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Story Dice

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Kia Collings

on 7 April 2014

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Transcript of Story Dice

- Oxford English Dictionary (2014) defines narrative as:
'a. That narrates or recounts, that tells a story; of or concerned with narration; having the character or form of narration.
b.
Art.
Representing a story through the medium of painting or similar art forms.'
Gamble and Yates (2002, pg. 20) describes how narrative is not an invention, but a way in which we sense of our experiences.


What is narrative?
Weekly plan:
AF1:
Write imaginative texts.
AF2:
Produce texts which are appropriate to task, reader and purpose.
AF3:
Organise and structure.
AF5:
Vary sentences for effect.
AF7:
Appropriate and effective vocabulary.
Multimodal Text
Kia, Amy and Kristie
The Story Chest

What does the curriculum say?

- DfE (2013) in the '2014 National Curriculum' states that in Year 1 children should 'draft and write...narrative creating settings, characters and plot.' and that in Year 2 children should 'develop a positive attitude towards and stamina for writing by writing narrative about personal experiences and those of others.'
- DfE (2004) in the 'National Curriculum' although now archived explains how in KS1 the range of narratives covered should include 'stories and poems with familiar settings and those based on imaginary or fantasy worlds.'



Corbett and Moses (1991, pg. 5-8) describes stories as magical, he explains how everyday thousands of children sit down to 'write a story', and if we took every page written weekly by children all over the world, and placed them edge to edge, we would be able to circle the earth, several times. However the majority of these children struggle to find anything they feel is worth writing, there seems to be little magic in the writing of their stories. Therefore through fantasy, children can feel the magic of their story as they interwove seemingly impossible events
.

What is fantasy?
What is narrative?
Support for our resource
- Corbett (2002) - 'Teachers can ignite writing by seeking different ways to entrance the child's imagination...Story writers need: a plot with possibilities, characters to make the plot happen and a believable setting.'
- Corbett (2003, pg. 4-7) - 'List possible characters, list possible places... it helps to provide a poster, postcard or photographs of different places....Invention is hard without the basic toolkit. In story-writing, the writer needs to have these building blocks to hand:
- A cast
- Settings
- Events
- Basic patterns
- Flow of story sentences.'
Gamble and Yates (2002) describes how fantasy has a widespread appeal, crossing age and gender boundaries.
Rowsell (2012, p.g. 32) describes how sound provokes emotions, colours, histories, affordances and meaning, supporting the sound pots used in our resource.


Oxford Dictionary (2014) defines fantasy as
a. Imagination; the process or the faculty of forming mental representations of things not actually present.
b. A day-dream arising from conscious or unconscious wishes or attitudes.
d. An ingenious, tasteful, or fantastic invention or design.


APP Writing Levels
Bearne and Wolstencroft (2007)

Mode: Sounds, Text, Images, Gesture and Movement.
Medium: Computer, Paper-based print, Sound and Visual.

According the More Than Words 2 curriculum document (2005) there are many forms of multimodal text…
Mediums:
Computer
Paper-based texts
Sound and visual media
Modes:
Writing or print
Images
Gesture and movement

Michèle Anstey and Geoff Bull (2010)- Misconceptions of what 'multimodal' is...
According to West Sussex Grid for Learning APP...
A resource to support the assessment in language of pupils progress in speaking and writing.
Bibliography
https://www.westsussex.gov.uk/learning/west_sussex_grid_for_learning/curriculum/modern_foreign_languages_mfl/key_stage_3/assessing_pupil_progress_in_la.aspx
Standard 3 'Demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject’ (Teaching Standards, 2012)
Teaching Standards
Influence Creativity
& Imagination
‘All it takes to provide the conditions for creativity in the classroom is for teachers to be open minded, flexible and prepared to take a few risks’ (Goodwin, 2004, p. 10)
Shared Writing

Corbett (2003) promotes the importance of ‘shared writing’ opportunities in the teaching of narrative and how the teacher’s role will provide an example for the children to follow in their own writing.

Our resource will provide a stimulus for the children's writing and will allow the children to create ideas for a shared story. Our role as the teacher is to listen to the children's ideas and bring their ideas together to model sentence structure. Corbett (2003) raises the importance of how 'shared writing' will allow opportunities for the teacher to push the children further in their learning by supporting their ideas however encouraging them further.

Children's Learning
Monday: Fantasy Reading Stations.

Tuesday: Word Association.

Wednesday: Bowkett (2010) Draw Beyond The Image.

Thursday: Shared Writing.

