Supporting reluctant writers. Talk 4 Writing Supporting reluctant writers.

Aim: 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. To provide you with strategies to support your children with writing at home.

What is Talk 4 Writing? Was developed by Pie Corbett, supported by Julia Strong It is a powerful programme based on the principles of how children learn It enables children to imitate the language they need for particular topics orally They can then read and analyse, before writing their own version

Talk 4 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

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

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

The story making process: imitate innovate invent

Imitate: Teachers model a short story e.g. The Three Little Pigs, which children learn with accompanying action “Once upon a time, there lived a mother pig, in a cosy cramped thatched cottage. She had not one, not two, but three lazy, spoilt, selfish sons” Target areas at word and sentence level are addressed, for example time connectives and quotation marks A story map is drawn showing the sequence in pictures, words and actions

EYFS in Action:

Innovate: Comprises looking at the five points of the story: Opening Build up Problems Resolution Ending Making a ‘story map’ or ‘boxing-up’ and then working-together to change the story. “In a far off land, there lived a Mummy and Daddy Cheetah in a dark, dusty, spacious cave, with not one, not two, but three cute, cuddly, baby cheetahs

Invent: 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. Encourages the children to work individually on the story, making it their own

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.

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.

End of Key Stage 1 expectations for writing:

End of Key Stage 1 expectations for writing:

End of Key Stage 2 expectations for writing:

End of Key Stage 2 expectations for writing:

End of Key Stage 2 expectations for writing:

How does writing progress into Upper Juniors? It is essential children have a start point for writing. We use texts, images and videos as a starting point.

An example of a unit of work… The Deadly Menace https://www.literacyshed.com/the-sports-shed.html

Analyse the stimulus Develop vocabulary Recognise and apply discrete writing skills including SPaG. Use stimulus to create own ideas Write Edit and improve

Task: Write a weather warning using the voice of the extreme weather. I MUST create a variety of hyperbole sentences to describe my chosen weather. I SHOULD create an extreme weather warning for my weather, writing in first person as the weather. I use personification. I COULD write my warning using exaggeration and hyperbole. I explain why I should gain the title 'most extreme weather.' I can use similes. S-T-R-E-T-C-H: I apply a range of figurative devices. I select synonyms to enhance the power of my writing. The character of my weather is clear.

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