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We normally go on from that to doing lots of activities around role play,
puppet-making and developing characters.
Because that gets them really involved in the story.
And they can practise the vocabulary before they have to write it.
And we find then, when they come to writing it after maybe two weeks
of immersion into the text, that they're much more ready
to write their ideas.
Stop! Stop! Don't jump on his head!
Too late. Ha ha ha ha ha!
OK, are you ready to do some good acting?
I want you to do the same as you saw me do. OK?
Just like we've done before with other stories.
OK, are you ready? And... You ready to watch, audience?
- You ready, gingerbread man? - Yes.
- You ready, fox? - Yeah.
OK. Go!
Sometimes our children aren't always confident to speak in a group
or in front of a whole class.
So we try and use as much positive reinforcement and praise as possible,
so that children feel confident in offering any suggestion
that they have, initially,
so that they get the opportunity and the experience of speaking
in front of their peers.
Stop! Stop! Don't do it, bad little fox.
If you eat the gingerbread man,
you will come to my house,
I will put hot water on your tail.
Well done. OK, you can sit down. Well done. Good acting, Andy.
Well done, Jamie. So we had lots of different ideas
about what might happen next in our story.
First idea was Cherie's idea, wasn't it?
And she said that maybe the old lady would take home
the fox and put his tail...
- Made in hot water. - In hot water!
Ah, to teach him a lesson, because she was very cross.