10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
Friday 11 May
Workshop 2
‘Developing Creative
Writing Skills’
Pie Corbett
Author and
Independent Consultant
©2007 Learning Works +44 (0) 1672 512914 email [email protected]
www.learning-works.org.uk
10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
Storymaking - Pie Corbett
•
•
•
•
•
•
•
‘Narrative is a primary act of mind’, Barbara Hardy.
Reading/telling helps us to internalise language.
We learn language primarily through hearing and saying – memorable repetition.
Hear it – say it – see it –read it –explore it – write it….
Key stories that act as - blueprints for the imagination – you cannot imagine or create
out of nothing.
‘The same images, with very little variation, have served all the authors who have
ever written’, Samuel Johnson.
Releasing cognitive space – making writing easy.
The ability to tell a story arises out of building up and drawing upon a bank of well-known
tales. The best writers in a class are always avid readers – drawing upon the narrative
storehouse. Strugglers may have not yet built up that storehouse so they are unfamiliar with
the language patterns…. It is not to do with ideas of being ‘unimaginative’ or ‘unintelligent’.
There are three basic levels of patterning that children need: - the ‘schema’ or template of a
story – the story frame; the flow of the sentences – syntax; words – especially connectives.
The Storymaking Process.
1. IMITATION – familiarisation.
•
•
•
Getting to know the story through – storytelling or rereading.
MAKING IT MEMORABLE = Draw it + Drama, etc.
Spelling, sentence and paragraph work.
• The Writer’s Toolkit.
2. INNOVATION – re-using a well-known text.
•
•
•
•
Substitution.
Addition.
Alteration.
Change of viewpoint.
• Using the basic story pattern
3. INVENTION – making up a text.
•
Building up a story – drawing, drama, images, video, first-hand experience,
location, quality reading, etc.
These notes are all ©Pie Corbett. For use in your class only
Learning Works +44 (0) 1672 512914 email [email protected]
10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
.
1. Imitation - immersion
A. Retelling or rereading the text.
You need a range of activities so that the children listen to the text type and also talk the text
type many times. This could be through storytelling or by rereading for a range of interesting
purposes (see drama).
Use of either: • Storytelling.
• Listen – join in – retell.
Or: • Rereading a short story
• Rereading parts of the ongoing novel for close study
NB – try to establish strategies for increasing the amount that children are read to in school,
at home as well as increasing the amount that they read independently.
B. Draw it!!
This helps children capture the whole text visually.
Use of:
• Story map, mountain graph.
• Cartoon, storyboard,
• Flow chart, boxing up, paragraph planner.
Older children should do this for themselves – problem solving by listening carefully to the
story/text.
C. Comprehension – making it memorable - drama.
You may wish to carry out a range of comprehension activities – discussion, response, close
reading, DARTs activities, etc.
Drama helps children get to know the text really well – often having to listen again to and
reuse parts of the text. With older children, drama activities are especially useful for
encouraging a return to the original text to internalise the patterns and interpretation…. Also,
drama can help children begin to generate new ideas for their own writing.
Making storytelling special.
Storyteller’s hat
Storyteller’s chair
Storyteller’s cloak
Magic Carpet
Story Music
Story lights
Story box or bag
Storytelling Castle
These notes are all ©Pie Corbett. For use in your class only
Learning Works +44 (0) 1672 512914 email [email protected]
10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
STRATEGIES FOR LEARNING THE STORIES (for teachers).
1.
2.
3.
4.
5.
Choose a story.
Adapt the story.
Decide on actions.
Draw a map.
Tape it and practise.
2. Innovation.
Only move on to innovation when the story is in the long-term memory – otherwise, they
will struggle to innovate. Each stage needs to be modelled by the teacher so that there is a
whole class innovation. This then sets then scene for staging the children to gradually create
their own innovation.
•
•
•
•
•
Substitutions.
Additions.
Alterations.
Change of Viewpoint.
Re-use the basic plot.
The quality of the children’s innovations is in direct relation to the quality of the class
innovation and shared writing.
Basic Craft of Writing games.
•
•
•
-
Daily – written or oral;
In relation to text type and progress;
Begin by speaking/hearing sentences, using colour and kinaesthetic methods –
words on cards, forming big sentences, etc, before moving to whiteboards: hear it - say it – see/read it - move it - watch it being written - have a go
Louisa’s connective game
Once upon a time one day first then next after that
after a while a moment later the next day meanwhile
soon at that moment suddenly unfortunately unluckily
luckily so although however as soon as now finally eventually
Gita ran home because….
