Unit
1.5
We are storytellers
Producing a talking book
1 About this unit
Software: Microsoft PowerPoint®/2Create A Story/IWB
software
Apps: Keynote/Explain Everything/Voice Memo
Hardware: Computers/tablets, MP3 recorders/microphones
Outcome: A talking book
UNIT SUMMARY
In this unit, the children create a talking book that
they can share with others.
CURRICULUM LINKS
Computing PoS
Use technology purposefully to create, organise,
store, manipulate and retrieve digital content.
Recognise common uses of information
technology beyond school.
Use technology safely and respectfully.
Suggested subject links
The unit could be used to make a talking book
about a topic in any curriculum area.
English: Children need to speak with clear diction
and use appropriate intonation when reading and
reciting text.
Music: Children use sounds expressively to
illustrate a story.
PSHE: Children could consider how talking
books improve the lives of people with particular
disabilities.
TRANSLATING THE COMPUTING PoS
The pupils’ talking books are one form of digital
content. Creating them involves organising a
number of different audio components. The pupils
will need to store and retrieve the digital files
for their books using the school computers or
network. This unit helps them to learn more about
how this works and how to use this effectively.
Talking books, and digital audio more generally,
are an important use of information technology,
both within and beyond school, with particular
relevance to visually impaired users, young
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children who are learning to read, and for people
who are travelling.
Pupils need to be aware of copyright material,
and show appropriate respect for the owners of
intellectual property when using technology.
LEARNING EXPECTATIONS
This unit will enable the children to:
use sound recording equipment to record sounds
develop skills in saving and storing sounds on the
computer
develop collaboration skills as they work together
in a group
understand how a talking book differs from a
paper-based book
talk about and reflect on their use of ICT
share recordings with an audience.
The assessment guidance on page 60 will help
you to decide whether the children have met these
expectations.
VARIATIONS TO TRY
This work could be effectively combined with Unit
1.3, by adding audio recordings to the illustrations
the pupils create for their traditional tales.
The children could produce a podcast about a
historical event or person (link with Unit 2.4).
The children could create commentary for a
selection of paintings or drawings, which could
be uploaded onto the school website or learning
platform along with the related artwork.
The children could create a short radio play, using
appropriate sound effects.
The children could record music, or compose
music on the computer, for their book.
Some children may wish to read out the text of
published books, or even their own stories, rather
than using the story templates supplied.
2
Getting ready
THINGS TO DO
Read the Core steps sections of Running the task.
Choose which software/tools are most accessible/
appropriate for use with your class.
Download your chosen software/tools (see Useful
links below) and spend some time familiarising
yourself with them.
Watch the Software in 60 seconds walkthrough.
Think about the individuals and groups you have in
your class. Could you use any of the Extensions on
pages 54–59 to extend your more able children?
Could you use any of the suggestions in Inclusion
(see below) to support children with specific
needs, e.g. SEN or EAL? Have you considered
how a Teaching Assistant will support you and the
children, if one is available?
Ensure you have sufficient computers/laptops/
tablets and audio recorders booked in advance.
Ensure that you have amended the story
CD-ROM RESOURCES
Software in 60 seconds – PowerPoint
Unit poster – Tips for recording a talking book
Three story templates
Sound effects
Pupil self-assessment information
E-SAFETY
The children’s performances may be uploaded to
the learning platform or class blog. Uploading to
external websites should only be allowed if this is
in accordance with school policy and any relevant
permissions are obtained.
Where children are reading others’ stories, be
aware of copyright and take care to observe any
associated conditions.
INCLUSION
Consider giving children who find reading difficult a
shorter part to read and provide additional support.
Alternatively, they could explain what happens in
the story in their own words.
EAL pupils might like to record multilingual stories
in their mother tongue, or Google Translate could
be used to translate books for them
(http://translate.google.com).
Talking books provide an opportunity to address
accessibility by considering how those with visual
impairment or those learning to read can enjoy
books.
templates, if required, and have access to them for
Step 2 of Running the task.
