved? Of course, but as a profession we are constantly looking for new approaches and solutions, and writing is no exception to this. #ukedchat
#UKEdChat Q5
Are we teaching our pupils the right writing skills/genres, when many adults will not use creative writing skills regularly?
ā¶Please use the hashtag & A5ā
#ukedchat A4 Spent a lot of time making posters for writing in science using blooms taxonomy words, quite handy for getting the kids to learn exam speak as a second language....
A2 I always had a word of the week. Children found the meaning and other words that linked to it through rhyme, number of letters, alliteration to expand vocabulary and have fun #ukedchat
A5: since very formulaic things like financial reports, etc. can be generated by a bot, I think creative writing is exactly where our interests lie #ukedchat
#ukedchat A5
Oh good question!!! We are failing in this so hard. We need to put children's interests into our planning. Right back to the EYFS. Observe - plan - assess - repeat
A4 Iāve really tried to give value to cross-curricular writing. Something that they can publish and people will read it. Itās been very motivational for the children. Iād love to have opportunities to do some āfree-writingā. Or have a free-writing area. #ukedchat
#UKEdChat Q5 again
Are we teaching our pupils the right writing skills/genres, when many adults will not use creative writing skills regularly?
ā¶Please use the hashtag & A5ā
#ukedchat A5 Itās a balance. A range of writing genres can be taught but through a creative medium - emails to the main character in a story for example. Children will be learning the writing skills that they need without losing the opportunity to be creative. That is key!
For me, I think encouraging creativity is always a struggle. The children have a fantastic ability to 'uplevel' their vocabulary and use a range of sentence structures, but a lot of scaffolding is needed in order for them to create a story of their own for instance. #ukedchat
A4 My classroom is flexible so hopefully it allows pupils to write in a way they like. We are open to mistakes. Sometimes it's silent, sometimes music. It depends on the pupil. I have worked hard on it but always room to improve! #ukedchat
A3 I think drafting can be a very important part of the process especially for writers who lack confidence = it doesn't have to be perfect, there is room for improvement. #UKEdChat
#UkEdChat A3 Don't allow too much time for initial drafts to encourage focus. Use specific criteria to reduce overwhelm. Carry out after time has been allowed for talk for writing so already have ideas to work with.
A4: In the past extended writing was the homework as classroom time was the lecture on 'how to'. Now it's very much write under timed conditions as this is where they struggled in exams as it wasn't their normal way of working. Homework is read, and read some more #ukedchat
A5 I think, since many adults were in education, so much has changed that it might be better now. We need to engage and only pupils personal teachers can work that out. I think twitter showcases a lot of good ideas...I showcased a few here https://t.co/jU3YyUaIhz#ukedchat
A4 Feedback from the children in my class is positive, modelled writing sessions really help improve their writing. There is time for free writing too. I think one of the things I'd like to focus on is using new vocabulary in the right context. #UKEdChat
A6: People read in an F pattern, i.e. skimming down the page reading the minimum, so writing is getting shorter, and perhaps more stripped down? #ukedchat
Whatās working in my Yr 1 class is showing the writing process, i.e thinking out loud when writing as well as giving chn the motivation to produce good writing by telling them their work will be published for everyone to read! #UKEdChat
A5:Isn't it disappointing that learning is now for exam purposes & not just for enjoyment? Every writing task, functional or otherwise is about creativity in a way.I no longer write about their flair & imaginative content but just seem to have an exam criteria tick box #ukedchat
A6. Children are now exposed to more stimuli, they can write for a wider audience and receive feedback instantly. However, we need to maintain their focus and ability to write for sustained periods #ukedchat
A6 #Ukedchat There are many benefits of this changing: using computers with all online resources (spelling checker, dictionaries, glossaries, etc.) will lead to better use of tools and possibilities, making #writing more efficient and real-life! #education#onderwijs#skills
A6 On the other hand, perhaps there is more writing that is receiving authentic audiences who can respond and interact with a piece, and do so rapidly! #ukedchat
As my class struggle with creativity we use role play before our big writes to stimulate creativity. I also model how to change and re-write a story using story mapping. Then the chn have a go themselves before they write their stories. #UKEdChat#KS1#Year1
A5 I think good writing is good writing regardless of genre. As long as children are given the tools and skills to help them develop as writers then they will be able to write well. We can't treat children like young adults they need time to grow as children first. #UKEdChat
A5 I think as with anything we teach, we need to be aware of a purpose. Providing a range of skills and genres is massively important in order to cater for the diverse needs and professions of adulthood. #ukedchat
It's the same skills set really for A Level Eng but now if a student professes an interest in creative writing we have to direct them to fan fic sites & writing comps as the exam no longer has a creative writing component. It's all too 'functional' in this digital age. #ukedchat
A6 There are opportunities for publishing writing digitally and also for children who struggle with handwriting, using technology can help them to focus on the content rather than what it looks like. There are free online book creator websites which look good. #UKEdChat
#ukedchat A7 Have as many bloody books/magazines/comics etc. as possible and as many different genres as possible that students can access at any time, so they find something interesting.
