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Foundation, Year 1 and 2 narrative - Mixed age planning - Traditional stories

Children create a narrative using a multimodal text

Foundation Stage Year 1 and Year 2 objectives

Children use a range of strategies to explore their understanding of traditional stories looking at characters, plot and events.
Opportunities are given to develop understanding through a range of drama techniques including role-play, hot-seating and conscience alley.
Visual literacy is incorporated and children can identify different ways in which traditional tales can be told and express preferences.
The unit leads to a final outcome of a class multimodal text which can be based on PowerPoint or photo story.

Progression in narrative from Foundation Stage to Year 1 and Year 2

In their own reading, children will become more aware of meanings beyond the literal and will begin to make inferences independently. Opportunities for role-play will enable children to empathise with characters and see things from the point of view of others. As children become more aware of the needs of the reader, teachers will need to help children consider the ways in which to guide the reader to follow events.

Extract from progression papers (from library)

	Progression in narrative
	Strands 2, 5, 6 & 7 listening to and reading a range of stories on page and screen which provoke different responses: story structure viewpoint: Author; narrator character & dialogue setting telling stories writing.	Strands 1, 8 - 11 creating stories orally, on page and screen, that will impact on listeners and readers in a range of ways: telling stories writing.
FS	Listen to stories being told and read. Know when a story has begun and ended. Recognise simple repeatable story structures and some typical story language, for example, 'Once upon a time...' Be aware that books have authors; someone is telling the story. Stories are about characters; identify and describe their appearance referring to names and illustrations; notice when characters are speaking in the story by joining in, e.g. with a repeated phrase. Stories happen in a particular place; identify settings by referring to illustrations and descriptions.	Turn stories into play using puppets, toys, costumes and props; imagine and recreate roles; retell narratives using patterns from listening and reading; tell a story about a central character; experiment with story language by using familiar words and phrases from stories in retelling and play. Attempt own writing for various purposes, using features of different forms, including stories.
Year 1	Identify the beginning, middle and end in stories and use familiarity with this structure to make predictions about story endings; recall the main events. Listen with sustained concentration and then talk about how the author created interest or excitement in the story; the 'voice' telling the story is called the narrator. Recognise main characters and typical characteristics, for example, good and bad characters in traditional tales; identify the goal or motive of the main character and talk about how it moves the plot on; notice how dialogue is presented in text and begin to use different voices for particular characters when reading dialogue aloud. Settings can be familiar or unfamiliar and based on real-life or fantasy. Respond by making links with own experience and identify 'story language' used to describe imaginary settings.	Retell familiar stories and recount events; include main events in sequence, focusing on who is in the event, where events take place and what happens in each event; use story language, sentence patterns and sequencing words to organise events, e.g. then, next, etc.; recite stories, supported by story boxes, pictures etc.; act out stories and portray characters and their motives. Use patterns and language from familiar stories in own writing; write complete stories with a simple structure: beginning, middle and end, decide where it is set and use ideas from reading for some incidents and events.
Year 2	Identify the sequence: opening - something happens - events to sort it out - ending; identify temporal connectives and talk about how they are used to signal the passing of time; make deductions about why events take place in a particular order by looking at characters' actions and their consequences. Begin to understand elements of an author's style, e.g. books about the same character or common themes. Understand that we know what characters are like from what they do and say as well as their appearance; make predictions about how they might behave; notice that characters can change during the course of the story; the way that characters speak reflects their personality; the verbs used for dialogue tell us how a character is feeling, e.g. sighed, shouted, joked. Settings are created using descriptive words and phrases; particular types of story can have typical settings - use this experience to predict the events of a story based on the setting described in the story opening.	Retell familiar stories using narrative structure and dialogue from the text; include relevant details and sustain the listener's interest; tell own real and imagined stories; explore characters' feelings and situations using improvisation; dramatise parts of own or familiar stories and perform to class or group. Imitate familiar stories by borrowing and adapting structures; write complete stories with a sustained, logical sequence of events; use past tense and third person consistently; include setting; create characters, e.g. by adapting ideas about typical story characters; include some dialogue; use phrases drawn from story language to add interest, e.g. she couldn't believe her eyes.

Progression in narrative

Strands 2, 5, 6 & 7 listening to and reading a range of stories on page and screen which provoke different responses:

story structure
viewpoint: Author; narrator
character & dialogue
setting
telling stories
writing.

Strands 1, 8 - 11 creating stories orally, on page and screen, that will impact on listeners and readers in a range of ways:

telling stories
writing.

FS

Listen to stories being told and read.

Know when a story has begun and ended. Recognise simple repeatable story structures and some typical story language, for example, 'Once upon a time...'

Be aware that books have authors; someone is telling the story.

