Books

Getting Children Writing: Story Ideas for Children Aged 3–11

Books

Simon Brownhill

Publication Year: 2013

DOI: http://dx.doi.org/10.4135/9781446270158

Subject: English, Literacy, Early Childhood Literacy

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Print ISBN: 9781446253304 |

Online ISBN: 9781446270158

Online Publication Date: June 24, 2013

Publisher: SAGE Publications Ltd |

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Abstract

‘This is a fantastic book which provides creative and practical suggestions of how to engage all children in writing’

- Sarah Martin-Denham, Senior Lecturer in Primary Education, University of Sunderland

This book is a practical guide designed to stimulate story writing in the early years and primary classroom. It offers a collection of novel and effective Ideas which can be used by educators to energise, excite and motivate children to willingly write stories across the 3–11 age phase.

Each chapter offers creative and innovative Ideas to get children writing stories, including:

how to help children ‘see the point’ of story writing; how speaking and listening, reading and phonics can be utilised to enhance written stories; how technology can facilitate refreshing story writing; how story writing can be physically interactive.

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Chapters
Front Matter
Back Matter
Subject Index

Education at SAGE

SAGE is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets.

Our education publishing includes:

accessible and comprehensive texts for aspiring education professionals and practitioners looking to further their careers through continuing professional development
inspirational advice and guidance for the classroom
authoritative state of the art reference from the leading authors in the field

Find out more at: http://www.sagepub.co.uk/education

Copyright

View Copyright Page

First published 2013

Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.

All activity material in this book or on the accompanying website can be printed and photocopied by the purchaser/user of the book for education purposes. The web material itself and this book may not be reproduced in its entirety for use by others without prior written permission from SAGE. The web material may not be distributed or sold separately from the book without the prior written permission of SAGE. Should anyone wish to use the materials from the website or from this book for any other purposes, they would require separate permission from us. All material is © Simon Brownhill, 2013.

SAGE Publications Ltd

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Library of Congress Control Number: 2012951162

British Library Cataloguing in Publication data

A catalogue record for this book is available from the British Library

ISBN 978-1-4462-5329-8

ISBN 978-1-4462-5330-4 (pbk)

Commissioning editor: Jude Bowen

Assistant editor: Miriam Davey

Project manager: Bill Antrobus

Production editor: Nicola Marshall

Copyeditor: Polar Publishing

Proofreader: Caroline Stock

Marketing manager: Lorna Patkai

Cover design: Wendy Scott

Typeset by Kestrel Data, Exeter, Devon

Printed in Great Britain by: MPG Printgroup, UK

Dedication

For Hani and Euis

In memory of Sam Wright who loved words

Acknowledgements

It is with the most heartfelt thanks that the following people are recognised:

Mark Woodfield, my best bud, for being the principal editor of this book before it went to the publishers. Thank you for the http://TinyURL.com suggestion and your brutal honesty! However, after long deliberation, I decided against your suggested editorial foreword on the front cover: You should've seen it before I got it!
Jude Bowen and Miriam Davey at Sage Publications for their support and encouragement in the writing of this book. Thank you for putting me in print again!
Karen Fisher for the initial proposal thought showering session and ‘Smelly’ (Kelly) Fisher for her critical comments and additional ideas by the poolside!
My numerous friends who willingly took Ideas from this book and tried them out in their respective classrooms/schools – Emily Nocita, Andy Gotheridge, Curtis Jordan, Malcolm Hetherington, Vanessa Platts and Lydia Sellek.
Dave Orwin for his useful and very speedy ‘pens and paper’ information.
Stacey Woolley and Lauren Bull for their diligent ‘proofing’ and contributions to some of the Ideas.
Bethany Hanson for her ‘words of wisdom’ about story writing at Val Rose in France.

My Mom, Pop, Sugarfluff, Andy, Wilf, my wonderful friends, my fantastic colleagues at University of Cambridge, and the brilliant staff and students I had the great fortune to work with at the University of Derby.

Thank you all very much indeed.

SPB

About the Author

Dr Simon Brownhill is a Senior Teaching Associate at the University of Cambridge. He was previously a Senior Lecturer in the Faculty of Education, Health and Sciences at the University of Derby where he taught on the BA (Hons) Child and Youth Studies, FdA Children's and Young People's Services (Pathway), and MA Education programmes. He also worked on the Initial Teacher Training programmes (BEd Primary; PGCE 3–7 and 5–11) and the BA Education Studies programme. Prior to being employed in Higher Education Simon worked as a qualified class teacher, gaining experience of teaching across the full 3–11 age range in a variety of contexts. He was also an Assistant Headteacher for the Early Years (3–6) in a large, culturally diverse, inner-city primary school. His research interests include creative learning and teaching in the classroom, cultural diversity, children's physical development, supporting adult learners, and the male role model in the early years (the focus of his doctoral thesis). He has presented his research at local, national and international conferences including Limerick, Barcelona, Gothenburg, Quebec and Indonesia. His infinite fascination with children's behaviour has led him to write several single authored and co-authored books on this topic. During the writing of this book Simon has discovered that his ‘writing flow’ is best when he works in his new bed!

