sample ebook3 story time

E Book 3: “STORY TIME…a shared and relaxed experience for little kids!” www.gracebertolini.com.ar

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o STORYTELLING and STORY READING. o WHY USE STORIES IN YOUNG LEARNERS’ CLASS? o USING LITERATURE IN FOREIGN LANGUAGE TEACHING. o HOW DO I CHOOSE THE RIGHT KIND OF STORY? o LISTENING TO STORIES. o STEPS IN THE STORYTELLING PROCESS. o STORY READING. o STORY TIME AREA. o ATTENTION GRABBERS & PROPS TO START YOUR STORY TIME. o ROUTINE SONGS FOR GATHERING CHILDREN TOGETHER. o CREATE YOUR OWN ROUTINE SONGS. o YOUNG LEARNERS STORIES: CHARACTERISTICS. o PROCEDURE TO READ A STORY TO LITTLE KIDS. o WAYS TO COMPLEMENT YOUR STORY READING. o QUICK AND CREATIVE EXTENSION ACTIVITIES. o SELF-CREATED STORIES. o CLASSROOM BOOKS: GROUP BOOKS. o STORY NECKLACES. o RETELLING ENVELOPES. LEAPING LADDERS. o RECOMMENDED STORY: “The napping house” o STORY STICK. o KANGAROO. OCTOPUS. ICE-CREAM CONES. o STORYTELLING BAGS. o RETELLING CUBES. o CLOTHES LINE TO RETELL STORIES. o HANGING MOBILES. o RETELLING VESTS. o TRIARAMA - DIORAMA: A BOOK REPORT IDEA. o MAKING ALTERNATIVE HOME-MADE BOOKS. o A SHAPE BOOK: “The mitten” , an Ukrainian Folktale. o MAPPING. FLIP-FLOP BOOKS. o BOOKS WITH FLAPS. POP-UP BOOKS. ZIG-ZAG BOOKS. o ABC BOOKS. o STORY TINS. o WEARING MASKS TO RETELL STORIES. o WORKING WITH CHARACTER HEADBANDS. o SIMPLE COSTUMES. o REMEMBER TO USE PUPPETS TO RETELL STORIES. o USING PUPPETS: PEDAGOGICAL AIMS. o HOW TO USE PUPPETS. o WALKING PUPPETS. PAPER BAG PUPPETS.


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o FINGER PUPPETS . GLOVE PUPPETS. o TOILET PAPER TUBE PUPPETS. o STICK PUPPETS in a STORY BOX. o STORY: “The three little pigs” o BIG BOOKS. o SHARED READING PROCEDURE. o STORY: “Brown bear, brown bear, what do you see?” o BOOK SHARING SCHEDULE. o STORY: “The very hungry caterpillar” o HOW TO MAKE A CLASS-CREATED BIG BOOK. o EMERGENT READERS at Shared Reading Time. o MORE EMERGENT READERS. o REBUS STORIES. o READING A ONE-PAGE STORY: “The enormous turnip” o ALTERNATIVE STORIES: “The enormous carrot” – “The enormous

potato”. o BOOKS CREATED FOR CHILDREN: PERSONALIZED BOOKS. o PREDICTABLE PATTERNS. o CAPTION BOOKS - DOT BOOKS. o BACK-COVER POCKET ACTIVITIES. o BIRTHDAY BOOKS - PHOTOGRAPH-BASED BOOKS. o TRACING BOOKS. o NAME BOOKS - LETTER BOOKS. o QUESTION BOOKS. STEP BOOKS. o FAN BOOKS. SHAPE BOOKS. o ACCORDION BOOKS. ALL ABOUT ME BOOKS. CIRCLE BOOKS. o REMEMBER TO USE BOARD GAMES TO RETELL A STORY. o USING POSTERS AS INTERACTIVE BOARDS TO RETELL

STORIES. o FELT BOARD. APRON FLANNEL BOARD. o RETELLING VESTS. o MAGNET BOARDS. o MORE ACTIVITIES. o STORY TIME CLASSROOM MANAGEMENT. o ORGANIZING YOUR STORY TIME. o USING AUDIO VISUALS. o COLLECTING AND ORGANIZING RESOURCES. o MANAGING PAIR & GROUP WORK. o DISPLAYING CHILDREN’S WORK. o SHOW YOUR WORK – OPEN CLASSES. o ORGANIZE A BOOK CORNER. o PRAISE CHILDREN – GIVE FEEDBACK. o SOME CONCLUSIONS o REFERENCES.


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Turn your Story Time into a shared experience of fun and relax !!

FOR MOTIVATION :FOR MOTIVATION : most children enjoy :- Story Telling: stories told to them.- Story Reading: stories read to them.

When telling an interesting story in an appealing way, children pay attention till the end.children pay attention till the end.

TO PRACTISE DIFFERENT SKILLS: Stories are a good reading and writing starting point. They provide opportunities: - to make own books. - to role-play/dramatize. - to practice and reinforce lexis and structures. - to develop conceptual skills: prediction - guessing the meaning- training memory FOR INTEREST: Stories can be specially chosen to reflect on the language topic and on other areas. FOR SOCIAL RELEVANCE: To discuss and explore issues of social relevance: awareness of good / bad social behavior- emotions - share culture and history. FOR VARIETY: Stories broaden the use of English expanding course book contents. FOR CONTEXT: Stories give context and meaning to the language : a genuine reason for listening.


