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Hello, welcome back.

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In today's training, we're going to introduce you

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to the Tales Toolkit at writing resources,

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and all of these are available for you to download

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so you can start writing with your children from tomorrow.

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There's two parts to today's training.

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In part one, we're going to show you

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how Tales Toolkit sets children up for writing.

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And in part two, we're gonna look at the Tales Toolkit,

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writing resources.

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So let's get going with part one.

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I want you to think here about the Tales toolkit,

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principles, safe Space, child-led and fun.

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Safe space writing isn't easy, it's something

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that doesn't come naturally.

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And if children were left to their own devices, then many

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of them wouldn't choose to write.

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If you think back to the cavemen,

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it wasn't a skill they needed to survive.

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And it's only in the last 150 years

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that writing has been something that all children learn,

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and not just a rich and privilege,

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but over the generations there's been a passion

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for Mark making.

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Even the youngest children you'll see trying

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to communicate their thoughts

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and ideas through the marks they make.

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So we see if you like a natural history from the first

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time, maybe a baby traces marks in the food they're eating

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or in the sand

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or with a wet finger runs it along a window.

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Those are all early marks,

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and as children get more confident in making those marks,

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they'll often ascribe meaning to them.

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And as soon as they're ascribing meaning to a mark

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for us, they're on the journey. As Early Writers

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Tales toolkit provides lots of opportunity for children

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to be self-motivated to record their stories

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and ideas through Mark making,

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which is the first step in developing writing Sounds.

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Toolkit believes children don't need to master the skill

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of writing before they develop their voices.

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Writers, in fact,

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it's really important you give them a storytelling voice

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early on, building their confidence

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and helping them believe their writers

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before they put pen to paper.

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Think back now to session one,

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when we talked about the children not getting quality

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interactions at home, children spending most of their time

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inside in front of a screen.

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Children who don't get to play, who come

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to school unprepared for writing, both in their fine motor,

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but also lacking in experience, language, and creativity.

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And add to this, the opportunities

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for writing have decreased.

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So lots of children won't get to see their families write.

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So with technological change, there's lots

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of very exciting play you can do now

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as a child without really having

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to move off your sofa if you like.

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Tablets, phones, video games, all

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of all of those sorts of things.

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And my own view is that that brings lots

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of exciting possibilities to childhood

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and that we shouldn't position ourselves to say

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that there is a intrinsic problem

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with technology in young children,

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but it has to be part of a kind of balanced

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and healthy development for the child without

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Writing role models and the experiences to write about.

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Some children won't see the purpose in writing

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and they'll be really reluctant to even have a go.

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Take away the pressure

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and create a safe space

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where children can write at their own pace.

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Start by scribing their stories.

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Children learn a lot just from seeing you write.

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They learn that writing is a form of communication.

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That words can be recorded on paper,

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and they see the mechanics of writing, such as writing left

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to right on the page and spaces between words.

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Scribe stories give you lots of information about the child,

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their language and vocab level, their imagination

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and creativity and their understanding of story.

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Your children might start by drawing a picture

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or making a mark

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or begin by creating stories in foam

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where there isn't the pressure of permanent marks.

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By creating this safe space where there isn't a pressure

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to write, the children will gain confidence

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and will move from watching you write

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to making their own marks

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and eventually attempting to write their own stories.

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In the writing area, you can see like massive changes

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with some of the children's, um, mark making that maybe

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before it might have been a mark,

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but now suddenly that Marks turned into a character

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and they, and then if you ask them a bit more about, oh,

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well, where, where is your character?

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They're use, they're understanding all

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that terminology about setting and character

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and problem and solution.

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Um, and so they, you're suddenly getting much more

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of a picture with their, with their marks that they've made

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In the same way that children explore that ideas,

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who tells talk stories, they can do the same with writing.

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The children lead the story and there are no wrong answers.

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And Queen say the fight together,

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but the monster caught the Lady Bird.

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The monster caught the Lady bird. Poor lady. Bird.

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Bird. The lady girls had a gun. Oh,

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Where was she hiding the gun?

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In the, in, in her, in her she

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Child led. One

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of the easiest ways to motivate children to write is

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to make it about their interests.

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Spider Spiderman was in Mr.

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Willy Wonka factory,

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but then a pen came.

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You know your children, children, you know

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what makes them tick and you are the best person

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to know what's going to excite them to write.