Connect microphones to computers and laptops
(if not built in) prior to recording in Step 3 of
Running the task, and check that the recording
volume is set at an appropriate level.
Think carefully about how you will organise classes
for this work. The pupils will need a relatively quiet
environment in which to record, so this might work
well with a ‘carousel’ of other activities rather than
as part of a timetabled computing lesson.
THINGS YOU NEED
Relevant exemplification downloaded from the web
(see Useful links below)
Hardware/other resources
MP3 recorders
Microphones
Sound effects (see the CD-ROM)
Resources with which the children can create
sound effects, including musical instruments
WWW
USEFUL LINKS
Software and tools
Microsoft PowerPoint® is part of Microsoft’s
Office suite: http://office.microsoft.com/en-gb/
powerpoint.
2Create A Story is commercial, proprietary
software from 2Simple: www.2simple.
com/2createastory.
Your IWB software (typically SMART Notebook
or ActivInspire) could be used and is likely to
be licensed for use on all computers in the
school. See http://smarttech.com/gb/Support/
Browse+Support/Download+Software and
www.prometheanworld.com/gb/english/education/
products/classroom-software/activinspire.
Online tutorials
Introduction to PowerPoint: http://office.microsoft.
com/en-gb/powerpoint-help/video-start-usingpowerpoint-VA103981631.aspx.
User guide for 2Create A Story:
http://support.2simpleweb.com/public/docs/
userguides/2Create%20A%20Story.pdf.
Information and ideas
Free audio tracks of children’s stories:
http://storynory.com/archives/fairy-tales.
Creative Commons licensed sound clips
(www.freesound.org/browse) and backing music
(www.jamendo.com/en).
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Examples of audio books/radio
drama, e.g.
www.bbc.co.uk/podcasts/series/cr
www.bbc.co.uk/learning/schoolradio/
podcasts
www.booksshouldbefree.com/genre/
Children
POSSIBLE OUTCOME FOR THIS STEP:
WWW
Sound effects
RESOURCES
Step 1: Listening to audio books
Play the recording again, this time asking the pupils to supply
sound effects at the appropriate points. If time permits,
rehearse this further.
As a class, listen to some of the sound effects provided on
the CD-ROM. Ask the children to think about how they could
produce their own sound effects to go with the sound clip
they’ve heard. Provide (or improvise) some equipment that
the pupils can use to make sound effects.
Ask the children if they can think of some sound effects that,
if added, would make the story more exciting or engaging,
e.g. clapping, stamping, laughing, sneezing, etc.
Encourage pupils to listen to audio books
or podcasts with their parents or carers,
perhaps adding sound effects of their
own.
HOME
The children could begin to use the MP3
recorders to record the sound effects
that they produce or make. Show them
how to record and play back a recording,
and then re-record it if they feel they
want to improve or change the sound in
any way.
SCHOOL
Extensions
Hardware: Computers/tablets, MP3 recorders/microphones
As a class, listen to a sound clip of a well-known book or
story being read out loud (see Resources). Discuss how the
storyteller uses his or her voice to make the story come alive.
How would the excerpt be different if more people were
involved? Ask the pupils to compare listening to the audio
book with reading the book themselves. In what ways is the
audio book better? How is it worse? Also ask the pupils to
compare listening to the audio book with watching a film or
TV programme. Some pupils might have watched a film or
TV adaptation of a book they know, and could draw on their
experience.
Core steps
Apps: Keynote/Explain Everything/Voice Memo
Running the task – We are storytellers
Software: Microsoft PowerPoint®/2Create A Story/IWB software
Outcome: A talking book
3
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POSSIBLE OUTCOME FOR THIS STEP:
Story templates
RESOURCES
Step 2: Planning an audio book
Encourage the children to keep rehearsing their performance
so that they are word perfect for the recording. They should
give one another constructive feedback on their performance
and help one another to improve.
The pupils should practise reading the story again, this time
adding live sound effects at the appropriate points. Do the
pupils find it hard to tell if the story is working? Can they
explain why? Do they find it confusing having to do both
reading and sound effects at the same time? Can they think of
any way in which they could separate these two aspects?