Sound & action sentences
? = ugh (scratch head) ! = whee bang . = bang
, - raspberry “” = eee, eee
These notes are all ©Pie Corbett. For use in your class only
Learning Works +44 (0) 1672 512914 email [email protected]
10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
Make a sentence
dog
shark jelly
zebra humbug because
Boring sentences/improve a paragraph
The cat went along the wall.
Sentence/paragraph doctor
He runned down the lain the men was behind him
A new boy wos comeing to our school, we were exsited when Mrs Khan tolled us that he
was extra speshul. In assembly she said “so were all going to make him feel welcome,
arent we.”
From How to win at football by Rachel Anderson.
Finish
The old king….
…………. and laughed.
……….across the lake because……..
Drop in
Pie drove in his car to Bradford.
Adjective, adverb…. or clause
Pie, who was tired, drove in his car to Bradford.
Pie, chewing a toffee, drove in his car to Bradford.
Pie, disgusted by his family, drove in his car to Bradford.
Join
The cart stopped.
The hobbit got down.
Compare, e.g. strong/weak sentence
Imitation
Slowly, she crept into the room.
These notes are all ©Pie Corbett. For use in your class only
Learning Works +44 (0) 1672 512914 email [email protected]
10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
Angrily, he…
Reminder Sheet.
1. Vary sentences to create effects: •
•
•
•
•
•
•
Short, simple sentences – for drama and clarity: Tom ran.
Compound sentences for flow: Tom ran and Kitty walked.
Complex sentences to add in extra layers of information: As Tom ran, Kitty ate the
cake.
Questions to draw in the reader: What was that?
Exclamations for impact: Run for it!
Sentence of 3 for description: He wore a dark cloak, shiny shoes and red trousers.
The troll was tall, bony and very hairy.
Sentence of 3 for action: Tom ran down the lane, jumped over the hedge and
collapsed.
2. Vary sentence openings: •
•
•
•
•
•
•
•
Adverb opener (how):
Slowly,….
Connective opener (when): Last thing at night, …..
Prepositional opener (where): On the other side of the road….
Adjective opener: Tall trees towered over the river.
Simile opener:
as quick as a flash…. Like an eel….
One word opener:
Sad, …..
‘ing’ opener:
Running for home, Tim tripped….
‘ed’ opener:
Exhausted by the run, Tim fell over.
3. Drop in clauses: •
•
•
•
•
Who:
Tim, who was tired, ran home.
Which: The cat, which looked mean, ran home.
That:
The car, that was made of metal, melted!
‘ing’:
Tim, hoping for silence, crept into the staffroom.
‘ed’:
Tim, frightened by class 4, ate another cream bun.
4. The ‘ing’ clause.
•
•
•
•
Before: Laughing at the dog, Tim fell backwards.
During: Tim, laughing at the dog, fell backwards.
After:
Tim fell backwards, laughing at the dog.
Stage direction for speech: “Hi,” muttered Tom, waving to Bill.
Practise – sentences types that relate to the text type and that will help progress. Provide
spellings and sentence types on cards and mats, etc. and in display. List the key words and
sentence features needed to make progress in your plans.
These notes are all ©Pie Corbett. For use in your class only
Learning Works +44 (0) 1672 512914 email [email protected]
10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
Spelling games.
-
hear it - chant it
see it
make it
watch it being written
have a go
• systematic, daily phonics – pushed into writing and reading
• link spelling and handwriting
• Daily – from R to Y3 – segment and blend.
• Which one?
• Picture it.
• Speedwrite.
• Finish.
• Countdown.
• Riddles.
• Muddles + Common words and patterns – plurals, starts, middles and ends – ly, ing, ed.
• Shannon’s game.
• Rhyme it.
Try using – train, wheel, bone, light, flies, soap, seed, snail, goat, cream, face, five, bowl,
cake, hook, car, sock, back, shout, wood, led, bad, toy, day, gate, see, try, blow, true,
game, gave, fine, moon, fool, boast, feet, cap, ash, rat, day, best, ill, bit, line, ring, ink,
ship, shot, stop, hump, poke, mug.
Use their errors – common words and patterns + words needed for the text type.
3. INVENTION.
•
-
Hold regular weekly story inventing sessions. These should be:
oral
guided by the teacher
reusing familiar characters, settings and patterns
reusing connectives, sentence patterns
an opportunity for new ideas, drawing on a range of stories and life
Capturing the story
1. Story map
2. Story mountain
3. Story boxes
1. Start from the basic Story Ingredients.
• Who - Where - What
- keep it simple;
These notes are all ©Pie Corbett. For use in your class only
Learning Works +44 (0) 1672 512914 email [email protected]
10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
-
use props;
start with a character, place or event;
use a trigger if stuck.