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Whether it's writing a story about Elsa

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or writing a postcard to send to Spider-Man,

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you know the things that engage your children.

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So use them. And with Tells toolkit,

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you can easily write stories about anything fun

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when you tell group stories, I'm sure you are including lots

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of movement and action, having lots of fun,

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but also preparing the children for writing This strengthens

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and develops the muscles that children need to write.

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In order for children to develop those,

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those muscles they need for holding a pen and

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and doing their writing, it's really, really important

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that they develop their gross motor skills first.

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So it starts with the, with the shoulder pivot.

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And children need lots of opportunities

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to develop those muscles in their shoulders.

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So swinging on the monkey bars, climbing,

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pulling themselves along benches

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and also opportunities for mark making

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that involve them using their shoulders.

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So standing back using big paintbrushes on a, on a wall,

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and it should be upright at this stage,

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it then moves into the elbow developing the muscles in their

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elbow and that gives them more range, a wider range

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of movement and then the wrist and then down to the fingers.

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So there's lots of, lots of, uh, mark making

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that can be done with younger children to prepare them

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before they can really hold a hand

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or do any small drawings or interesting writing.

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When you are telling stories, include action.

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Where possible tickly spider fingers

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or firework fingers for dropping meteorites.

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It all helps to build muscle strength.

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Can you come up with actions for the following?

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Suggestions given by children,

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noting the muscles that you use.

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Splashing playing basketball

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and making a potion

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Arrive. 4, 4, 3, 2, 1

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splash, right? So I want you to get

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All, get your hands out, get them waving around

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Beat.

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Boom, be back, boom,

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be boom.

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And one more time. Be back. Boom.

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Let's play basketball with him. Ready? Bounce it.

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Bounce it, bounce it, bounce it.

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Yeah, bounce the basketball. And then ready.

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We are gonna throw the basketball in the hoop. Ow.

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Bounce it. Boun

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Ow We're down to the basket.

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Get ready. Hold the ball

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Ready And shoot them.

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Yes. Another aspect of tale's toolkit that's great

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for developing early skills

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for writing is the symbolic play involved.

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Pretend play is also known as symbolic play.

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And when I say symbols,

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I'm not talking about the tales, toolkit, symbols.

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I'm talking about using an object

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to represent something else.

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In pretend play, children might use one object to stand

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for another, such as pretending a banana is a foam.

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This type of symbolic thought is also needed for language.

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You can't, for example, have any concept of reading.

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If you can't have a concept that one thing stands

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for another thing, you can't imagine

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that those squiggles on a paper stand

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for sounds you're never going to read.

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So symbolic play

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and role play a really, really fundamental

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to human development.

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But they're also fundamental

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to things we think are important in school, like learning

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to read or learning to write. Perfect.

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Using tells toolkit, you are modeling this

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for the children, moving from obvious items like a bear

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to abstract items like leaves

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and pine cones, showing them how they can use abstract items

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to represent their story ideas.

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All of this is preparing them for writing.

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So there's lots of elements Intel's toolkit

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that prepare the children for writing.

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And this is one of the reasons

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to keep telling those big group stories

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and encouraging independent storytelling.

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Make sure that writing is used

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as an add-on to the tells toolkit.

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Storytelling you are already doing.

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Children are going to find it a lot easier

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to write a story when they first experience that story

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and have lots of ideas about what they want to write.

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So in part one, I talked about

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how Tales toolkit sets children up for writing.

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And in part two I'm going to introduce you

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to the different resources.

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The resources I'm going

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to talk about today are large symbols, sheet of symbols,

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strips, booklets, postcards.

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All of the resources use the same four symbols,

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which the children are already familiar with. They're

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Really simple.

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Um, and that's supported them

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with their story recording afterwards.

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Um, because they can recognize the symbols, um,

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when they're, when they're recording,

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so they know which part comes next.

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The resources I'm going to show you today

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must be left out in the writing area

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and around the setting, so children can freely access them

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whenever they want to record their own stories.

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Your role when using the writing resources is to model lots

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of enthusiasm for recording stories,

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remembering the three tells, toolkit, principles,

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safe space, child-led, and fun.

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Let's look at the different resources starting

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with the large symbols or sheets of symbols.

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There are a number of ways of using these.

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They're really useful as a reference point similar

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to the way you would use the hangar, making reference

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to the story structure

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and linking with what the children are doing.