Ask pupils to think creatively about how they could create the
different sound effects they’ve identified. Encourage them to
experiment with the different apparatus and instruments that
are available.
The children should practise reading their part of the story.
Explain to the children that they are going to work in groups to
create their own talking version of the story. Once the children
are split into groups, assign each child (or allow each child to
choose) a part of the story to read.
Read the story to the children and ask them to think about
which characters could be speaking and which sound effects
could be added. Ask the pupils to write a list of all the sound
effects they could use. Ask them to think about what the
characters might sound like. How can the personality of each
character best be conveyed?
Look at the three story templates provided on the CD-ROM.
As a class, or in groups, choose one of them to read, or use
another story of your own or the pupils’ choice.
Encourage pupils to ask their parents or
carers to help them practise their part.
HOME
Some pupils might like to record the
story again, using audio recorders or
software to review their performance.
SCHOOL
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POSSIBLE OUTCOME FOR THIS STEP:
If time permits, the pupils could record one another talking
about their experience of school. These recordings could be
uploaded to the class blog, subject to the usual permissions.
Ask the class to practise using the recorder to record and
review sound effects, and to record and review each other
speaking (individually or in dialogue). What do they think
about the sound quality? Is the recorder easy to use? Can
they think of any occasions when using something like this
would be useful in other lessons?
Show the pupils how they can review their recordings and
delete any that they consider unsatisfactory. Encourage
them to discuss the technical merits of their recordings. Do
they find there’s a ‘good’ distance to keep the microphone
from their mouth when speaking? Is there a ‘good’ volume at
which to speak?
Introduce the pupils to the audio recorders they’ll be using
(portable devices, microphones plugged in or connected to a
computer with audio recording software, or the voice recorder
app on their tablets). Allow them some time to explore the
recorders, and ask them to share what they’ve learned with the
class. Correct any misconceptions that arise. Demonstrate how
the pupils should use the recorder to record and review audio.
Ask the pupils to think of different ways to get information into
a computer. Encourage them to list as many ways as they can
in addition to the keyboard and mouse. Guide the pupils to
thinking of inputting sound using a microphone. Ask them to
think of ways in which the computer can output information,
again guiding them to thinking of the speakers or headphones.
Explain that when computers store audio, they store it as long
sequences of numbers on their computer drives.
Step 3: Practising with the microphone/audio recorder
Core steps
If pupils have access to audio recorders
at home (such as their parents’ or carers’
mobile phones), they could practise
using them, perhaps interviewing their
parents or carers about their school life,
or vice versa.
HOME
Some pupils might like to experiment
with more advanced audio editing
software, such as Audacity® (free, open
source software).
SCHOOL
Extensions
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Additional sound effects from
the National Education Network:
http://gallery.nen.gov.uk/
gallery14723-.html
Freesound: www.freesound.org
POSSIBLE OUTCOME FOR THIS STEP:
WWW
Story templates
Sound effects
Software in 60 seconds –
PowerPoint
RESOURCES
Step 4: Recording sound effects
Show pupils how to import their sound effects to a
PowerPoint (or other) presentation, using this as a convenient
way to organise the clips. Pupils should label their clips
and ensure they are organised onto individual slides of the
presentation in the right order.
The children could explore the sound effects available
from the National Education Network or on Freesound (see
Resources). Discuss the issue of copyright and that any
sounds used should be licenced for pupils’ use.
Show the pupils how they can play back their audio clips.
What do they think about the sound quality? Are there any
clips that need to be re-recorded?
Demonstrate how audio recordings can be saved to the
computer. Remind the children that they’ll need to be able to
find these files later, so they need to know where they are in
the computer’s folder system. Remind children that their audio
is stored on the computer as a long sequence of numbers.
Working in groups, the children use their audio recorders to
capture each sound effect in turn as a separate clip. They
review each of these, and re-record any where the quality is
not sufficient.
