We can probably all think of a time when we were emersed in a story and how that made us feel.
The power of a good story is strong, but it can be so much more than reading aloud the text in a book.
There is strong evidence that the approach of ‘teaching and modelling language’ can be effective for all children, including children from socio-economically disadvantaged backgrounds. This involves intentionally using language to show how words are used together to form sentences (grammar) and providing opportunities for them to apply it in their own speech (expressive language). Children also need to be supported to connect the meaning of words within and across sentences (receptive language).
Using verbal strategies
As part of the EEF’s work developing the Early Years Evidence Store, we looked at wider evidence in this area, videos of practice, and knowledge of practice from experienced educators. You can read about the specific approaches here.
Verbal strategies can include:
- asking open questions about stories,
- prompting children to sequence stories,
- retelling stories,
- giving children corrective feedback,
- eliciting imitation, and
- relating stories to children’s own experience.
In the Early Years Evidence Store there are videos which exemplify the approach of ‘teaching and modelling language’ in practice. One video shows Becky teaching and modelling language during an oral storytelling and recall activity.
A practice Becky used during her storytelling activity included open questioning to encourage the children to recall key events in the story. You can also find this video within the Communication and Language section of our Evidence Store.
In talking to Becky, you recognise that she also uses the practice of repetition, and does so systematically within her teaching;
Creating a storytelling culture
Becky has created and embedded a story telling culture within her setting to enable her children to be engaged, confident story tellers and have a love of reading stories and books.