Story Speaking Practice

Overview

Students practise speaking in front of the class with clear voice control. They will rehearse oral retelling skills using simple story features, focusing on an opening, middle and concluding statement, ready for a short assessment retell next lesson.

Learning intentions

Students will:

• practise speaking clearly with an appropriate volume and pace
• use a simple opening, middle and conclusion when telling a familiar story
• use listening skills to support partners during speaking practice
• include a few topic-specific words from the story (characters, setting, key events)

Success criteria

“I can…”

• speak so my classmates can hear me (volume) and keep a steady speed (pace)
• start with an opening sentence, continue with key events, and finish with a concluding sentence
• face the audience most of the time and use gestures to help my meaning
• listen and respond respectfully when my partner speaks

Curriculum links

• Literacy: AC9E1LY07 (create and deliver short oral presentations with opening, middle and conclusion; use topic vocabulary and appropriate gesture, volume and pace)
• Literature: AC9E1LE05 (orally retell a familiar story using plot/characters and structure)
• Literacy: AC9E1LY02 (interaction skills: turn-taking, speaking clearly, active listening, responding to others)
• Literature: AC9E1LE03 (discuss plot, character and setting as features of stories)

Lesson structure (20 minutes)

1. 0–3 min · Hook: “Voice Detective”. Teacher reminds students of their speaking goal and demonstrates three voice levels (quiet classroom, speaking voice, “far away”). Students practise a quick call-and-response: “Ready, set, tell!” using the speaking voice.

2. 3–7 min · Direct teach: Opening–Middle–Ending. Teacher shows a simple story map on the board with three boxes labelled Opening, Middle, Ending, and models one sentence for each (e.g., “First…”, “Then…”, “Finally…”). Students repeat the three starters chorally and teacher checks that they can say them clearly.

3. 7–12 min · Whole-class pacing practice: “Tap & Tell”. Teacher marks a steady pace using hand taps: Tap–Tap–Tap for three parts (Opening, Middle, Ending). Students tell a one-minute version of the story together in “robot voices” at the correct pace, then switch to “story voices” (still the same pace). Teacher circulates and observes who needs support.

4. 12–16 min · Partner practice: “Chunk it”. Students work in pairs with a picture sequence of the familiar story (given by teacher). Pair task: Student A tells the Opening only (one sentence) while Student B listens and uses a listening cue (“I am listening”). Then swap. Students use a simple sentence strip if needed:

• Opening: “First, I see…”
• Middle: “Then, the character…”
• Ending: “Finally, … so…” Teacher gives quick prompts about volume (“Speaking voice to the back row”) and pace (“Slow down on the first sentence”).

5. 16–19 min · Front-of-class rehearsal: “2-2-2 Spotlight”. Teacher calls small groups of 3 (or 2 if needed) to the front. Each student has 2 seconds for Opening, 2 seconds for Middle, 2 seconds for Ending, using the same story map. Class practise active listening: they show a quiet hand signal when someone is speaking. Teacher specifically praises one technique each time (e.g., “Great volume!” “Good ending sentence!”).

6. 19–20 min · Exit check: “Thumbs up, ready”. Students answer on the spot: Teacher asks, “What comes first: Opening, Middle or Ending?” and “What should we control—volume or costume?” Students show thumbs up for correct answers.

Resources

• Picture sequence cards of a familiar short story (teacher-selected)
• Simple story map graphic with three boxes: Opening / Middle / Ending
• Sentence starter strips for Opening/Middle/Ending
• Listening cue cards (“Listening ears”, “Quiet hands”)
• Hand-tap cue (teacher uses fingers or desk taps)
• Optional: a small gesture cue chart (point to picture, open palms, nod)

Assessment

• Teacher observation during Partner practice and Front-of-class rehearsal: can students use an opening, middle and ending, with clear volume and controlled pace
• Quick whole-class check using chorally repeated story starters (accuracy and confidence)
• Exit check questions to confirm students remember the order (Opening → Middle → Ending)

Differentiation

• Support for students needing extra scaffolding:
• Provide more explicit sentence starters and limit the retell to one key event per part
• Allow a student to use picture cards while speaking (reduced memory load)
• Use “echo then say”: teacher says a sentence starter; student repeats with the correct voice level
• Support for students with speech/language difficulties:
• Offer a shorter version (Opening + Ending only) or one-word key vocabulary prompts
• Provide additional rehearsal time in the partner stage before front-of-class spotlight
• For students with additional needs (SEN):
• Pre-teach gestures (pointing to pictures for each part) and practise pace using hand taps
• Seat placement near the teacher for clearer modelling and feedback
• Extension for advanced learners:
• Add one extra detail in the Middle (character feeling, action, or one quality word) and practise a slightly slower pace for clarity
• Encourage a stronger concluding sentence: “Finally, [character] felt… because…”