The children will need a relatively quiet environment, so it
may be advisable for them to work one group at a time. Other
groups could explore the sound effects provided on the
CD-ROM while they are waiting for their turn to record sound
effects, or this could be part of a ‘carousel’ of activities, with
children working in a quiet area of the school.
The pupils should look through their list of sound effects and
their ideas for how to create each one.
This step might work best with a small group of pupils
working in a quiet part of the school, rather than as part of a
whole-class computing lesson.
If pupils have access to audio recorders
at home, including those on smartphones
or tablets, they could record further
examples of sound effects.
HOME
Encourage pupils to explore clip art,
or perhaps even the web, for images
to which they can attach their sound
clips. Show them how to do this in the
presentation software. Remind pupils
that they should use Creative Commons
licensed images, or similar, where
possible.
SCHOOL
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POSSIBLE OUTCOME FOR THIS STEP:
Software in 60 seconds –
PowerPoint
Story templates
RESOURCES
Step 5: Recording the story
The children should save their presentation onto the computer
or the network with a new filename. Again, spend time
showing them where they have saved their work.
The children should review their recordings. Were all their
words clearly audible? Is there anything they’d like to improve?
Provide time for them to re-record any audio they need to.
Each child should record themselves reading their part of
the story, including any sound effects they have created
– these can be played back as they record their dialogue.
The children may need to work one group at a time in order
to keep the background noise down to an acceptable level
when recording. Remind the children to speak clearly into the
microphone, but not to shout.
Show the children how to record directly into the story
template using a microphone connected to the computer (see
the Software in 60 seconds walkthrough on the CD-ROM).
Explain that programs like PowerPoint (or other presentation
software) are useful for organising many different types of
information, but these will still be stored as long sequences of
numbers on the computer.
The pupils should spend some time rehearsing their part in
the story script to be recorded. Remind them that it’s OK if
they’re not perfect first time as it’s easy to re-record when
using the computer. The children should open the work
they’ve done so far on the computer. Remind them that their
work was saved as a file on the computer drive or the school
network. Is it just as they remember it?
As with Step 4, this step might work best with a small group
of pupils working in a quiet part of the school, rather than as
part of a whole-class computing lesson.
Core steps
Pupils and/or their parents or carers
could use similar software or other audio
recorders at home to record storybooks
or other stories.
HOME
It’s possible to sequence sound effects
to play at particular points in the story
using custom animations in PowerPoint.
Some children might like to experiment
with this.
SCHOOL
Extensions
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POSSIBLE OUTCOME FOR THIS STEP:
Step 6: Reviewing work
Use a closing plenary for the pupils to review what they’ve
learned in the unit as a whole.
Discuss the differences between their audio books and
traditional printed books. Remind pupils that some readers
might find the audio format much more accessible.
Emphasise that these two formats are different ways of
storing and presenting the same information. Can the pupils
think of other ways that this information, i.e. the story, could
be presented (e.g. a film, a cartoon)? Ask the pupils to
compare these different ways of telling a story. What are the
advantages and disadvantages of each? Which of these can
be stored on a computer? Remind the pupils that in each
case the story is stored as a sequence of numbers.
Provide an opportunity for the pupils to compare their audio
books with the ones they listened to at the beginning of the
unit. What were the most noticeable differences? Can they
think of how the sound effects might have been produced in
the audio books that they listened to? Could they have used
these techniques themselves?
Working on the IWB, the class should review all the audio
books together. Each group should share their feedback on
each book, including suggestions for improvement. Group
members can discuss the different approaches they took to
recording sound effects.
Remind pupils that their work is stored as sequences of
numbers on the computer drive or network server. Show them
how to retrieve one another’s work from the school network
or the computer drive, and to play back other presentations.
Provide time for the pupils, working in groups, to listen to
all the other story presentations. Ask them to write down (or
record) at least two things they like and one thing that could
be improved for each audio book (‘two stars and a wish’).
The pupils could play their group’s audio
book to their parents or carers, getting
feedback from them on what they’ve
done.
HOME
The pupils’ presentations, or just the
audio from them, could be uploaded
to the school website or class blog for
others to hear and respond to, subject
to appropriate permissions and the
school’s policies.