2. Ignite the writing.
•
•
Use objects, images, drama, video, interesting experiences to stimulate the
imagination.
Children should draw, decide and tell before writing.
3. Use a basic story frame – teach and practise planning.
1. Problem/resolution
2. Warning
3. Quest
4. Wishing
5. Lost/found
6. Defeating the monster
7. Facing fear
8. Cinderella
9. Magical – place, events, powers
10. Character flaw
Appendices.
Reception Story Making Language Bank
Model language in everyday class activities using emphasis and actions.
Introduce
Once upon a time
Early one morning
And
Then
Next
Until/till
But
So
Finally
…..happily ever after
….. who …..
‘Run’ (he walked and he walked …..)
Description – a lean cat, a mean cat …..
Alliteration
Adverbs: Luckily/unfortunately
Prepositions: down, into, over, out, onto.
These notes are all ©Pie Corbett. For use in your class only
Learning Works +44 (0) 1672 512914 email [email protected]
10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
Year 1 Story Making Language Bank
Model language in everyday class activities using emphasis and actions.
Consolidate
Once upon a time
Early one morning
And
Then
Next
Until/till
But
So
Finally
….. who …..
•
•
•
•
•
•
‘Run’ (he walked and he walked
…..)
Description – a lean cat …..
Alliteration
Adverbs: Luckily/unfortunately
Prepositions: down, into, over, out,
onto
…. happily ever after
Introduce
After/after that
One day
At that moment
Soon/ as soon as
Because
Suddenly
By the next morning
To his amazement
In the end
First
If……
Now
….. that …..
…. or ….
…. so that ….
….. when …..
….. where …..
Repetition for effect
Adjectives to describe
Simile – using ‘as’
Adverbs: Suddenly, immediately
Prepositions: Inside, towards
These notes are all ©Pie Corbett. For use in your class only
Learning Works +44 (0) 1672 512914 email [email protected]
10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
Year 2 Story Making Language Bank
Model language in everyday class activities using emphasis and actions.
Consolidate
Once upon a time
Early one morning
To his amazement
Suddenly
One day
After/after that
And
So
First
By the next morning
Next
If
Then
Now
Until/till
Soon/ as soon as
But
In the end
Because
Finally
At that moment
….. who …. .….. when …..
….. that …. .….. where …..
…. or ….
…. happily ever after
…. so that ….
• ‘Run’ (he walked and he walked …..)
• Description – a lean cat …..
• Alliteration
• Simile – using ‘as’
• Adjectives to describe
• Adverbs: Luckily/unfortunately, suddenly,
immediately
• Prepositions: down, into, over, out, onto,
inside, towards
Introduce
Although
however
….. to …..
Repetition for effect
Adjectives to describe
Adverbs: eventually
Prepositions
Simile using ‘like’
These notes are all ©Pie Corbett. For use in your class only
Learning Works +44 (0) 1672 512914 email [email protected]
10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
Year 3/4 Story Making Language Bank
Consolidate
Once upon a time
One day
Early one morning
First
Next
After/a while
Before
And
As
But
At that moment
Suddenly
Introduce
later
when
whenever
without warning
eventually
Immediately
Although
However
If …..
So
Soon/as soon as
Then
….. until/till
While/meanwhile
In the end
Finally
Consolidate
….. who …..
….. while …..
….. when …..
….. that …..
….. to …..
….. or …..
•
•
•
•
•
‘Run’ (he walked and he walked …..)
Description, eg a lean, grey cat
‘How’ starter, eg Slowly, …
‘Where’ starter, eg At the end of the lane …..
Alliteration and similes
Introduce
• ‘ing’ clause starter, eg Running along, Tim tripped over.
• drop in – ‘ing’ clause, eg Tim, running along, tripped over.
• drop in ‘who’ clause, eg Tim, who was late, tripped over.
• short sentences, questions, exclamations
• sentence of 3 for description, e.g. He wore a red cloak, shiny shoes and a tall hat.
• “” plus speech verb/adverb
.
These notes are all ©Pie Corbett. For use in your class only
Learning Works +44 (0) 1672 512914 email [email protected]
10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
Year 5/6 Story Making Language Bank
Consolidate
Once upon a
time
One day
Early one
morning
First
Next
After/a while
Before
But
At that
moment
Suddenly
Immediately
Without warning
Although
However
Later
If …..
So
As/Soon/as soon as
Then
….. until/till
While/meanwhile/When/whenever
Eventually/Finally/In the end
Introduce
Elaborate,
eg Early
one frosty
morning
Consolidate
….. who …..
