Ask the children to re-tell the story of Sebastian's Waddle. (To help in the sequencing of the story, print out the big book pictures found in the Literacy Links page.) Scribe their suggestions on a board and then when complete ask one child to become Sebastian Swan and to act out and speak his part as you read their version of the story. Alternatively use the "Sound Recorder" software on the Kent NGfL Laptop to record the children as they retell the story. This is a simple piece of software and the Kent NGfL laptop comes with a built in microphone at the front of the keyboard. Have a go!
Compare the actual story of Sebastian's Waddle to their version. Note and write down the differences between the two versions. Especially notice the words and phrases that were different.
Give a group of children the pictures from the Big Book (see above) and ask them to sequence the pictures and re-write the story. Each child completing one page of the story.
Group to read through their written version of the story.
Comprehension and Composition 4) to re-tell stories, giving the main points in sequence and to notice differences between the written and spoken forms in re-telling, e.g. by comparing oral versions with the written text; to refer to relevant phrases and sentences. 9) to become aware of the character and dialogue, e.g. by role playing parts when reading aloud stories.

Session 2 - Using known stories to help structure own writing.

Use the notes from your walk around the school to help start a class book using the structure of Sebastian's Waddle. First discuss the route that you took on your walk and then think about where you were when you found the signs of spring. Make a simple big book by folding up large pieces of paper. Ask the children to help you complete just the first sentence on each page e.g. We walked under a tree. (For the story illustrations you could either use normal photographs, digital photographs, drawings or paintings.)

Use your word level work time to discuss what sense they used to find the signs of spring and ask the children to think of some describing words for these. List the words they suggest and record as a class word bank.

Ask groups to use the class word bank to help them structure the next sentence on each page, e.g. We saw something green and wet.

Ask groups to read out their sentences and add them to the big book in the appropriate places.

Comprehension and Composition 16) to use some of the elements of known stories to structure own writing.

Session 3 - Using known stories to help structure own writing - continued.

Read through the class's big book with the sentences completed so far. Help the children structure the next part of the story by asking them what they might say e.g. "Ohhhh!" We Said. "What's that?". Discuss the punctuation and scribe the sentences in the book with the children.

Use your word level work time to discuss all the signs of spring you discovered around your school. Try to think of other words you might need to help describe them. Record these words as a class word bank.

Ask groups to use the class word bank to help them structure the last sentence on each page, e.g. It was a new bud on a tree.

Ask groups to read out their ending sentences. Discuss how in the book of Sebastian's Waddle this sentence is hidden, ask the children for ideas of how you could do the same in your book. Maybe the sentence could be hidden under a flap?

Comprehension and Composition 16) to use some of the elements of known stories to structure own writing.