SCHOOL
4 Assessment guidance
Use this page to assess the children’s computing knowledge and skills. You may wish to use these
statements in conjunction with the badges provided on the CD-ROM or community site and/or with your
own school policy for assessing work.
LOGICAL THINKER 1
COMMUNICATOR
PROGRAMMER 1
PROBLEM SOLVER 1
ALL CHILDREN SHOULD BE ABLE TO:
Plan and rehearse the sound effects needed
in an audio book
Plan and rehearse the dialogue needed in
an audio book
Record sound effects using a digital audio
recorder (or software)
Record dialogue directly to a computer
Be able to retrieve previously saved work
MOST CHILDREN WILL BE ABLE TO:
Review and improve sound effect recordings
LOGICAL THINKER 1
Review and improve dialogue recordings
LOGICAL THINKER 1
PROGRAMMER 1
Organise sound effect recordings
Give constructive feedback to other
pupils
CONTENT CREATOR 1
Compare audio
books with printed
books
CONTENT CREATOR 1
E-SAFETY 1
SOME CHILDREN WILL BE ABLE TO:
Record high quality sound effects using a
digital audio recorder or software
LOGICAL THINKER 1
PROGRAMMER 1
LOGICAL THINKER 1
COMMUNICATOR
PROGRAMMER 1
PROBLEM SOLVER 1
COMMUNICATOR
PROGRAMMER 1
PROBLEM SOLVER 1
CONTENT CREATOR 1
Use
technology purposefully
to createBEYOND SCHOOL
E-SAFETY 1
SEARCHER
digital content
LOGICAL THINKER 1
COMMUNICATOR
PROGRAMMER 1
PROBLEM SOLVER 1
CONTENT CREATOR 1
Use
technology purposefully
to createBEYOND SCHOOL
E-SAFETY 1
SEARCHER
digital content
LOGICAL THINKER 1
COMMUNICATOR
PROGRAMMER 1
PROBLEM SOLVER 1
CONTENT CREATOR 1
Use
technology purposefully
to createBEYOND SCHOOL
E-SAFETY 1
SEARCHER
and store digital content
CONTENT CREATOR 1
Use
technology purposefully
to create BEYOND SCHOOL
E-SAFETY 1
SEARCHER
and store digital content
LOGICAL THINKER 1
CONTENT CREATOR 1
COMMUNICATOR
E-SAFETY 1
PROGRAMMER 1
Retrieve digital content
SEARCHER
PROBLEM SOLVER 1
BEYOND SCHOOL
LOGICAL THINKER 1
COMMUNICATOR
PROGRAMMER 1
PROBLEM SOLVER 1
LOGICAL THINKER 1
COMMUNICATOR
PROGRAMMER 1
PROBLEM SOLVER 1
BADGE
LOGICAL THINKER 1
CONTENT CREATOR 1
COMMUNICATOR
CONTENT CREATOR 1
PROBLEM SOLVER 1
CONTENT CREATOR 1
E-SAFETY 1
COMPUTING PoS REFERENCE
Use
technology purposefully
to organise
E-SAFETY 1
SEARCHER
BEYOND SCHOOL
and retrieve digital content
PROGRAMMER 1
Use
technology purposefully
to organise
E-SAFETY 1
SEARCHER
BEYOND SCHOOL
digital content
Use technology respectfully
SEARCHER
BEYOND SCHOOL
PROGRAMMER
PROBLEM SOLVER 1
Recognise common
uses 1of information
technology beyond school
LOGICAL THINKER 1
BEYOND SCHOOL
COMMUNICATOR
LOGICAL THINKER 1
COMMUNICATOR
PROGRAMMER 1
PROBLEM SOLVER 1
LOGICAL THINKER 1
COMMUNICATOR
PROGRAMMER 1
PROBLEM SOLVER 1
CONTENT CREATOR 1
PROBLEM SOLVER 1
Use
technology purposefully
to createBEYOND SCHOOL
E-SAFETY 1
SEARCHER
and store digital content
Record high quality dialogue directly to a
computer
CONTENT CREATOR 1
Use
technology purposefully
to createBEYOND SCHOOL
E-SAFETY 1
SEARCHER
and store digital content
Combine sound effects with dialogue in
their recordings
CONTENT CREATOR 1
Use
technology purposefully
to
E-SAFETY 1
SEARCHER
manipulate digital content
Appreciate how
audio recordings E-SAFETY
are stored
CONTENT CREATOR 1
1
on a computer
BEYOND SCHOOL
BEYOND SCHOOL
Recognise common uses of information
technology beyond school
PROGRESSION
The following units will allow your children to develop their knowledge and skills further.
