Say what you see: Write what you say!
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Authors
Kelly, Michelle
Issue Date
2009
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to improve the quality of written outcomes, engage and enthral readers, and increase enjoyment of writing by using visual stimuli and TfW practices.
Aims: The main aim of this development work is to raise the quality of written outcomes, engage and enthral readers, and improve overall standards of literacy in primary school pupils.
Methods: Participants included National Strategies consultants, Senior Leadership Team members, teachers, Local Authority staff, and Leading Literacy Teachers. Methods used included modelled speaking and writing, planning for rehearsal and internalisation of language, use of visual images to stimulate creativity, challenge and extend ideas, and use of real, concrete experiences.
Findings: The main findings are that using visual stimuli to engage pupils in writing has resulted in increased engagement and confidence, higher quality written outcomes, improved planning, and increased use of modelled/structured talk.
Implications: The findings suggest that using visual stimuli to engage pupils in writing can lead to improved written outcomes, increased confidence and motivation, and better use of language. It also suggests that teachers should focus on real, concrete experiences and use modelled speaking and writing to support the writing process.
Aims: The main aim of this development work is to raise the quality of written outcomes, engage and enthral readers, and improve overall standards of literacy in primary school pupils.
Methods: Participants included National Strategies consultants, Senior Leadership Team members, teachers, Local Authority staff, and Leading Literacy Teachers. Methods used included modelled speaking and writing, planning for rehearsal and internalisation of language, use of visual images to stimulate creativity, challenge and extend ideas, and use of real, concrete experiences.
Findings: The main findings are that using visual stimuli to engage pupils in writing has resulted in increased engagement and confidence, higher quality written outcomes, improved planning, and increased use of modelled/structured talk.
Implications: The findings suggest that using visual stimuli to engage pupils in writing can lead to improved written outcomes, increased confidence and motivation, and better use of language. It also suggests that teachers should focus on real, concrete experiences and use modelled speaking and writing to support the writing process.
Description
Keywords (free text)
Primary education , English - writing