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But where these are different to the hanger is

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that it doesn't matter if they get messy covered in

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cauliflower or paint or cut up by the children.

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The large symbols are great for mark making.

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Lay out large sheets of paper on the floor, get down

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to the child's level and create stories together.

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Or using mark making to add to the story you tell.

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In the same way that you use props

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to support group storytelling with the bags,

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you can do the same with Mark making stories by adding props

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or pictures to support the storytelling.

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As the children grow in confidence,

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they can then choose their own pictures and story elements.

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The symbols can be used as a reference for the

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Children to remember the structure,

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or you can cut them out and stick them on your creation.

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You are gonna use your pen to be a sli snake.

263
00:15:00.825 --> 00:15:04.365
So can you go slither, slither.

264
00:15:04.515 --> 00:15:05.685
What does Marshall like to do?

265
00:15:09.245 --> 00:15:11.505
Oh, so he's gonna go really, really fast to the river.

266
00:15:11.525 --> 00:15:12.585
Are you ready? Here he goes to the river.

267
00:15:12.685 --> 00:15:13.065
So this

268
00:15:14.005 --> 00:15:18.185
lip, oh, and here he goes.

269
00:15:18.185 --> 00:15:20.265
He's seen another bit of water. Whoa. Off he goes.

270
00:15:20.605 --> 00:15:22.265
And the river.

271
00:15:23.725 --> 00:15:26.465
Oh, shall we see where he's going today? On his adventure?

272
00:15:27.455 --> 00:15:29.345
What is this symbol for?

273
00:15:30.365 --> 00:15:34.815
Um, um, second is the setting.

274
00:15:35.555 --> 00:15:36.975
You nearly had it there aper.

275
00:15:37.215 --> 00:15:40.295
I could see it was on the tip of your tongue, the setting.

276
00:15:41.115 --> 00:15:42.575
Ooh, I'm gonna have a look in my pot

277
00:15:42.675 --> 00:15:45.175
and see where Sli Marshall,

278
00:15:45.175 --> 00:15:47.695
the snake is going on his adventure today.

279
00:15:48.505 --> 00:15:52.375
Where is this? Jungle? Jungle. He's going to the jungle.

280
00:15:52.645 --> 00:15:57.555
What does it look like in the jungle? Um, oh, have a look.

281
00:15:57.555 --> 00:15:59.755
What does it look like? Trees. There's trees.

282
00:15:59.755 --> 00:16:01.035
Shall we draw some great big trees?

283
00:16:01.455 --> 00:16:04.755
I'm gonna draw a really tall tree

284
00:16:04.785 --> 00:16:06.275
with some branches at the top.

285
00:16:07.095 --> 00:16:11.395
And I wanna draw another really tall tree

286
00:16:11.455 --> 00:16:12.915
and put some branches at the top.

287
00:16:13.255 --> 00:16:14.595
Get your snake at the bottom of the tree

288
00:16:14.595 --> 00:16:15.675
and he's gonna slither up.

289
00:16:19.395 --> 00:16:21.855
And Marshall the snake was having a lovely old time

290
00:16:22.295 --> 00:16:23.855
slithering in the trees in the jungle

291
00:16:24.795 --> 00:16:28.615
and slithering it around drinking water when,

292
00:16:29.755 --> 00:16:34.575
oh no, what is this sign?

293
00:16:36.435 --> 00:16:37.575
Oh no, it's a problem.

294
00:16:38.115 --> 00:16:41.455
Why is birdie feather America a problem for our snake?

295
00:16:41.935 --> 00:16:46.815
Marshall? Can I do my him? Oh, he's gonna peck him.

296
00:16:46.815 --> 00:16:48.735
Are you ready? Get your pens on.

297
00:16:48.785 --> 00:16:50.175
We've got a problem coming in.

298
00:16:50.445 --> 00:16:54.775
Here comes our bird and he's flying. He start from here.

299
00:16:54.995 --> 00:16:58.535
You can start from there if you like. Swoop swoop.

300
00:16:58.875 --> 00:17:02.775
And he flies around the sky and he sees the snake

301
00:17:03.515 --> 00:17:06.015
and he swoops down and he goes,

302
00:17:11.115 --> 00:17:12.735
oh no, says Marshall.

