Before the project, trying to teach children to write stories was like building a house without foundations. We were trying to get them to do something that they didn’t have the building blocks in place to do. They didn’t have the language patterns to be able to tell a story so how could they write it down! The children were very passive. They would listen to stories being read to them but now they are actively involved in telling the story themselves so that the language and all the key storytelling sentence patterns are in their heads. Previously it was all too much. They were trying to remember a story and how to form the letters and leave space between the words. There were just too many things to do. We were setting them up to fail; not just in literacy but in all aspects of school.
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What’s made the difference? If you go back three years, children in Years 1 and 2 couldn’t write a properly structured story. Now they can talk and write properly structured stories independently. The big difference is the level of oral rehearsal at home as well as at school. The approach has embedded the good language patterns in the children’s heads so they can tell a story. It provides them with an explicit language model which is reinforced in the home. It’s also made all the teachers become more explicit and careful to model the key connecting phrases for the children so they know how to speak coherently. Foundation children are now writing several pages and, when they leave Foundation 2, they can write stories. Because they have rehearsed a story orally, when they come to write it down or innovate on it they know what they are going to write so they have the space to think about the spelling and how to form the letter and the finger spacing. They can cope with the mechanics because they have the story in their head. This problem would be solved by the Talk-for-Writing approach alone but when you add in the parents as well, then the children’s immersion in story telling language increases so they are learning stories much more quickly and then they can start focusing on the writing.