Aims To explore the use of storytelling as a tool for helping children build a bank of narrative patterns they can use when creating their own stories. “The same images, with very little variation, have served all the authors who have ever written” Samuel Johnson
Talk for writing includes… Book-talk Writer-talk Storytelling and story-making Word and language games Role-play and drama
Storytelling and story- making… involves the learning and repeating of oral stories builds children’s confidence in storytelling extends storytelling into writing results in new stories being prepared and rehearsed prior to writing
Why storytelling is important – words of wisdom!
Story-making has to be a daily routine – it is as important as phonics. What is the point of segmentation becoming a skill without a story to write! You cannot create out of nothing!
So how do we do it? The stories are taught in a multi-sensory way. Actions are used to make the story, and key connectives memorable. Each story has a story map as a visual reminder. Puppets, role-play, hot-seating and acting out can make the story memorable and bring it alive.
Children internalise… basic plots the building blocks of narrative (common characters, settings, events narrative patterning) the flow of language/sentences the vocabulary – especially connectives e.g. so, next, but
Transcripts Reception boy in September – 4 yrs old. Same pupil in Summer – 5yrs old.
Y2 Communal storytelling
The story-making process imitate innovate invent
From dependence to independence 1. Whole class – dependence 2. Groups – interdependence 3. Partners - independence
Story Map ‘The Little Green Dinosaur’
Imitate, innovate, invent…
Innovation substitution additions alterations change of viewpoint
Innovation “The Little Green Dinosaur” Make the story your own… You can substitute and add to it. Refer to the story map initially.
Invention This should be: oral guided by the teacher; reusing familiar characters; reusing story language; an opportunity for new ideas, drawing on a range of stories.
The story innovation process from telling into writing 1.Tell the story with actions and create a story map. 2.Retell the story daily and internalise. 3.Move onto story groups or pairs. 4.Begin a class innovation – make a new story map. 5.Class and teacher retell the new version in groups and pairs.
The story innovation process from telling into writing 6. Teacher conducts shared writing of class innovation using modelling and scribing. 7. Children write their own innovations – some may be simply substituting and others will be embellishing or altering. 8. Children polish and publish stories.
Writing strands Strand 9 Creating and shaping texts. Strand 10 Text structure and organisation. Strand 11 Sentence structure and punctuation.
Remember! “The more you retell aloud or in your head, the better you get to know the story, the more it can be improved”. “As you write the story, retell it again in your head, tweaking it where necessary” Pie Corbett 2008