303
00:17:13.655 --> 00:17:16.415
I don't like that. What are we gonna do?

304
00:17:16.435 --> 00:17:18.975
How can we help him? He can, he can, he can,

305
00:17:19.475 --> 00:17:21.495
he can jump up, right?

306
00:17:21.495 --> 00:17:23.055
Are you ready? So he's gonna jump up in the air

307
00:17:23.055 --> 00:17:24.695
and he's gonna go bunk onto the bird.

308
00:17:24.875 --> 00:17:28.855
So there he is, he slithers slowly behind the bird

309
00:17:29.395 --> 00:17:31.415
and he goes up in the air and he goes, bunk.

310
00:17:31.655 --> 00:17:33.295
BBBB, B-B-B-B-B-B.

311
00:17:35.475 --> 00:17:37.015
You can't catch me.

312
00:17:37.195 --> 00:17:40.375
He says, the bird and the bird sweep round and around

313
00:17:40.635 --> 00:17:42.015
and around in the sky.

314
00:17:42.525 --> 00:17:44.855
It's a, it's a solution.

315
00:17:46.065 --> 00:17:49.965
We're looking for a solution to our problem. Bubbles.

316
00:17:50.675 --> 00:17:55.285
Bubbles pops. How are, how are bubbles gonna help Usba know?

317
00:17:55.505 --> 00:17:57.845
He don't, grandma don't pop the birds.

318
00:17:58.305 --> 00:17:59.845
Oh, they're gonna pop on the birds.

319
00:18:06.665 --> 00:18:08.805
Oh, here they come and they're gonna hit the bird

320
00:18:08.825 --> 00:18:11.765
and they're gonna go pop, pop, pop, pop, pop, pop, pop, pop,

321
00:18:11.765 --> 00:18:13.485
pop, pop, pop, pop, pop, pop, pop, pop, pop,

322
00:18:13.485 --> 00:18:14.685
pop, pop, pop, pop, pop, pop.

323
00:18:15.065 --> 00:18:16.845
And then a great big bubble

324
00:18:17.835 --> 00:18:20.125
catches our, our bird.

325
00:18:20.235 --> 00:18:21.565
Look, there he is.

326
00:18:22.545 --> 00:18:25.045
Oh, and he's gonna go floating in the air.

327
00:18:25.065 --> 00:18:26.325
Can you make your bubble float?

328
00:18:32.455 --> 00:18:36.325
Where? Why are you taking me girl? Why are you taking me?

329
00:18:36.325 --> 00:18:38.685
Girl and Marshall lives happily ever after

330
00:18:39.545 --> 00:18:42.565
and goes back to slithering in the jungle.

331
00:18:43.225 --> 00:18:47.445
Now it is your turn to create a large mark making story.

332
00:18:48.175 --> 00:18:49.765
We've got some prompts to help you,

333
00:18:50.145 --> 00:18:51.445
but if you are feeling really

334
00:18:51.765 --> 00:18:52.965
creative, you can add your own.

335
00:25:04.895 --> 00:25:08.195
Is there anyone brave enough to share their story? I

336
00:27:17.115 --> 00:27:19.855
it is also great to tell tales, talk it stories

337
00:27:20.385 --> 00:27:24.695
using shaving foam clay, soapy paint on tables,

338
00:27:24.995 --> 00:27:27.935
and a whole variety of messy mark making

339
00:27:31.275 --> 00:27:35.015
An water.

340
00:27:35.675 --> 00:27:37.055
Oh, do you know what I think? I think it's

341
00:27:37.055 --> 00:27:38.175
gonna wash the beetle away.

342
00:27:38.405 --> 00:27:42.455
What do you think in wind spider

343
00:27:43.725 --> 00:27:46.295
line up the water spout

344
00:27:47.725 --> 00:27:49.695
down came the rain

345
00:27:50.395 --> 00:27:53.135
and washed the beetle out,

346
00:27:54.675 --> 00:27:57.495
out came the sunshine

347
00:27:57.675 --> 00:27:59.895
and dried for the rain.

348
00:28:00.475 --> 00:28:03.495
And then in sea wind, sea spine

349
00:28:04.405 --> 00:28:06.895
climbed up the spout again.

350
00:28:07.875 --> 00:28:10.855
All working to strengthen the muscles ready for writing.

