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Oral narrations to written narrations
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I have spent some time reading previous posts on narrations but I still have some questions. If I have my children do written narrations once a week as they transition from oral narrations do I only request a written narration from that particular day or from their assigned readings from the whole week. For example my son is reading Black Ships Before Troy.
I found out today that my son hates giving oral narrations because he just wants to hurry and be done with his lessons rather than having to wait for his turn to give his narration. He wants to have everything laid out what he has do and do it. We are beginning to transition to written narrations but we are still trying to work on the oral ones. I have seven children and five of them are school age, 14, 12, 11, 9, 7, 3, and 9 months. How do you juggle all the narrations?
As I transitioned my oldest from oral to written (we still do mostly oral), I randomly picked a book for her to narrate on paper during the week. I gave her one notebook and she puts all her written narrations in it. I don’t know if this is the best approach because it’s rather a mish-mash of topics in the book, but I wanted the variety to keep it interesting for both of us. I have her narrate occassional field trips as well in that book. Next year, I might do something a bit more organized, but this worked well for the transition period.
I love this question! I need to know also. My going on 12 yr old is ready and needs to switch to oral narration. He is able to listen to history, science etc and orallly narrates excellent.
So what do I do? Should I just have him sum up the week on Friday with a paragraph? Or does he write a little each day? This is the confusing part. Also, what about his spelling and speach? Do I correct that if it’s just for the narration aspect of it?
Thanks and sorry to add onto your thread. Misty
Well, my eldest has been doing written narrations for a few years now. She is going on 12; and noone panic, I know that 9 is early to start, but she had been reading and writing from a very young age. She was ready.
Anyhow, I only request a written, oral or drawn narration from the selection read for that individual day. So, she may have several drawn, written or oral narrations from one book by the time she is done. Last year, it was daunting for her to put all of her thoughts onto paper. She literally wanted to tell back word for word of what she had read: and it was just too much. Sonya suggested having her tell me orally what she had read while I typed, and then when she was nearly finished, she could do the rest of the typing. Over time, I had her do more typing until she was doing the complete narration on her own. This helped a lot.
For large families, try narrating in a round. Have one person start, the next pick up where the first left off, the next share a bit, and then the next finish. Or, you can have the younger tell first and the older fill in any they want to add. You can also have your children take turns narrating from one time to the next, or you can assign different narrating projects. For example, older ones can go do a written narration, middle can give an oral, younger can go draw.
Hope this helps.
Other ideas are to have them all act out what was read, draw comic strips, mold with clay or build with legos, etc…
My son, who is 12, does two written narrations a week. Our “rules” are that he can’t write both narrations from the same book, and it can’t be from any we read together. I have him orally narrate the books we read together. I don’t correct his spelling or grammar, but if he asks how to spell a word, I tell him. He often is stumped on what to write, so I usually ask him to orally narrate what he read. Usually after he narrates to me, he knows what he wants to write. Some times he gets a little lazy and tries to write as few words as possible. I remind him that I haven’t read the story, therefor he needs to share details so I know what he is talking about.
He also is working on a lapbook for his science biography book that he is reading this term. He makes one mini book for each chapter he reads.
Misty, I think it’s great to be able to expand on anothers questions.
Briedell- Thanks for the suggestions. Let’s say a child has four assigned reading books in a day, would you have him orally narrate from all of them and just choose one once or twice a week for written narration?
This is where my problem comes in. We have family subjects which we narrate together but then they have their individual assigned readings such as in history, science, literature, and personal development. Do they narrate these all orally too or would I come up with different ways of narrating so not every one needs Mom now? Maybe I’m making a mountain out of a mole hill or maybe I’m just not quite getting it all yet.
The next question I have is how much time do you allow for a written narration on the day that you want them to produce one?
I have so many questions and I appreciate all the advice, suggestions, and experiences you ladies share.
One idea for oral narrations is to give your older child a tape recorder. He can record his oral narration immediately after reading and doesn’t have to wait for Mom to be available. Then when you are available, you can listen to it either with him or without.
The lesson length guidelines for the various subjects included narration time in Charlotte’s schools. Her schedule allowed something like this:
- Grades 1-3: 15-20 minute lessons max
- Grades 4-6: 20-30 minute lessons max
- Grades 7-9: 30-45 minute lessons max
So based on that, I would say your 14 yo should have 30-45 minutes maximum in which to read the assigned pages and write (or tell) his narration.
Thanks Sonya, for those lesson guidelines. I just wasn’t sure how much time should be given for narrations. This will certainly give me something to work with. Can you tell this is all relatively new for me?
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