….. while …..
….. when …..
….. that …..
….. to …..
….. or …..
•
•
•
•
•
•
•
•
•
•
‘Run’ (he walked and he walked …..)
Description, eg a lean, grey cat
‘How’ starter, eg Slowly,
‘Where’ starter, eg At the end of the lane …..
‘ing’ clause starter, eg Running along, Tim tripped over.
drop in – ‘ing’ clause, eg Tim, running along, tripped over.
drop in ‘who’ clause, eg Tim, who was late, tripped over.
short sentences, questions, exclamations
“” plus speech verb/adverb
Alliteration and similes
Introduce
* ‘ed’ clause starter, eg Exhausted, Tom ran home.
*drop in ‘ed’ clause, eg Tim, exhausted by so much effort, ran home.
*sentence of 3 for action, eg Tim ran home, sat down and drank his tea.
*speech plus stage direction ‘ing’ clause, “Stop,” he whispered, picking up his tea.
*Personification
Once upon a time there was a little boy called Charlie who lived on the edge of a big city.
These notes are all ©Pie Corbett. For use in your class only
Learning Works +44 (0) 1672 512914 email [email protected]
10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
Early one morning he woke up and his Mumma said, “Take this bag of goodies to your
Grandma’s.” Into the bag she put – a slice of cheese, a loaf of bread and a square of
chocolate.
Next he walked, and he walked and he walked till he came to a bridge. There he met a cat –
a lean cat, a mean cat.
“I’m hungry,” said the cat. “What have you got in your bag?”
“I’ve got a slice of cheese, a loaf of bread – but he kept the chocolate hidden!”
“I’ll have the cheese please,” said the cat. So Charlie gave the cheese to the cat and it ate it
all up.
Next he walked, and he walked and he walked till he came to a pond. There he met a duck –
a snowy white duck.
“I’m hungry,” said the duck. “What have you got in your bag?”
“I’ve got a loaf of bread – but he kept the chocolate hidden!”
“I’ll have the bread please,” said the cat. So Charlie gave the bread to the duck and it ate it
all up.
Next he walked, and he walked and he walked till he came to a tall town clock – tick tock,
tick tock, tick tock. There he met not one, not two but three scruffy pigeons.
“We’re hungry,” said the pigeons. “What have you got in your bag?”
Unfortunately, there was only the chocolate – Luckily, Charlie found some crumbs. So he
scattered them on the ground and the pigeons ate them all up.
Next he walked, and he walked and he walked till he came to a crossroads. There he met a
…. Nobody.
“Mmmm, I’m hungry ,” said Charlie. “What have I got in my bag?”
“Mmmmmm, chocolate!” So, he ate it all up!
Next he walked, and he walked and he walked till he came to Grandma’s house. There he
Grandma.
“I’m hungry ,” said the Grandma. “What have you got in your bag?”
Unfortunately, there was only the chocolate wrapper – Luckily, grandma had pizza and
chips for tea.
These notes are all ©Pie Corbett. For use in your class only
Learning Works +44 (0) 1672 512914 email [email protected]
10th Anniversary SEN Conference 2007
Getting the Basics Right for Every Child
Suggested Story Bank
Reception
Year 1
• Peter and the Wolf
• Little Daisy
• Greedy Jack
• Little Red Hen
• Billy Goats Gruff
• The Enormous Turnip
• Gingerbread man
Year 2
• Little Charlie
• 3 Pigs
• The Smallest Tree
• How the world was made
• The unluckiest man
• Red Riding Hood
• Princess and the Pea
• 3 Wishes
• Little Jack
• Rumplestiltskin
• Magic Porridge Pot
• 3 Bears + Bear Hunt
• How tortoise got his shell
Year 3
• Papaya
• Magic Brush
• Jack and the Beanstalk
• Elves and the Shoemakers
• The Boy Who Cried Wolf
• Hare and tortoise
Year 4
• Why Spider has small waist
• Mr Fox and His Bag
• King of the Fishes
• Stone Soup
• Mouse and the Lion
• Hobyahs
Year 6
• Beddgelert
• Secrets
• Blue Fish (Cinderella)
• Unluckiest Man
• Giant’s Necklace
• Jabberwocky
Year 5
• Skillywidden
• Fox and the Raven
• The Highwayman
• Beowulf
• Visitor
• Theseus and Minotaur
For ks2 anthologies of short stories use the VOYAGE series published by OUP, edited Pie
Corbett and Chris Buckton. For ks1 use simple traditional tales.
These notes are all ©Pie Corbett. For use in your class only
Learning Works +44 (0) 1672 512914 email [email protected]