351
00:28:12.115 --> 00:28:15.615
And the great thing about making marks in foam is

352
00:28:15.615 --> 00:28:16.815
that it isn't permanent.

353
00:28:17.155 --> 00:28:18.895
So there's no pressure to get it right.

354
00:28:20.055 --> 00:28:21.575
Children are involved in the process.

355
00:28:22.245 --> 00:28:24.015
It's not about the finished project.

356
00:28:24.475 --> 00:28:26.495
So it doesn't have to be neat and correct.

357
00:28:26.885 --> 00:28:28.615
This is all about having fun.

358
00:28:29.395 --> 00:28:31.535
The symbols can also be cut up

359
00:28:31.755 --> 00:28:35.295
and added to the children's work model for the children

360
00:28:35.365 --> 00:28:37.415
that they can use the symbols to add

361
00:28:37.415 --> 00:28:39.815
to the pictures they create, helping them

362
00:28:40.415 --> 00:28:42.255
identify different story elements

363
00:28:42.865 --> 00:28:44.695
using the symbols In this way.

364
00:28:45.115 --> 00:28:47.575
The story is all happening on one page.

365
00:28:48.275 --> 00:28:51.815
Use the symbols with children to create stories anywhere.

366
00:28:52.475 --> 00:28:55.575
Create story writing dens, sticking the large symbols

367
00:28:55.575 --> 00:28:57.935
underneath tables or laminate the symbols

368
00:28:57.935 --> 00:29:01.135
and use them outside on the floor with large chalk.

369
00:29:01.955 --> 00:29:03.735
Oh, we had like a child that was mute

370
00:29:04.275 --> 00:29:05.895
and he was using his car.

371
00:29:05.955 --> 00:29:06.975
So I drew a track

372
00:29:07.875 --> 00:29:10.135
and then the next thing I know he kind

373
00:29:10.135 --> 00:29:11.215
of got a different color

374
00:29:11.555 --> 00:29:13.615
and was making it out as if it was a fire.

375
00:29:14.075 --> 00:29:15.615
So then he was using his truck

376
00:29:15.635 --> 00:29:18.095
and we were building different things and, and so

377
00:29:18.255 --> 00:29:20.495
although there was no conversation from him,

378
00:29:20.995 --> 00:29:23.215
he was drawing his kind of picture

379
00:29:23.515 --> 00:29:26.095
and you could really see like that was really nice

380
00:29:26.095 --> 00:29:28.655
for his creative and his kind of like, thinking about

381
00:29:28.685 --> 00:29:31.735
what he was doing and he was kind of really responding

382
00:29:31.735 --> 00:29:32.975
through, through chalk and,

383
00:29:32.975 --> 00:29:35.295
and that was really nice that was able to kind of use those,

384
00:29:35.765 --> 00:29:36.975
that terminology with him.

385
00:29:37.215 --> 00:29:38.215
'cause he understood it all.

386
00:29:38.235 --> 00:29:39.855
He just didn't want to say it through words.

387
00:29:40.125 --> 00:29:42.605
Yeah. The second resource is the strips.

388
00:29:43.425 --> 00:29:45.725
The strips are a really useful resource.

389
00:29:46.225 --> 00:29:49.885
The main use is as a quick recording method for a child

390
00:29:49.885 --> 00:29:50.965
to remember their story

391
00:29:51.305 --> 00:29:53.525
or as a prompt for them to come back to later.

392
00:29:54.105 --> 00:29:57.125
One way of using the strip is when you tell a

393
00:29:57.125 --> 00:29:58.205
group story together.

394
00:29:58.785 --> 00:30:02.525
Create a strip beforehand with the four story elements

395
00:30:02.525 --> 00:30:04.605
that you used already on the strip.

396
00:30:05.305 --> 00:30:06.685
And at the end of the story,

397
00:30:07.065 --> 00:30:10.285
the children can take away a strip which they can use

398
00:30:10.345 --> 00:30:14.485
to retell the story to you, their friends and their family

399
00:30:17.305 --> 00:30:19.605
For their ingredients to play.

400
00:30:19.795 --> 00:30:23.885
It's yucky reading you and then it comes into polish.

401
00:30:24.505 --> 00:30:26.845
You can also give the children blank strips

402
00:30:27.225 --> 00:30:30.645
so they can draw or mark make a reference of their story.

403
00:30:31.505 --> 00:30:34.845
And if the child has just independently created a story,

404
00:30:35.275 --> 00:30:37.605
this is a quick way they can record it.