Unit 1.6 – We are celebrating
Unit 2.3 – We are photographers
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PROBLEM SOLVER 1
Use
technology purposefully
to organise
E-SAFETY 1
SEARCHER
BEYOND SCHOOL
and retrieve digital content
5 Classroom ideas
Practical suggestions to bring this unit alive!
DISPLAYS AND ACTIVITIES
The children could learn more about the work of
the Royal National Institute of Blind People (RNIB)
and the importance of talking books for the blind
(www.rnib.org.uk).
The children could find out how talking books and
radio dramas are created, and the different roles
people play in this process.
The children could explore the importance of oral
storytelling in the past, and how this was used to
pass stories on from generation to generation.
The children could learn more about Grimms’
fairy tales, which the Brothers Grimm recorded by
inviting storytellers to their home and transcribing
what they heard.
The children could explore the importance of
oral storytelling in other cultures, e.g. Alaskan
Native storytelling has been passed down through
generations by means of oral presentation.
The children could help to create a storytelling
area, with MP3 recorders available for them to
record themselves reading a book.
The children could record themselves retelling a
story they have previously heard.
WWW
WEBLINKS
British Library sound archive of children’s games
and songs: http://sounds.bl.uk/Oral-history/Opiecollection-of-children-s-games-and-songs-.
www.marblehead.net/foley provides a short
tutorial on how movie sound effects are created
by Foley artists.
Examples of further information on podcasting
in schools include www.thegrid.org.uk/learning/
ict/technologies/web2.0/podcast and www.
radioanywhere.co.uk/stations.php.
VISITS
The children could visit their local library to talk to a
librarian about how many talking books they have,
what sort of books they are, and who uses them.
Invite someone from the RNIB, or a similar
organisation, to talk about the production of talking
books for the blind, and why they are useful.
The children could visit (or host a visit from) the
local radio station: www.bbc.co.uk/radio/stations.
BOOKS
For children
Briggs, R. The Snowman Sound Book. (Puffin, 2011)
Brooks, F. Goldilocks and the Three Bears: With
Sounds (Usborne First Fairytales). (Usborne
Publishing Ltd, 2009)
Donaldson, J. What The Ladybird Heard Sound
Book. (Macmillan Children’s Books, 2011)
For teachers
Anniss, M. Find Your Talent: Make a podcast!
(Franklin Watts, 2014)
Kinnaird, M. Sounds Like a Good Idea: Using Audio
Technology in the Classroom. (Network Continuum
Education, 2008)
Richardson, W. Blogs, Wikis, Podcasts, and Other
Powerful Web Tools for the Classroom. (Corwin,
2010)
6 Taking it further
When you’ve finished, you might want to extend the project in the following ways.
Ask the children to look out for audio books being
used outside of school.
The children could record interviews with local
residents, family and friends as part of a topic on
their local environment or recent history.
Provide further opportunities for children to practise
listening to and creating sound clips. For instance,
you could play sound effects in class (e.g. applause)
when someone has completed a task well.
The children might like to experiment with the
text-to-speech facility built in to modern operating
systems as an accessibility feature, or through
web-based tools such as Voki (www.voki.com).
The children should consider how the computer
uses grapheme–phoneme correspondence to work
out how to pronounce text.
Consider setting up a regular class or school
podcast for pupils to share their audio work with a
wider audience, perhaps through iTunes.
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