Who is pie corbett

Click here to download more great free Pie Corbett stories, poems and resources. Pie Corbett is an English educational trainer, writer, author and poet who has written over books. He is also known for promoting creative approaches in the classroom and has experience as a teacher, headteacher and Ofsted inspector. Follow him on Twitter at PieCorbett. In partnership with. You have not yet activated your account. Please check your email and spam folder for an activation email from us.

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Menu Browse. Account actions Log in or Register. Basket 0 items. Pie Corbett. Reading Spine. Poetry Spine. The innovation stage Once students are familiar with the model text, then the teacher leads them into creating their own versions. A new subject is presented and the teacher leads students through planning. With younger pupils, this is based on changing the basic map and retelling new versions.

Older students use boxed-up planners and the teacher demonstrates how to create simple plans and orally develop ideas prior to writing. Ideas may need to be generated and organised or information researched and added to a planner. Shared and guided writing is then used to stage writing over a number of days so that students are writing texts bit by bit, concentrating on bringing all the elements together, writing effectively and accurately.

Feedback is given during the lessons, as well as using some form of visualiser on a daily basis, so that students can be taught how to improve their writing, make it more accurate, until they can increasingly edit in pairs or on their own. Before this happens, the teacher may decide to give further input and rehearsal. Students are guided through planning, drafting and revising their work independently.

It is essential to provide a rich starting point that taps into what students know and what matters so that their writing is purposeful. Writing may be staged over a number of days and there may be time for several independent pieces to be written.

With non-fiction, students should apply what they have been taught across the curriculum. It is important that at the innovation and independent application stages, the writing becomes increasingly independent of the original model rather than a pale copy. Whilst four-year-olds may only make a few simple changes, older students should be adding, embellishing, altering and manipulating the original structure.

From Key Stage 2 onwards, almost all children will be using the text structure and writing tools to write, drawing on the model, their wider reading and experience so that they are writing independently at a high level. This has to be modelled in shared writing. The aim of Talk for Writing is to develop imaginative, creative and effective writers. In the same way, the aim of Talk for Reading is to grow confident, critical and appreciative readers.

No student can be said to really be a reader until they make their own choices about what to read and begin to develop a taste. In the same vein, children are not really writers until they decide what they want to write and have opportunities to create their own writing tasks and write about their interests and lives creating stories, poems and informative writing for themselves.

Teachers may provide a stimulus such as a film clip, interesting object, drama, wordless picture book, work of art, music, visitor or visit as a starting point but the students decide what and how to write. This is truly independent writing.

In the early years, children should be playing at making up stories daily, acting stories out and at least once a week be led by the teacher through making up class stories for future sharing. Final assessment — building on progression The quality of the model texts is crucial to progress. The models should be short and provide excellent examples of the key linguistic features being focused on, and they should increase in difficulty. With younger children, the imitation stage will take longer, as the children need to establish the language patterns that will underpin their learning; this is so that they can see how to innovate on a text and write their own version independently.

As they get older, more sophisticated ways of imitating text and a greater range of models can be used, and there will be a greater emphasis on ensuring that the innovation stage helps the pupils to move away from the initial model, so that they become increasingly skilled as independent writers.

When the children are first taught a text type, they will co-construct the toolkit to help them understand the ingredients to consider.