Why narration matters

When children narrate, they practise beginning, middle and end, connecting words such as then, because and suddenly, and describing characters and places. These are the same skills they later need for writing. Oral storytelling lets them work on structure before spelling and handwriting slow them down.

Adults help most by listening, asking one follow-up question and resisting the urge to correct every sentence.

Game 1: Story Stones

Players: 2 to 6 per group. Ages: 4 to 9. Time: 15 minutes. Materials: 10 to 15 smooth stones or card circles, each with a simple picture drawn on it (a key, a house, a fox, the moon, a boat).

Put the stones in a bag. The first player draws a stone and starts a story that includes that object. The next player draws a stone and continues the story. Play continues until the bag is empty, and the last player must give the story an ending.

• Easier: an adult tells the story and children only add the object, for example, and then they found a key.

• Harder: each player must use a connecting word such as however or meanwhile.

• Skill built: sequencing and linking ideas.

Game 2: Fortunately, Unfortunately

Players: 2 to 20. Ages: 6 to 12. Time: 10 minutes. Materials: none.

Sit in a circle. The first player says one sentence beginning with fortunately. The next player adds a sentence beginning with unfortunately, and so on. For example: Fortunately, Sam found a bicycle. Unfortunately, it had no wheels. The story swings between good and bad luck until the group decides it has ended.

• Easier: allow players to pass once, and the adult offers a starter sentence.

• Harder: the story must stay in one setting, or each sentence must be exactly ten words.

• Skill built: cause and effect, and listening to the previous speaker.

A sample session for a class of 25

For ages 6 to 8, allow 30 minutes. Spend 5 minutes modelling Story Stones with one group. Give 15 minutes for groups of five to play with their own bags. Finish with 10 minutes where each group retells its story in three sentences to the class. Photograph the stones in order so children can draw the story later.

At home, Fortunately, Unfortunately works well on walks or at bedtime, and children often ask to repeat favourite stories.

Key points

• Let children tell stories aloud before asking them to write them.

• Use objects or pictures as prompts for younger children.

• Ask one follow-up question rather than correcting grammar.

• Finish with a short retelling to reinforce sequence.

Ready-made resources

Printable session plans and materials for this topic are available from EduTrend Contents: G4C-120 Talk & Listen Games.

Photos: Yannis H, Ben White / Unsplash