405
00:30:39.035 --> 00:30:43.035
Interestingly, the child often retells their own story in

406
00:30:43.035 --> 00:30:45.075
different ways, adapting

407
00:30:45.575 --> 00:30:48.115
and improving each time they use the strip

408
00:30:48.175 --> 00:30:49.475
to retell their story.

409
00:30:50.255 --> 00:30:51.595
Um, the children, 'cause they, they're

410
00:30:51.595 --> 00:30:53.995
so engaged in the storytelling at the very beginning,

411
00:30:54.075 --> 00:30:56.235
I found that they wanted to retell the stories

412
00:30:56.535 --> 00:30:58.395
and do the role play with the props.

413
00:30:59.015 --> 00:31:01.235
Um, and that's developed now to recording.

414
00:31:01.855 --> 00:31:04.515
Um, and they, they love to record their story,

415
00:31:04.575 --> 00:31:06.075
so they give meaning to marks.

416
00:31:06.655 --> 00:31:10.755
Um, I annotate those marks and, and say what their story is.

417
00:31:11.345 --> 00:31:12.795
Most of them can draw a picture

418
00:31:12.855 --> 00:31:15.755
and they, they really do structure their story really well.

419
00:31:16.375 --> 00:31:18.315
Um, and the children who are ready to link letters

420
00:31:18.415 --> 00:31:21.355
and sounds, um, are now starting

421
00:31:21.455 --> 00:31:23.795
to actually sound out their character names, which

422
00:31:24.675 --> 00:31:25.755
I think is amazing.

423
00:31:25.975 --> 00:31:27.275
My children are in nursery

424
00:31:27.415 --> 00:31:30.795
and, um, I think they're Mark making brilliant. Mm-Hmm.

425
00:31:31.095 --> 00:31:34.515
Moving forward. If the child then later wants

426
00:31:34.535 --> 00:31:36.875
to spend time on a longer piece of writing,

427
00:31:37.535 --> 00:31:40.315
the strip is an easy reference point for them

428
00:31:40.335 --> 00:31:41.555
to remember their story.

429
00:31:42.735 --> 00:31:45.435
We often use this process in guided writing

430
00:31:45.435 --> 00:31:46.915
sessions with reception class.

431
00:31:47.665 --> 00:31:51.275
Step one, tell a story together using props.

432
00:31:52.385 --> 00:31:55.715
Step two, children record on their own strips.

433
00:31:56.985 --> 00:32:00.275
Step three, a longer piece of writing is created

434
00:32:01.705 --> 00:32:04.395
when you build the story up in stages like this.

435
00:32:04.735 --> 00:32:08.435
And the child starts by experiencing the story first.

436
00:32:09.025 --> 00:32:10.275
They produce writing.

437
00:32:10.345 --> 00:32:14.955
They're really proud of resource three, the booklets.

438
00:32:15.895 --> 00:32:17.635
The booklets are differentiated

439
00:32:18.015 --> 00:32:21.475
and available in four different versions, no lines

440
00:32:21.815 --> 00:32:24.075
for early mark making and drawing pictures.

441
00:32:25.385 --> 00:32:28.675
Wide lines for children starting to make marks.

442
00:32:29.615 --> 00:32:31.955
Narrow lines for children who are starting

443
00:32:31.975 --> 00:32:33.035
to write sentences

444
00:32:33.815 --> 00:32:37.155
and the full page booklet for children at all levels

445
00:32:37.375 --> 00:32:40.485
to create their own book with writing and pictures.

446
00:32:41.155 --> 00:32:43.485
Make sure all resources are available

447
00:32:43.585 --> 00:32:44.845
for the children to access.

448
00:32:45.275 --> 00:32:48.445
Provide the children with lots of pictures of things

449
00:32:48.445 --> 00:32:52.045
that will interest them to cut up and add to their writing.

450
00:32:53.415 --> 00:32:55.845
There are lots of interesting discussions

451
00:32:55.845 --> 00:32:59.645
that come up when the children are making choices about the

452
00:32:59.645 --> 00:33:01.605
story elements for their written story.

453
00:33:02.295 --> 00:33:06.125
After a group story, create a booklet with the four pictures

454
00:33:06.185 --> 00:33:09.925
of that story inside so the children can take that away,

455
00:33:10.175 --> 00:33:12.645
write the story and they might even take it home.

