Teach storytelling and writing in the classroom with resources created by literacy expert Pie Corbett.

Start children on their storytelling journey with a focus on reading and imitating stories with the Key Stage 1 box. Story trail cards create a fun physical path for young children to follow and explore narratives.

Further develop children’s writing skills and ability to plan, create and edit their own stories with the Key Stage 2 box. Four game boards help to develop story building skills from plot to characters.

Each box is packed with cards, posters and digital resources to help support the creative writing process, as well as a USB with printable resources and downloadable activities. Each includes a Teacher’s Guide get the most from children’s writing.

Reasons to Love:

•A pack of FABULOUS resources to help children learn, retell and create their own stories

•A useful handbook which explains the Talk for Writing process from imitate, to innovate and then to inventing their own stories

•Sample stories are included in the book, but also as digital recordings, read by Pie himself

•The glossy cards allow you to create stories with the children – perhaps laying a story trail around school

•The digital resources allow you to individualise the resources and create your own story cards to match or challenge the interests of your class

Learning Outcomes:

EYFS

ELG 01 Listening and attention:

•Children listen attentively in a range of situations

•They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions

ELG 02 Understanding:

•Children follow instructions involving several ideas or actions

•They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events

ELG 03 Speaking:

•Children express themselves effectively, showing awareness of listeners’ needs

•They use past, present and future forms accurately when talking about events that have happened or are to happen in the future

•They develop their own narratives and explanations by connecting ideas or events

6.2 Specific areas of learning and their associated ELGs

Literacy

•This involves encouraging children to read and write, both through listening to others reading, and being encouraged to begin to read and write themselves. Children must be given access to a wide range of reading materials such as books, poems, and other written materials to ignite their interest.

The overarching aim for English in the National Curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The for English aims to ensure that all pupils:

•Read easily, fluently and with good understanding

•Develop the habit of reading widely and often, for both pleasure and information

•Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language

•Appreciate our rich and varied literary heritage

•Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences

Spoken language

•The National Curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing.

•Teachers should therefore ensure the continual development of pupils’ confidence and competence in spoken language and listening skills. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write.

Reading

•Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.

•Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.

Writing

•Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar.

Grammar, Punctuation and Spelling

•Opportunities for teachers to enhance pupils’ vocabulary arise naturally from their reading and writing. As vocabulary increases, teachers should show pupils how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language.