A6 Writing is changing massively. As much as a lot of schools try to constrain writing to paper, the majority of professions will insist on typing with technology, spell checking, voice to text etc, and we need to ensure we are adapting our approach to match this. #ukedchat
A7 Same as reading! Make the pupils feel in control. Make it relevant to them/the world around them. Start with free writing-they spend 10 mins writing anything that pops into head. Shows them how much they can do in time Use image/tech too! Doesn't have 2 b same! #ukedchat
A7: Encourage it. Promote it. Model it. We share competitions and us Eng lecturers do Nanowrimo each November. We want to create a mag/newspaper too but it's not really ever been done at the college so there's some resistance. #ukedchat
#UkEdChat A4 I have used an Authors' Wall that includes good examples from every pupil over time, which they enjoy. It can be just one wonderfully descriptive sentence, or a great opening or a persuasive point. Improving writing for all takes time which can be in short supply.
A7 When children read for pleasure they tend to choose a book from the school library for example. Similarly, children must have the opportunity to choose what to write and how to present it and also time and space to share it too. #UKEdChat
A7 What about an audience in search of something to read? Flipping it around. What would you want to read? Who should write it? Just a little thought.... #ukedchat
A7 Pick a good stimulus. Give the children a motivation for writing. I remember someone saying make them angry about something and it gives them a purpose to work. #ukedchat
A7 It always difficult to 'promote pleasure' for something. I try to demonstrate my love for reading by sharing books, thoughts and feelings with the class. The idea that it's ok to not like a book as well as celebrating the diverse nature of reading and text. #UKEdChat
A8: teachers have time to do something we enjoy beyond the pressures of work related stuff šš¤£ If it isn't work related stuff it doesn't happen anymore. This is as near as I get to writing for enjoyment #ukedchat
A8 I enjoy writing short stories and the odd poem especially when I have a structure to base it on. I wrote a poem called 'I am, I wonder' about myself and my class did the same. I learnt so much about the children. https://t.co/KdekTy4ymN#UKEdChat
A6 Yes but in a good way! It can help it so much and allow those (SEND) who struggled before exceed expectations (mainly their own!). So many apps that can help from just writing to recording and adding images! #ukedchat
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A5. Any writing is good writing āš¼ Also, as adults we need to be able to speak creatively, so I think that goes hand in hand with creative writing. Shouldnāt really be much of a difference. #UKEdChat
I havenāt mastered this, but deconstructing the elitism/pressure around writing. Not all writing is work. It doesnāt have to fit a specification to be good. #ukedchat
A6. Some of my pupils have poor handwriting and through them typing up their ābigā pieces of work I have been able to see that they have SOOOOO much more potential than originally thought. Simply down to the fact that I was unable to read their work before š¤·š»āāļø #UKEdChat