Friday: Big Write
Hiatt, K & Rooke, J. (2002
)
Creativity & Writing Skills
‘One of the most important issues in teaching early writing is to recognise exactly what children in your class know & can do.’ (Medwell et al, 2012)

Whittle (2004) proposes visual, auditory & kinaesthetic learners will need a variety of resources to stimulate their creativity and imagination.

‘Kolb says that, while almost every individual makes use of all learning modes to some extent, each person has a preferred learning style’

However in an article on 'learning styles' (2005) we found the proposal 'there are as many different learning styles as there are children in your class. Each learner is unique.'

The use of multimodal resources provides children with freedom in their learning of narratives. After reading 'more than words' (2005) the benefits of multimodal resources on children's development will provide enriching opportunities.
'When the stimulus is a known folk or fairy story, even very young children may well create lengthy multimodal narratives of several pages.' (2005)


Support for the Story Chest
Teresa Grainger et al:
The voice of the child
'Do children have the desire to write?'
(Resource inspires creativity)
Lesson Plan
Hall and Harding (2003):
'Effective teachers of Literacy know that by adopting a creative approach to writing, children engage and therefore succeed in writing.'
PTCCE1
Bibliography

Ansty, M and Bull, G. (4th June 2010). Helping Teachers to explore Multimodal Texts. Curriculum and leadership journal. 8 (16).

Armstrong, M. (2006) Children Writing Stories. Berkshire: Open University Press.

Bowkett. S (2010) Developing Literacy and Creative Writing through Story making. Berkshire: Open University Press.

Corbett. P (2002) How to Fiction Writing at KS2, Oxon: Routledge

Corbett, P. (2003) How to Teach Story Writing at Key Stage 1. London: Fulton Publishers.

Corbett, P. and Moses, B. (1991) My Grandmothers Motorbike – Story-writing in the Primary School. Oxford: Oxford University Press.

DfE (2004). The National Curriculum. Available at: www.educationengland .org.uk. (Accessed on: 27th March 2014)

Department for Education. (2012) Teaching Standards Effective from 1 September. Available at: http://www.education.gov.uk/schools/teachingandlearning/reviewofstandards/a00205581/teachers-standards1-sep-2012 (Accessed: 21st March 2014)

DfE (2013) ‘2014 National Curriculum’ Accessed at: www.gov.uk/national-curriculum (Accessed on: 27th March 2014)
Gamble, N. and Yate, S. (2002) Exploring Children’s Literature – Teaching the Language and Reading of Fiction. London: Paul Chapmen Publishing.

Goodwin, P. (2004) Literacy through creativity. London: David Fulton Publishers Ltd.

Grainger, T., Goouch, K. and Lambirth, A. (17th December 2002) The Voice of the Child ‘We’re writers’ Projects. Reading literacy and language journal, Volume 36, Issue 3, (pages 135-139)

Graninger, T. (2005) Teachers as Writers: Travelling Together, English in Education, 39(1): 77-89 Quoted in: Cremin, T. (2009) Teaching English Creatively. Abington: Routledge.

Hall and Harding. (2007). Creativity and Literacy. In: Wilson, A. Creativity in Primary Education. 2nd ed. Exeter: Learning Matters.

Hastings, S. (2005) Learning Styles. Available at: http://www.tes.co.uk/article.aspx?storycode=2153773 (Accessed: 27th March 2014)

Hiatt, K., Rooke, J. (2002) Creativity and Writing Skills Finding a Balance in the Primary Classroom. London: Fulton Publishers.

Medwell, J., Wray, D., Minns, H., Coates, E., Griffiths. (2012) Primary English Teaching Theory and Practice. London: Sage Publications Ltd.

National Curriculum: English (2005) More than words 2, creating stories on page and screen, London: United Kingdom Literacy Association

Oxford Education (28th February 2011) Pie Corbett – The Role of Shared Stories – Oxford Shared Stories. Available at: (Accessed 26th March)

Oxford University Press (2014) Oxford English Dictionary. Available at: www.oed.com Accessed on: 27th March 2014

Pritchard, A. (2009) Ways of Learning: Learning Theories and Learning Styles in the Classroom. Oxon: Routledge.

Rowsell, J (2012) Working with Multimodality, Oxon: Routledge

Tes (25th March 2014) APP Level 1-5 for Math’s, Writing, Reading. Available at: http://www.tes.co.uk/teaching-resource/APP-Level-1-5-Grids-for-Maths-Writing-Reading-6018239/ (Accessed 26th March)

West Sussex County Council (2010) Assessing Pupil Progress in Languages. Available at: https://www.westsussex.gov.uk/learning/west_sussex_grid_for_learning/curriculum/modern_foreign_languages_mfl/key_stage_3/assessing_pupil_progress_in_la.aspx (Accessed: 26th March)
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