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Summary:

A mixed Year 5 class from Pegasus School in East Oxford and partner school, local top prep school The Dragon, listen to a story. Paired-up pupils then draw story maps of key points in the narrative. We then follow some pupils outside where they step through their stories, using their bodies as well as their verbal skills to recall and relate the story. This process helps them remember and regurgitate the plot lines of the story, allowing them finally to write their own version of the tale.Pegasus's Headteacher Gill Hudson explains the critical importance of Talk To Write and its positive impact on written attainment throughout the school. Talk advisor to the National Literacy Trust Judy Clark adds ideas on how to use charity shop objects to help children write creatively. Professor of Education Rhona Stainthorp from Reading University adds a caveat: teachers must not expect too much too soon and must allow a child sufficient time to write a story.
As part of their Talk to Write programme, Pegasus Primary in Oxford has been focusing on storytelling, story mapping and verbalising before their pupils sit down to write. According to Headteacher Gill Hudson, this has lead to huge improvements in writing. Several times a year Pegasus School devotes a whole day to storytelling. On this occasion story teller Chris Smith from the Storytelling Museum in Oxford visits Class 2 to tell them a story using techniques developed by writer and former teacher Pie Corbitt. The children are initially required to hear the story, and then to story map it by drawing pictures in sequence to represent key plot turning moments. They then retell the story in pairs, each child physically taking a step at key points in the story and verbalising the plot. Class 2 teacher Nannette Stormont then helps them with key words. Finally the pupils either write an accurate rendition of the story or add their own imaginative embellishments.
Recently the Oxford Storytelling Museum has devised story telling hopscotch for Pegasus Primary, set in a highly deprived part of Oxford. 7 different fairy tales have been stencilled sequentially onto flagstones. Pupils are now encouraged to step onto the squares and relate the relevant part of the fairy tale. Headteacher Gill Hudson believes not only is it hugely popular but it has helped to significantly raise standards in creative writing. Both Class 4 and Class 2 step through key parts of well known fairy stories as part of the school's commitment to the Talk to Write initiative launched in 2008. Judy Clark, the Talk advisor from the National Literacy Trust, explains the importance of talking prior to writing and provides some tips on effective ways of raising pupil attainment in writing at primary level. Following Class 2 storytelling hopscotch, we see teacher Nannette Stormont encouraging her pupils to write, in pairs, their own version of a favourite fairy tale.

Table of Contents:

• Storytelling school
• Hear, map, step, speak
• Developing a story together.

Contributors:

Brook Lapping Productions , producer, http://id.loc.gov/vocabulary/relators/pro

Languages:

English

Language Notes:

This edition in English.

Related Series:

Education in video

Good practice; 1-3

Subjects:

Creative writing — Study and teaching — Great Britain

Storytelling in education

Storytelling

Creative writing — Study and teaching

Creative writing

Great Britain

Genres:

Instructional television programs

Online media

Internet videos

General Notes:

Title from resource description page (viewed Mar. 5, 2012).
Streaming media.
Restricted to the University of North Texas System.
Previously released as DVD.

Physical Description:

1 online resource (3 video files (22 min)).

Digital Characteristics:

video file

Call Numbers:

Online Video

OCLC Numbers:

1269299798

Other Control Numbers:

1782156 (source: VaAlASP)
1782155 (source: VaAlASP)
1782154 (source: VaAlASP)
[Unknown Type]: ASP1737739/ediv