The impact of talk and role play on writing
Loading...
Authors
McMullin, Margaret
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 assess the impact of speaking and listening activities on writing in a Year 2 cohort, and to measure the progress made in terms of content, length, confidence, and attitude towards writing.
Aims: The main aim was to improve writing standards by encouraging children to take risks and be confident in their own ability, through regular opportunities to write in a range of contexts and areas.
Methods: The participants in this case study were teachers, middle leaders, senior management, and pupils in a Year 2 cohort. They worked together to improve writing standards and confidence. Methods used to improve writing included regular opportunities to write, CPD focused on raising and sustaining standards, teacher modelling, self and peer assessment, and celebrating achievements.
Findings: The main findings of this case study are that talk and guided writing sessions have had a profound impact on writing in terms of content, length, and confidence. Regular shared and guided writing sessions have been crucial for teacher modelling and for supporting and extending writing skills. Data comparison of cohorts revealed an upward trend in writing standards with 77% making 2 sub-levels progress or more.
Implications: The findings suggest that talk and interactive activities can have a profound impact on writing, increasing content, length, confidence, and vocabulary. It also highlights the importance of patience and modeling language and vocabulary to help children develop their writing skills.
Aims: The main aim was to improve writing standards by encouraging children to take risks and be confident in their own ability, through regular opportunities to write in a range of contexts and areas.
Methods: The participants in this case study were teachers, middle leaders, senior management, and pupils in a Year 2 cohort. They worked together to improve writing standards and confidence. Methods used to improve writing included regular opportunities to write, CPD focused on raising and sustaining standards, teacher modelling, self and peer assessment, and celebrating achievements.
Findings: The main findings of this case study are that talk and guided writing sessions have had a profound impact on writing in terms of content, length, and confidence. Regular shared and guided writing sessions have been crucial for teacher modelling and for supporting and extending writing skills. Data comparison of cohorts revealed an upward trend in writing standards with 77% making 2 sub-levels progress or more.
Implications: The findings suggest that talk and interactive activities can have a profound impact on writing, increasing content, length, confidence, and vocabulary. It also highlights the importance of patience and modeling language and vocabulary to help children develop their writing skills.
Description
Keywords (free text)
Primary education , English - speaking and listening , English - writing