![]() ![]() The story is the important part, so keep the momentum the teaching should not slow down the scribing too much.įor some children, it will be appropriate to suggest that they add their name at the end of the story.Use terms such as ‘characters’, ‘author’, etc.Ask the child to write a few letters – or words – as appropriate to the individual child.Ask the child to sound out some words for you.Point out spaces, capitals and full stops, etc.Sound out some words as you write them.Sometimes stop and read what you have written, then let the child carry on.Use your knowledge of each child to decide which teaching is appropriate.Make sure the child watches you write (the paper should be in front of the child, if possible).Sit beside the child (if you are right-handed, put the child on your left). New staff have the following prompt sheet to help them support the children appropriately during the story scribing process: They also see how writing is formed and what it looks like. In this way, even the youngest children learn that their spoken words can be transferred onto paper. As the child speaks and the adult writes, it is important for the former to watch, and for the adult to write exactly what the child says (even if it is grammatically incorrect). Quite often it is just a drawing that will be the initial stimulus for a story – a butterfly, a princess, a monster or a robot that sparks the imagination. Whenever the staff feel it is appropriate, they will offer to scribe a story for a child. We use ‘story scribing’, an approach I first heard about from Vivien Gussin Paley. I repeat: we never tell the children to write we wait for the moment when they’re interested and then we pounce! When a child is motivated to do something, that’s the moment when support and teaching will be most powerful. However, in the early years at Carterhatch we have demonstrated that children can make outstanding progress in their writing without us ever telling them to write. Writing, writing, writing – every setting is worried about progress in writing. However, the resources are always to hand, clearly labelled, well stocked and offered alongside a wide variety of mark-making implements, paper, notebooks and card. ![]() We don’t have ‘writing areas’ because young children do not see writing as something separate to their normal activity – it is just another part of their play. Resources to support ‘writing’ are in all areas, including clipboards, which allow the children to take paper and pens to any areas they wish. In fact, there are always children writing in our nursery and Reception classes. Children at Carterhatch Infant School, on the other hand, write for various reasons: to remember what to buy at the shop or put in the cake to create a wonderful story that will be read to the class or send messages to their friends to ask the site staff to do a job or the headteacher for a new resource, the list goes on and on. No wonder they don’t opt to write when given a choice of what to do. This vital point is being ignored in many schools where children are being forced to learn at ever younger ages, purely for the sake of passing a test. Writing is not an end in itself, but a means to an end. Anna Ephgrave explains story scribing, an effective way to engage nursery and Reception-age children in the writing process… ![]()
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