| Creating language experience stories is a great way | | | | 6. Ask the learners to begin to write the story or |
| to teach that reading, writing and talking are related. | | | | some of the words themselves as they develop. |
| It helps learners to understand that what they think | | | | Individual Language Experience Stories |
| about and say can be written down and what is | | | | 1. Ask the learner to dictate an experience or story |
| written can be read. There are many variations on | | | | to you. |
| how to create the stories and experiences to use as | | | | 2. Write down the words the learner says. |
| a basis. | | | | 3. Read back to the learner what you wrote to |
| Here are some guidelines to follow when you create | | | | make sure it is what the learner wanted to say. |
| a language experience approach to teaching reading. | | | | 4. Ask the learner if any changes need to be made. |
| Group Language Experience Stories | | | | 5. Read and re read the story together, tracking as |
| When working as a group write the story on a | | | | you go. |
| chalkboard or whiteboard. This makes it easy to edit | | | | 6. Ask the learners to begin to write the story or |
| as you go along. Ask the learners to begin to write | | | | some of the words themselves as they develop. |
| the story themselves as they progress in their | | | | Once you have created a language experience story |
| reading and writing skills. | | | | there are many ways you can use it. Here are some |
| 1. Organise a language experience activity to inspire | | | | ways to use story or report you create. |
| the learners. | | | | 1. Read the story to the learners several times during |
| 2. Invite learners one by one, to dictate a sentence | | | | the week to review and reinforce the the words. |
| about the experience | | | | 2. Make a large poster with the words on so the |
| 3. Write down exactly what they have said. | | | | learners can see it easily. |
| 4. Read the story back and ask the learners if any | | | | 3. Make copies of the story for each learner and |
| changes need to be made. | | | | make them into a book. |
| 5. Read and re read the story together tracking as | | | | 4. Make sentence or word cards so the learners can |
| you read. Tracking means following along and pointing | | | | match them to the story. |
| out the words in the passage as it is being read. It | | | | 5. Make a 'fill in the missing words' exercise with the |
| can be done with a pointer or a finger. | | | | text. This is called a 'cloze procedure'. |