456
00:33:13.505 --> 00:33:16.805
Now it's your turn to write a tells talk story.

457
00:33:17.755 --> 00:33:20.365
Your facilitator has booklets for everyone

458
00:33:20.745 --> 00:33:22.925
and pictures that reflect your interest

459
00:33:22.945 --> 00:33:24.085
and the things you know.

460
00:33:24.745 --> 00:33:27.445
So in your groups, write a tells talk story.

461
00:39:38.075 --> 00:39:41.375
Is there anyone brave enough to share their story? I

462
00:41:54.415 --> 00:41:56.795
And the last resource is the postcard.

463
00:41:57.295 --> 00:42:00.755
The postcard is a really easy purposeful resource.

464
00:42:01.815 --> 00:42:03.675
The children can record their stories

465
00:42:03.975 --> 00:42:05.315
and you can put them in the post.

466
00:42:06.505 --> 00:42:07.715
Take the children with you

467
00:42:07.895 --> 00:42:11.755
to put the postcards in the local post box, post them home

468
00:42:12.295 --> 00:42:14.235
or to a friend or family member,

469
00:42:14.815 --> 00:42:16.635
or make links with another tells.

470
00:42:16.635 --> 00:42:18.315
Talk at school and send them your stories.

471
00:42:18.935 --> 00:42:21.435
Now you're familiar with all of the resources.

472
00:42:21.735 --> 00:42:25.755
Here's a few tips just to get you started. Resources.

473
00:42:26.805 --> 00:42:30.075
We've had two sessions where we've talked about the kind

474
00:42:30.075 --> 00:42:31.475
of things you can put in bags

475
00:42:31.855 --> 00:42:34.075
to get children really enthusiastic

476
00:42:34.095 --> 00:42:38.075
and motivated about story in the same way.

477
00:42:38.305 --> 00:42:40.275
Make sure all of these are available

478
00:42:40.375 --> 00:42:43.395
and picture format for the children to use in their writing,

479
00:42:44.145 --> 00:42:47.915
whether it's favorite, popular culture, characters, pictures

480
00:42:47.915 --> 00:42:49.915
of characters and settings from topics

481
00:42:50.055 --> 00:42:52.995
and core books, pictures of themselves

482
00:42:53.055 --> 00:42:56.035
and their friends, photos of settings from

483
00:42:56.035 --> 00:42:58.235
around the local area that they might recognize

484
00:42:58.235 --> 00:43:01.155
and visit postcards from holidays.

485
00:43:01.725 --> 00:43:04.715
Jacob who you've seen this morning has been, he's run

486
00:43:04.715 --> 00:43:06.715
with it because he's so academically able.

487
00:43:07.255 --> 00:43:09.435
Um, and he's got so much creation

488
00:43:09.535 --> 00:43:11.075
but he struggles to hone that.

489
00:43:11.495 --> 00:43:13.435
So I think this has been a really nice way of sort

490
00:43:13.435 --> 00:43:17.235
of enabling him to get all those ideas funneled really

491
00:43:17.295 --> 00:43:18.995
and down on paper, where

492
00:43:18.995 --> 00:43:21.635
before it was just too much going on in his little head.

493
00:43:22.875 --> 00:43:26.475
Feedback. Think carefully about the feedback you

494
00:43:26.475 --> 00:43:27.795
give children on their writing.

495
00:43:29.035 --> 00:43:32.005
Your comments can have an impact on their motivation

496
00:43:32.345 --> 00:43:33.405
and confidence.

497
00:43:34.325 --> 00:43:38.205
Children need to see writing as enjoyable and purposeful

498
00:43:38.585 --> 00:43:40.805
and not something they do to win praise.

499
00:43:41.655 --> 00:43:43.405
Focus your feedback on content.

500
00:43:44.915 --> 00:43:48.525
This reinforces that writing is a form of communication

501
00:43:48.865 --> 00:43:50.565
and if you show that you can read

502
00:43:50.585 --> 00:43:53.405
and understand their marks, then they've been successful.

503
00:43:53.705 --> 00:43:57.085
If your feedback is vague about the content, oh

504
00:43:57.235 --> 00:43:58.565
that was a great story.

505
00:43:59.145 --> 00:44:01.245
But specific about other aspects.

