pr1931e year 1 english
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PR1931E Year 1 English. Speaking and Listening 1 Overview and Storytelling. My story. Discuss together. Discuss together. What are the key differences between oral and written narratives?. What is the importance of language. The structure of the course . The 3 modules The assignment - PowerPoint PPT PresentationTRANSCRIPT
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PR1931E Year 1 English
Speaking and Listening 1Overview and Storytelling
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My story
Discuss together
• What is the importance of language
Discuss together
• What are the key differences between oral and written narratives?
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The structure of the course
• The 3 modules• The assignment• The directed tasks
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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
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Models of oracy
• MacLure (1994) identified four models of oracy
• Personal growth• Cultural transformation• Improvement of learning• Functional competence
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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
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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?
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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?
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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
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Stories giving objects meaning
• Using your object/photo you have brought form small groups and tell each other the story attached to it
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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
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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
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Little Red Hen Reception Storytelling
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Monkey See Monkey Do
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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.
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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.
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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).
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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
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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
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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
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Useful books on Storytelling
The Art of Storytelling for Teachers and PupilsElizabeth Grugeon and Paul Garder
Speaking Out: Storytelling and Creative Drama for ChildrenJack Zipes
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The Bumper Book of Storytelling into WritingPie Corbett
The Little Book of Storytelling: Little Books with Big IdeasMary Medlicott
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Story Telling in the ClassroomEnhancing Traditional Oral Skills for Teachers and Pupils
Storytelling with ChildrenAndrew Wright
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StorysacksNeil Griffiths Developing Language and
Literacy with Young ChildrenMarion Whitehead
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Are You Sitting Comfortably Then I’ll BeginNeil Griffiths
Jumpstart StorymakingPie Corbett