1. PR1931E Year 1 English Speaking and Listening 1 Overview and Storytelling

2. My story Discuss together What is the importance of language Discuss together What are the key differences between oral and written narratives?

3. The structure of the course The 3 modules The assignment The directed tasks

4. Objectives of today’s session You will consider your own experience of teaching and learning of English and be introduced to key strands of the subject You will consider the place of storytelling in language development You will learn storytelling games and how to use a story map to support crafting of vocabulary and sentence choice You will be introduced to talk boxes

5. Models of oracy MacLure (1994) identified four models of oracy Personal growth Cultural transformation Improvement of learning Functional competence

6. The importance of oracy Vygotsky (1978) drew attention to: The cognitive benefits that interactive talk gives to young children Bruner (1983) highlighted: The role of the adult in scaffolding children’s learning through talk

7. Reflection What is your experience of speaking and listening? How do you feel about being listened to? How do you feel about speaking to others (groups, individuals, friends, strangers etc) What are the connections with children?

8. Oracy is as important as Reading and Writing We divide English into three language modes – Reading, Writing and Speaking and Listening Which is the most important?

9. Stories Tell a partner - A story you tell a close friend A story that is frequently told in your family household(s) A story told by the nation

10. Stories giving objects meaning Using your object/photo you have brought form small groups and tell each other the story attached to it

11. Our own experience of telling stories – the importance of oral narrative Humans experience their world as story. We define our identity through stories – our story We apply narrative to everything to impose meaning. Narrative is a primary act of mind Oral narrative is of fundamental importance to humans and their identities

12. How does this relate to the classroom? Storytelling Teachers have found that oral story telling in classrooms has been very successful Resources such as Storysacks support oracy Learning how to story-make is an important process for young children Little Red Hen

13. Little Red Hen Reception Storytelling

15. Monkey See Monkey Do

16. The storytelling and story-making approach involves: learning and repeating oral stories building the confidence to develop them through telling extending this development into writing creating 'new' stories orally as a preparation and rehearsal for writing.

17. The development of storytelling Storytelling is built through a 3-step sequence: Imitation: straight retelling of learned stories. Innovation: developing, extending and changing elements of a story. Invention: creating a 'new' story.

18. Benefits of using the storytelling and story-making technique: Builds valuable banks of language and narrative patterning which can very productively be incorporated into later writing. Builds confidence to create 'original' stories and to rehearse them orally or mentally (although even these often draw on or 'magpie', previously learned or read ideas).

19. Reflection: What I have I learnt? That S&L underpins and is as important as reading and writing The we experience our world and ourselves and others through story Some ways of encouraging S&L in class

20. Follow up Read PNS Storytelling by Pie Corbett on learning network Look at some of the books recommended in the next few slides on storytelling Learn the Little Red Hen yourself off by heart

21. Bibliography Britton, J. (1970) Language and Learning, London, Penguin Bruner, J. (1983) Actual Minds, Possible Worlds, Cambridge, Mass., Harvard University Press MacLure, M (1994) “Talking In Class; Four Rationales for the rise of oracy in the UK” in Stierer, B. and Maybin, J. (Eds.) Language and Literacy Learning in Educational Practice, Clevedon, Multilingual Matters Rose, J. (2005)Rose Review interim report, London DfES Vygotsky, L.V. (1978) Mind in Society, Cambridge MA Harvard University Press

22. Useful books on Storytelling The Art of Storytelling for Teachers and Pupils Elizabeth Grugeon and Paul Garder Speaking Out: Storytelling and Creative Drama for Children Jack Zipes

23. The Bumper Book of Storytelling into Writing Pie Corbett The Little Book of Storytelling: Little Books with Big Ideas Mary Medlicott

24. Story Telling in the Classroom Enhancing Traditional Oral Skills for Teachers and Pupils Storytelling with Children Andrew Wright

25. Storysacks Neil Griffiths Developing Language and Literacy with Young Children Marion Whitehead

26. Are You Sitting Comfortably Then I’ll Begin Neil Griffiths Jumpstart Storymaking Pie Corbett