506
00:44:02.125 --> 00:44:04.325
Remember your finger spaces and your full stops,

507
00:44:05.035 --> 00:44:06.885
then the children often pick up

508
00:44:06.885 --> 00:44:09.005
that this is what's important to the adult.

509
00:44:09.855 --> 00:44:11.805
Focus on the content of the story

510
00:44:12.385 --> 00:44:14.565
and use comments such as, oh,

511
00:44:14.765 --> 00:44:17.405
I thought the witch in your story was really clever.

512
00:44:18.125 --> 00:44:21.005
I wish I could go to disco land. It sounds exciting.

513
00:44:21.875 --> 00:44:23.445
Your story told me lots

514
00:44:23.445 --> 00:44:26.285
of interesting things about Spider-Man provision.

515
00:44:27.195 --> 00:44:30.325
It's really important that the children have access to all

516
00:44:30.325 --> 00:44:31.805
of the different tells.

517
00:44:31.805 --> 00:44:35.525
Toolkit writing resources so they can freely access them

518
00:44:35.905 --> 00:44:38.005
and choose to record their own stories.

519
00:44:39.175 --> 00:44:40.435
And don't think you have

520
00:44:40.435 --> 00:44:43.635
to keep tells Toolkit writing contained to the writing area.

521
00:44:44.285 --> 00:44:47.635
Think creatively about how you get the children to use.

522
00:44:47.805 --> 00:44:51.275
Tells toolkit writing resources right across the provision.

523
00:44:52.015 --> 00:44:53.635
You could create baskets

524
00:44:53.775 --> 00:44:56.635
or bags with the Tales, toolkit, resources

525
00:44:56.865 --> 00:44:59.555
that children can transport around your provision.

526
00:44:59.685 --> 00:45:02.035
Think about where your reluctant writers play

527
00:45:02.295 --> 00:45:04.115
and how you can take writing to them.

528
00:45:04.325 --> 00:45:05.835
Share your ideas as a group

529
00:45:06.135 --> 00:45:09.355
and the facilitator can jot down some of your ideas.

530
00:45:09.785 --> 00:45:12.555
Will you create an outdoor superhero story

531
00:45:12.555 --> 00:45:13.715
then using big boxes.

532
00:45:14.905 --> 00:45:16.115
Plan to create stories

533
00:45:16.175 --> 00:45:18.915
and chalk on the floor outside or Mark.

534
00:45:18.945 --> 00:45:21.595
Make big stories in mud using small world

535
00:45:21.625 --> 00:45:22.875
mini beast as characters.

536
00:48:34.555 --> 00:48:37.535
So you're all set up, ready to use the Tales toolkit,

537
00:48:37.535 --> 00:48:38.615
writing resources.

538
00:48:39.155 --> 00:48:41.535
We would love you to share your written stories

539
00:48:41.605 --> 00:48:42.695
with us on our forum.

540
00:48:43.325 --> 00:48:45.655
Just remember how important it is.

541
00:48:46.155 --> 00:48:49.255
You continue to tell stories with the physical props

542
00:48:49.275 --> 00:48:50.335
as much as possible.

543
00:48:51.005 --> 00:48:53.215
When the child is able to use props,

544
00:48:53.405 --> 00:48:56.895
they become immersed in the story and they're able to test

545
00:48:57.115 --> 00:49:00.215
and try out their ideas and really extend their language

546
00:49:00.355 --> 00:49:02.455
before they put pencil to paper.

547
00:49:03.165 --> 00:49:05.295
It's going to take a lot of practice

548
00:49:05.435 --> 00:49:07.095
before writing is perfected.

549
00:49:07.365 --> 00:49:09.415
Your children are on a long journey

550
00:49:09.755 --> 00:49:13.175
and at the core of writing is resilience and creativity.

551
00:49:13.635 --> 00:49:14.975
The activity of writing

552
00:49:15.435 --> 00:49:17.135
and the activity of creating

553
00:49:17.245 --> 00:49:19.655
what will be written are two separate things.

554
00:49:21.305 --> 00:49:23.095
Tells toolkit, builds on both

555
00:49:23.315 --> 00:49:26.615
and sets children up with the skills that will help them

556
00:49:26.615 --> 00:49:30.015
to be successful writers all the way through school.

557
00:49:31.015 --> 00:49:33.095
I look forward to hearing your stories.