1. STORY WRITING by Ms. Florita R. Matic

2. A Problem
The lack of literature in learners’ first language frequently poses the single greatest challenge to the sustainability of multilingual
education programs.

3. Many communities lack the graded reading materials needed to help readers gain reading fluency and comprehension in their mother tongue and to help them transfer what they have learned about reading and writing into their second language.

4. Many communities lack the graded reading materials needed to help readers gain reading fluency and comprehension in their mother tongue and to help them transfer what they have learned about reading and writing into their second language.

5. Part of the Solution
Experiences throughout the world have revealed that teachers and other mother tongue speakers can, with basic training and support, generate much of the reading material necessary for learners.

6. QUESTIONS TO PONDER
- Who will be reading my story?
What topics are interesting
to them?
Why will I write this story?
What will the story be about?

7. Characteristics of reading materials
Different stages … different needs!
Consider:
Purpose
Content, and
Level of difficulty

8. Stages of Literature STAGE 1 Learning to Read (L1) STAGE 2 Gaining
fluency (L1)
STAGE 3
Bridging
(L1 L2)
STAGE 4
Life-long
reading
(L1 & L2)

9. Graded Reading Materials
Stage 1
materials
Stage 2
Stage 3
Stage 4
For learning to read L1
For gaining fluency in L1
For transfer to a 2nd language L1→L2
Fluent readers in L1 & L2 wanting to read for various reasons

10. How can MT speakers develop their own literature?
MT speakers can write original materials…
based on their own experiences, and
created from their experiences and imagination.

11. MT speakers can also…
put their traditional oral literature into written form;
adapt majority language materials originating outside the community to the local language and context; and
translate materials from another language into the MT.

12. What are the possible types of literature?
• Stories
• Songs, poetry
• Biographies, histories
• Folktales, legends
• Jokes, riddles, wise
sayings
• Travel, geography
• Information,
awareness-raising
• Problem-solving
• Instructions, directions
• Religious, moral
teachings
• Skits, dramas
• Pictures
• Language learning
(alphabet)
• Games, activities
• Calendars
• Promotional materials,
advertisements
• Letters

13. What are the possible formats MT writers can use?
• Small reading books
• “Big Books”
• Flip charts
• Posters
• Cards
• Board games
• Signs

14. What makes a good story?
Characteristics of a good story for young children:
Short
Concepts are easy to understand
Uses people and places familiar to the child
Uses language the child knows

16. Predictable stories Rhyming Repeated words
Sentence patterns and refrains

17. Remember these simple rules:
1. Keep the story short and simple (K.I.S.S.)
2. Make the story predictable.
3. Use natural language.
4. Use familiar names, things and places.
5. Think of a person you know that represents the intended readers and write specifically for that person.

18. to enhance appreciation to augment interest about the stories read.
PICTURES
Stories for children should be accompanied with pictures to facilitate understanding
to enhance appreciation
to augment interest about the stories read.

19. DRAWINGS/ ILLUSTRATIONS
Drawings are meant to make a story come alive, but those who create them should possess the necessary skills and techniques.

20. What to illustrate/figure out?
Characters involved
Settings included
Actions to take place
Emotions to depict

21. Qualities of good illustrations
Attractive
Forceful and emphatic
Clear and precise
Lively
Faithful to the text

22. Piloting and testing materials
• Test before large scale publication
• Get input from a wide range of
community members
• Ensure that the language used and content is clear, accurate, natural and acceptable.

23. Editing your own, or someone else’s story
Read the story over to yourself.
Read it out loud, so you can hear, as well as see the story.
If you find that you have to stop or pause or if you
make a mistake while you are reading the sentences
that make up the story, put a mark at that place in the
text.
When you have finished reading, look at each place
you marked. Why did you stop or pause at that
point?
As you identify problems, think about what you can
do to correct the problems.

24. THANK YOU
AND HAPPY WRITING!