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| Why Story Making? |
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| The national tests
at KS1 and KS2 have indicated that writing scores lag behind
reading generally and the emphasis is now on teaching strategies
that will bring these skills in line with pupils' reading abilities.
Activities are needed that integrate the technical skills of
phonics, spelling and handwriting with the broader and more
creative aspects of creative writing. |
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| Story Making bridges
the gap between shared writing and imitative modelling, and
the more open-ended nature of activities such as improvisational
drama, and oral storytelling. Pupils use Story Making to develop
and enhance their writing by creating and exploring imaginary
worlds on the screen, discussing the scene created and then
using their work as a basis for extended story writing. |
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| Boys often achieve
more success when they are able to employ visualisation methods
in their work. Story Making provides opportunities for pupils
to compose ideas in a visual format. By selecting visual representations
of settings, characters and props, the pupil is able to further
develop these areas and produce a better shaped end product. |
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| In order to create
successful narrative, pupils need to understand how to compose
and experiment with story components. In moving from KS1 they
need to progress from oral language to the written word and
be taught to construct sentences and choose appropriate vocabulary
which will link their ideas coherently according to the audience
and purpose. Story Making enables the KS1 and KS2 pupil to be
guided through these stages and provides an exciting and stimulating
starting point for written and drama work. |
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| Using Story Making |
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| Story Making allows
the pupil to choose the setting for their story from a variety
of realistic or imaginary settings (some using actual photographs
from local Kingston upon Hull settings). They then choose the
characters they want to be included in their story and any props
that may be required. Characters and props can be resized to
add authenticity. They can even add speech and thought bubbles
with text. When they are happy with their final story scene
(or at any point during the creative process) they can print
out their work and use it as a starting point for extended narrative
writing and further drama work. Pupils can also chose to work with
and print characters and bubbles only, by clicking on the Characters
option on the opening screen. This will allow further work to be
carried out in the classroom on characterisation and dialogue.
Although the Story Making activity has separate sections for Key
Stage 1 and Key Stage 2, both can be used with either Key Stage.
Story Making has been designed in this way to be compatible with
the Literacy Strategy which specifies particular ranges of texts
for each Key Stage. |
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| There are six settings,
plus appropriate characters and props available at KS1 and an
additional four settings available at KS2. This makes a total
of ten settings and approximately thirty six characters and
thirty six props. |
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| Story Making can
be used in several ways: |
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It can be
used as a stimulus for extended writing |
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It can be
used for a stimulus for drama work. Pupils often develop
more meaningful use of language by drama work or role
playing which enables them to write successful stories
in the role of a character. |
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It allows
children to work individually or in a variety of groupings.
Over the last few years, writing in KS1 and KS2 has come
to be been seen more as a social rather than solitary
activity and children benefit from a structured model
of peer assisted and collaborative writing. |
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| Suggested teaching
sequence using Story Making within the Literacy Hour: |
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| Lesson
1.Teacher demonstration: |
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Demonstrate
Story Making either in groups or whole class situation
(if projector and whiteboard available). This can be followed
by a discussion of settings, characters, and props available.
Teacher then scribes ensuing story produced by whole class
collaboration. |
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| Lesson
2. |
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Whole
class drama improvisation to build up characters from
story. Use variety of drama techniques e.g. freeze frame,
hotseating etc. Follow up discussion of characters and
review of work done during session. |
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| Lesson
3. Planning writing session: |
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Class discussion - ideas for story writing, genres,
looking at examples (written/non - written) of story
beginnings, middles and ends. Teacher models how
to begin a story. Recap on grammatical points required. |
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Pupils
use Story Making, either individually, in pairs
(same-ability or cross-ability) or in small groups.
If working collaboratively, emphasise the importance
of discussing choices made. |
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Pupils
to write extended story, independently at their
own level, using their Story Making story scene
as starting point. This could either be word-processed
using software available in school or using pen/pencil
and paper. Pupils to be supported as appropriate
during the writing process. |
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| Further ideas: |
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Pupils can
compose and print out several different scenes to make
a book. |
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Pupils can
use story scene as a basis to write play script and then
act out play for selected audience. |
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Pupils can
be given a particular genre to compose story scene and
write about (possibly draw type out of a hat) e.g: a fairy
story for a five year old, a scary story, an adventure
story, a story about your school etc. |
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Story boards
and writing guides can be used to give more structure
to the writing process and prevent children from not knowing
what to write next. |
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| Web Links |
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| Illustrated
Scientific Dictionaries |
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A fantastic
site that contains links to dictionaries on these
areas:
Astronomy. Botany, Butterfly, Dinosaur and Palaeontology,
landforms, rainforest, Shark, Volcano, Whale, Hall
of Astronomers and dictionary of Palaeontologists.
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| http://www.allaboutspace.com/science/dictionary/ |
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| Little
Explorers Picture Dictionary |
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| A multilingual
picture dictionary useful for KS1 with 1,866 illustrated
dictionary entries! Each word is used in a meaningful
example sentence. Most entries have links to a related
web site. Just click on an underlined word (or its
accompanying picture), and you'll link to a great
web site related to it. Since the pictures are links,
all children, including those with special needs,
can surf with a minimum of help. Older pupils can
use Little Explorers as a school reference. The
site is also available in French, German, Portuguese
and Spanish. |
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| http://www.enchantedlearning.com/dictionary.html |
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| The
Standards Site: Teaching writing: Narrative, poetry
and plays |
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| A useful
site which provides access to teaching notes that
can be downloaded for adaptation and use in the
classroom. It provides practical support for teaching
writing at a whole text level. The site provides
ideas for teaching narrative, poetry and plays and
gives explanations about teaching different aspects
of narrative from reception to year 6. |
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| http://www.standards.dfee.gov.uk/literacy/teaching_resources/?nls=fres&root_top_id=579 |
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| National Curriculum |
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| KS1 English
En3 Writing |
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| Composition:
1a b c d e f |
| Planning and
drafting: 2a b c d |
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| Language Structure:
7c |
| Breadth of
study: 8 9a b c 10 11 12 |
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| KS2 English
En3 Writing |
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| Composition:
1 a b c d e |
| Planning and
drafting: 2 a b c d e f |
| Language structure:
7d |
| Breadth of
study: 8 9a b c d 11 12 |
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