The WRITE Project
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    • Year 1: Caroline Day >
      • Year 1: Caroline Day - Working with language and genre
      • Year 1: Caroline Day - Using Storytelling
      • Year 1: Caroline Day - Using Journals
    • Year 3: Sam Maslen >
      • Year 3: Sam Maslen - Working with Language
      • Year 3: Sam Maslen - Working with Genre
      • Year 3: Sam Maslen - Using Storytelling
      • Year 3: Sam Maslen -Using Journals
    • Year 3: Brenda Griffin >
      • Year 3: Brenda Griffin - Working with Language
      • Year 3: Brenda Griffin - Working with Genre
      • Year 3: Brenda Griffin - Using Storytelling
      • Year 3: Brenda Griffin - Using Journals
      • Year 3: Brenda Griffin - Using Film
    • Year 3: Louise Raher >
      • Year 3: Louise Raher -Working with Genre
      • Year 3: Louise Raher - Using Sorytelling
    • Year 4: Emily Harrington >
      • Year 4: Emily Harrington - Working with Language
      • Year 4: Emily Harrington - Working with Genre
      • Year 4: Emily Harrington - Using Storytelling
      • Year 4: Emily Harrington - Using Journals
      • Year 4: Emily Harrington - Using Film
    • Year 4: Helen Shakespeare >
      • Year 4: Helen Shakespeare - Working with Language
      • Year 4: Helen Shakespeare- Working with Genre
      • Year 4: Helen Shakespeare - Using Storytelling
      • Year 4: Helen Shakespeare - Using Journals
  • Contact
  • Home
  • About the WRITE Project
  • Principles of the Project
  • The Project Model
  • Project Outcomes
  • Case Studies
    • Year 1: Caroline Day >
      • Year 1: Caroline Day - Working with language and genre
      • Year 1: Caroline Day - Using Storytelling
      • Year 1: Caroline Day - Using Journals
    • Year 3: Sam Maslen >
      • Year 3: Sam Maslen - Working with Language
      • Year 3: Sam Maslen - Working with Genre
      • Year 3: Sam Maslen - Using Storytelling
      • Year 3: Sam Maslen -Using Journals
    • Year 3: Brenda Griffin >
      • Year 3: Brenda Griffin - Working with Language
      • Year 3: Brenda Griffin - Working with Genre
      • Year 3: Brenda Griffin - Using Storytelling
      • Year 3: Brenda Griffin - Using Journals
      • Year 3: Brenda Griffin - Using Film
    • Year 3: Louise Raher >
      • Year 3: Louise Raher -Working with Genre
      • Year 3: Louise Raher - Using Sorytelling
    • Year 4: Emily Harrington >
      • Year 4: Emily Harrington - Working with Language
      • Year 4: Emily Harrington - Working with Genre
      • Year 4: Emily Harrington - Using Storytelling
      • Year 4: Emily Harrington - Using Journals
      • Year 4: Emily Harrington - Using Film
    • Year 4: Helen Shakespeare >
      • Year 4: Helen Shakespeare - Working with Language
      • Year 4: Helen Shakespeare- Working with Genre
      • Year 4: Helen Shakespeare - Using Storytelling
      • Year 4: Helen Shakespeare - Using Journals
  • Contact
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Year 3: Louise Raher

Using Storytelling

Storytelling has had the largest impact on me, throughout the year on the Bucks Write course. I felt inspired by our sessions on storytelling and was eager to share with my school.  Story telling gave me the confidence to use drama within lessons to develop and improve the language used by the children. 

The deepening exercises proved vital when ensuring the children follow the structure of the given genre and were confident to take risks in their vocabulary and structure to their writing. By telling stories off by heart, the children learnt about language communication and ideas. By listening to stories, children were filled up with new vocabulary and the tune of well – written prose.
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By children telling the stories they became active learners, using their brains to adapt the language, use their imagination and play around with drama. This technique is now used across KS2 and is used within other subjects, giving the children confidence to push the barriers. 
I completed a story telling unit with Year 3 based on Jack and the beanstalk. The unit lasted 2 weeks. 
The first week involved one writing session, the other lessons included listening to the story, speaking and listening games playing ‘tell me more’ and stepping out the story. The children enjoyed using drama to re-tell their story and develop and broaden their language. They worked in partners and small groups to step out the story and freeze frame key events. These were photographed and stuck in their books. The children then referred to these photographs during their independent writing. 

The children then participated in shared writing, taking away the fear of writing and encouraging the children to express their ideas, and improve others ideas. The children then completed their independent task, using drama from the week before to ensure structure within their writing and including adventurous word choices.
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I created a video, recording the children’s responses to the unit. All children recorded positive messages, including how they knew what to write about, they really understood the text and they had fun! 
​Following two weeks of storytelling, using strategies suggested by Chris Smith, the children attitudes towards writing dramatically increased. At the start of my course I completed a questionnaire on children’s attitudes towards writing. Initially, 19/33 enjoyed writing with the two main negative factors being ‘finding it hard to write for long time’ and ‘handwriting because it hurts’.

After a term in Year 3, and after a unit on storytelling, 26/33 enjoyed writing and the only negative association with writing was ‘I have so many ideas but my hand hurts when I write a lot’.
‘I have so many ideas but my hand hurts when I write a lot’.