What's the point of these?

[FusionChefGeoff]

This is the 2nd one - reception. Seems to be a theme for the whole term but I'm just fascinated by the methods etc that teachers use and was wondering about these picture stories? Is it about building recognition of shapes and putting them together to help with 'normal' reading? Or to allow non-readers to access a story? Just being nosey!

Can't read and not comment but my son is in rception and doesn't get these.

What is the thing at the top beside the flower even meant to be?

DS had something like that, I think it was supposed to be prompts to help them structure then tell or write a story.

Is it a talk4writing story map?
What does he say it is

It's a Pie Corbett story map (Talk for Writing) they've been around a long time. The idea is to plan out the story using key images as prompts. They aren't meant to be read by others.

They will be learning a story off by heart and the pictures are there to prompt them.

https://m.youtube.com/watch?v=JdvJZD-cplg

I came on to say Story Map too!

If I Tilden a story - the kids would wonder off and won't remember what to write

By starting the story

One day a boy called James

One day a boy called James found a key

One day a boy called James found a key and took it to the park

One day .....

And off they go and write their story ...... it's a good tool

Ok I understand that it's telling a story but still not sure why they appear to have such an important place in their learning? They had just 1 of these up all term and now it's this one - probably for the rest of this term. I guess she might be asking them to do their own to help plan a story but they can't draw well enough at this level to use this technique surely?

Ah Astro so it's for kids to practice writing sentences / stories etc? They use the pictures to remember what to write? That makes a lot of sense.

Just twigged that it is probably so the kids can write sentences so they can get that part of EYFS targets

The concept of Talk for Writing is that the children learn to recite the story (using the story map as a prompt often drawn on a roll so the children can walk through the story) the imitation stage. The next step is to innovate the story - making changes to the story map for use in shared writing. The final stage is to write independently using the structure. The process is over a number of weeks (not usually a whole term but could be half terms work).

The ultimate idea is that - if I remember righty - there are only 8 styles of writing

Example story formal letter informal letter newspaper story in date order etc and they each have a pattern

So if the children learn the pattern they learn how to write (what they write is almost irrelevant - as the target is - good beginning - setting the scene twist good ending - or. A letter date address dear why you're writing - what you'd like - sign off etc ..... )

Thank you everyone - I knew MN would know!

I think Astro is thinking about writing skeletons

They are story maps. The children learn the story with actions etc and then retell it. It supports them with their writing as when they are so little, just the physical aspect of writing demands so much concentration. This way they can concentrate on their writing without the pressure of always thinking of something to write. Then you would adapt the story e.g change one of the characters/setting (depending on the Year group and ability). They learn different key skills from then story too e.g features of a fairy tale or non fiction text in a more exciting way