Glossary/Abbreviations

The following terms/abbreviations are used throughout this book:

ALS	Additional Literacy Support (for Years 3 and 4 – 7–9-year-olds)
APA	American Psychological Association
APP	Assessing Pupils' Progress
ASC	Australian Sports Commission
ATL	Association of Teachers and Lecturers
BA	Bachelor of Arts
BBC	British Broadcasting Corporation
BEd	Bachelor of Education – an undergraduate academic degree which qualifies the graduate as a teacher in schools
BFI	British Film Institute
CCEA	Council for the Curriculum, Examinations and Assessment
CD	Compact Disc
Chronology	The sequence in which events occur
Classroom	Any location (indoors/outdoors) where writing activity can take place
CLLD	Communication, Language and Literacy Development (DCSF, 2008b), now known as Communication and Language (C&L) – a Prime Area – and Literacy (a Specific Area) (DfE, 2012a)
CV	Curriculum Vitae
DCSF	Department for Children, Schools and Families
DfE	Department for Education
DfEE	Department for Education and Employment
DfES	Department for Education and Skills
DNA	Deoxyribonucleic acid – the hereditary material in humans and almost all other organisms
DVD	Digital Versatile Disc
EAL	English as an Additional Language
ECaT	Every Child a Talker
ECaW	Every Child a Writer
ELS	Early Literacy Support (for Years 1 and 2 – 5–7-year olds)
EYFS	Early Years Foundation Stage (for children aged 0–5+ years)
FLS	Further Literacy Support (for Years 5 and 6 – 9–11-year-olds)
GTP	Graduate Teacher Programme. Now the School Direct Training Programme (SDTP)
ICT	Information and Communication Technology
KS	Key Stage
KSUA	Knowledge, Skills, Understanding and Attitudes
LSCWC	The ‘Look, Say, Cover, Write, Check’ approach to spelling
Mark-making	Marks made by children aged 3–5 that have meaning
MIF	Mission Impossible Force
NACCCE	National Advisory Committee for Creative and Cultural Education
NC	National Curriculum
n.d.	No date of publication indicated
NICHD	National Institute of Child Health and Human Development
NLT	National Literacy Trust
NWP	National Writing Project (American based)
OFSTED	Office for Standards in Education – now known as The Office for Standards in Education, Children's Services and Skills
ORT	Oxford Reading Tree
OT	Occupational Therapist
PFA	Parents and Friends Association
PoS	Programme of Study
PNS	Primary National Strategy
Practitioner	Any person working or training in the early years (3–5). Other references include Key Worker; see Teacher
PSHE	Personal, Social and Health Education
PTA	Planning, Teaching and Assessment
QCA	Qualifications and Curriculum Authority
School	Any educational setting for children aged 3–11
SEAL	Social and Emotional Aspects of Learning
SEF	School Evaluation Form
SEND	Special Educational Needs and Disabilities
SIP	School Improvement Plan, also known as a School Development Plan (SDP)
SMART	Specific, Measurable, Achievable, Realistic, Time-related
SMT	Senior Management Team, also known as a Senior Leadership Team (SLT)
SNS	Social Networking Sites
Story	An account of imaginary or real people and events told to inform, educate and entertain; synonyms include narrative, tale, yarn, fable, fiction
Teach	To show or explain to someone how to do something
Teacher	Any individual who is training or is working (voluntary/paid) with children aged 3–11 in an educational setting
VLE	Virtual Learning Environment
UK	United Kingdom
USA	United States of America
Weekend Work	Homework
Writing	The representation of language in a textual medium through the use of a set of signs or symbols that have meaning for the writer

Age Bandings

The following age bandings are used in this book to indicate particular age groups of children that different Ideas are pertinent to:

3–5: The Early Years (36 months – 60 months+) – part of the EYFS	7–9: Lower Key Stage Two – Primary – ‘Lower Juniors’
5–7: Key Stage One – Primary – ‘Infants’	9–11: Upper Key Stage Two – Primary – ‘Upper Juniors’

Appendices

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Appendix 32

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Getting Children Writing: Story Ideas for Children Aged 3–11

Simon Brownhill

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