Stories are about characters; identify and describe their appearance referring to names and illustrations; notice when characters are speaking in the story by joining in, e.g. with a repeated phrase.

Stories happen in a particular place; identify settings by referring to illustrations and descriptions.

Turn stories into play using puppets, toys, costumes and props; imagine and recreate roles; retell narratives using patterns from listening and reading; tell a story about a central character; experiment with story language by using familiar words and phrases from stories in retelling and play.

Attempt own writing for various purposes, using features of different forms, including stories.

Year 1

Identify the beginning, middle and end in stories and use familiarity with this structure to make predictions about story endings; recall the main events.

Listen with sustained concentration and then talk about how the author created interest or excitement in the story; the 'voice' telling the story is called the narrator.

Recognise main characters and typical characteristics, for example, good and bad characters in traditional tales; identify the goal or motive of the main character and talk about how it moves the plot on; notice how dialogue is presented in text and begin to use different voices for particular characters when reading dialogue aloud.

Settings can be familiar or unfamiliar and based on real-life or fantasy. Respond by making links with own experience and identify 'story language' used to describe imaginary settings.

Retell familiar stories and recount events; include main events in sequence, focusing on who is in the event, where events take place and what happens in each event; use story language, sentence patterns and sequencing words to organise events, e.g. then, next, etc.; recite stories, supported by story boxes, pictures etc.; act out stories and portray characters and their motives.

Use patterns and language from familiar stories in own writing; write complete stories with a simple structure: beginning, middle and end, decide where it is set and use ideas from reading for some incidents and events.

Year 2

Identify the sequence: opening - something happens - events to sort it out - ending; identify temporal connectives and talk about how they are used to signal the passing of time; make deductions about why events take place in a particular order by looking at characters' actions and their consequences.

Begin to understand elements of an author's style, e.g. books about the same character or common themes.

Understand that we know what characters are like from what they do and say as well as their appearance; make predictions about how they might behave; notice that characters can change during the course of the story; the way that characters speak reflects their personality; the verbs used for dialogue tell us how a character is feeling, e.g. sighed, shouted, joked.

Settings are created using descriptive words and phrases; particular types of story can have typical settings - use this experience to predict the events of a story based on the setting described in the story opening.

Retell familiar stories using narrative structure and dialogue from the text; include relevant details and sustain the listener's interest; tell own real and imagined stories; explore characters' feelings and situations using improvisation; dramatise parts of own or familiar stories and perform to class or group.

Imitate familiar stories by borrowing and adapting structures; write complete stories with a sustained, logical sequence of events; use past tense and third person consistently; include setting; create characters, e.g. by adapting ideas about typical story characters; include some dialogue; use phrases drawn from story language to add interest, e.g. she couldn't believe her eyes.

The organisation of literacy in a Foundation Stage and Key Stage 1 classroom

Ensure children have appropriate specific phonic input during this teaching sequence as a discrete daily entitlement (see guidance in Letters and Sounds).

Guided reading sessions need to be planned to run in parallel to this teaching sequence according to the ability of children in the class. Certain reading objectives identified for this unit are suitable for a targeted guided reading session.

The extent of inclusion of the Foundation Stage in this teaching sequence will depend on the age and the maturity of the children and the time of year it is to be delivered. By the end of the summer term it would be expected that the majority of the Foundation Stage children would participate in the full teaching sequence.

Earlier in the year, the Foundation Stage children will participate as appropriate and then be offered a range of opportunities to extend and develop these experiences.

Throughout the unit a range of activities will be available for the Foundation Stage pupils.

Opportunities for children to explore and apply further (overview 4)

Share stories, songs and rhymes every day.
Make collections of favourite books.
Use story sacks with props.
Use talking books on the computer or in the listening area.
Extend stories by adding props in different areas, e.g. reconstruct Little Red Riding Hood's walk through the woods. What might she find on the way?
Use small world and role-play areas to retell and innovate on stories.
Use digital cameras to capture role play/retelling activities.
Give writing opportunities on the writing table, e.g. Little Red Riding Hood's note to grandma.

This unit draws on the following teaching sequences:

Foundation Stage: Overview of learning 4 (listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems.

Year 1: Narrative unit 3 traditional and fairytales.
Year 2: Narrative unit 2 traditional stories.

Phase 1

Read a selection of stories with incidents and settings familiar to the children. Identify characters, settings and main events.

Phase 2

Re-enact stories using puppets, story boxes, etc. Order events in the correct sequence.

Phase 3

Use role-play to explore imaginative ideas based on a theme from reading and devise a class story. Take photographs to use as a story plan. Demonstrate how to write the story. Children write their own versions of the story.

A class multi modal text is created.