Storytelling and Story-making

1. Storytelling and Story-making Talk for Writing

2. Aims To explain how we 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

3. Talk for writing includes… • Book-talk – talking about books • Writer-talk – talking about the process involved in writing • Storytelling and story-making – learning oral stories • Word and language games – to develop vocabulary • Role-play and drama – using drama activities e.g. hot seating to support the development of writing

4. 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

5. 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!

6. 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.

7. 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

8. Pie in action

9. The story-making process imitate innovate invent

10. From dependence to independence 1. Whole class – dependence 2. Groups – interdependence 3. Partners - independence

11. Story Map ‘The Little Green Dinosaur’

12. Displays

13. Transcripts Rapunzel story – from reading the book Rapunzel story – from Talk for Writing

16. Imitate, innovate, invent…

17. Innovation • substitution • additions • alterations • change of viewpoint

18. 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. Invention

19. The story innovation process from telling into writing • Tell the story with actions and create a story map. • Retell the story daily and internalise. • Move onto story groups or pairs. • Begin a class innovation – make a new story map. • Class and teacher retell the new version in groups and pairs.

20. 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.

21. Writing strands • Strand 9 Creating and shaping texts. • Strand 10 Text structure and organisation. • Strand 11 Sentence structure and punctuation.

22. 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

23. That’s all folks!!