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Stories should have these elements: - A simple storyline that lends to dramatization and pantomime. - Heavy use of visuals and Realia to illustrate content. - Predictable structures or familiar to the children, with a large proportion of previously learned vocabulary. - Repetitive phrases: making use of formulas and patterns that occur regularly and predictably. - Highly patterned language, rhythm and rhyme. - Clear visible print. - Attractive pictures.

Stories for little kids: - Should not be too long. - Language should match or be easily adapted to the student’s level of proficiency. - Dialogues should be short and memorable. Teachers should have a clear plan of activities to exploit the story.

Remember that action stories are the easiest!!!


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PLANNINGPLANNING1) Choose a suitable story and go through the story first.2)2) Emphasize vocabulary or structures through Emphasize vocabulary or structures through

repetitionrepetition.3) Present or revise vocabularyPresent or revise vocabulary through: - Visuals- Flashcards- Realia, etc…

4) Begin the Story using:- Mime & gestures.Mime & gestures.-- Body language.Body language.-- Dramatic expressions.Dramatic expressions.-- Visuals.Visuals.

5) Involve learners through:- Actions- Predictions

6) Use meaningful activitiesUse meaningful activities

7) Divide the story telling activities in 3 stages:Divide the story telling activities in 3 stages:BeforeBefore you read or tell the story.While While you read or tell (during the second time)After After you read or tell.


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STORY HAT:attach Velcro to Story

characters

STORY CHAIR.

STORY FLAG.

QUICK ATTENTION GRABBERS: Fun and easy ideas for gathering busy children together. - Lower your voice - Flash the lights (to stop what they are doing)

STORY MATS:STORY MATS:- Individual and personalized carpet squares/place mats.- They provide a defined space for each child.


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Act outAct out the story.

Make up motionsMake up motions for different parts of the story (ex: animal movements).

Clap the phrase.Clap the phrase.

Provide simple puppets puppets representing each character of the story.

Work with ORAL CLOZE:Work with ORAL CLOZE:- Omit a key word from the now-familiar story.- Allow children to provide it.

THERE WAS AN OLD LADY WHO SWALLOWED A FLY,

I DON’T KNOW WHY SHE

PERHAPS SHE’LL DIE!

A FLY,SWALLOWED


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THERE WAS AN OLD LADYWHO

SWALLOWED A SPIDER,

A CAT,

A BIRD,

A DOG,

A GOAT,

A COW,

A HORSE,

CRAFT: A POCKET CHART:

Make a lady and the animals she ate from construction paper or colored rubber.

We recommend to watch in You Tube:

“There was an old lady who swallowed a fly” http://www.youtube.com/watch?v=8NFoNPmi5xU http://www.youtube.com/watch?v=8-1DgoK-iMs


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USE OF ACTIVITIES THAT : - STRENGHTEN STUDENTS’ COMPREHENSION - REVIEW A CHARACTER’S ROLE - NOTICE THE SETTING OR PROBLEMS AS THE STORY IS RETOLD.

1) ““WHEREWHERE’’S EVERYBODY?S EVERYBODY?”” :

- Work with:

- students’ names

- places

2) ““HOW MANY CAN YOU SEE?HOW MANY CAN YOU SEE?””

- Work with:

- numbers

- nouns


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AAfter reading a story, give each student small cardsand a length of yarn to make a “necklace”.

Illustrate the cards with the main characters, the problem, the solution.

GRAPHIC ORGANIZERGRAPHIC ORGANIZER to be used after reading, to sequence the main events in a story.

Each main event is filled on the appropriate rung.

They They leap up the ladderleap up the ladder as the story is retold.as the story is retold.


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Children can:- Draw characters- Make a story map- Write a list of words that have the same sound- Write vocabulary words /questions.

5 good stories for telling and retelling with a CLOTHES LINE:- Brown Bear Brown Bear What Do You See? - The Gingerbread man - Little Red Riding Hood - We're Going on a Bear Hunt - The Little Red Hen


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These projects invite children to:- Use oral language- Make a text for reading.

- Topics should be meaningful to children.

1) Students cut out each page.

2) Staple the pages together at the top of the page,

3) Color it.

4) Read the book.


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- A long book with 4 flaps: students write 4 facts from the story on each of the flaps and illustrate them inside.- Label each flap: main characters, setting, problem, solution.- Illustrate each of these components.- Example: “What my family does for fun”


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MASKSMASKS have been used throughout history to improve have been used throughout history to improve performancesperformances MASKSMASKS work well because they effectively guide and work well because they effectively guide and change the performer, teasing out and simplifying change the performer, teasing out and simplifying emotionsemotionsThey are useful in the classroom because they create an They are useful in the classroom because they create an instant characterinstant character

MASKS are a wonderful tool for bringing stories to life.

Children that are a bit timid often benefit most from

the use of masks during a lively discussion time. A mask provides a wall of comfort for the child who is

unwilling or is not yet able to engage in conversations with their more assertive classmates!

For STORY TIME: wear a mask based on a character

in a book or story.


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FOR CROSSFOR CROSS--CURRICULAR ACTIVITIES :CURRICULAR ACTIVITIES :Puppets can be used in most topics of the syllabus.

TO TEACH VOCABULARYTO TEACH VOCABULARYEg: parts of the face / clothes

TO TEACH LANGUAGETO TEACH LANGUAGECommands when making puppets: Color the…

FOR MOTIVATIONFOR MOTIVATIONChildren try to speak without inhibition

Introduce the puppetIntroduce the puppet character to the children. Tell them He/She speaks only Englishonly English. Encourage them to talk directly to the puppet.talk directly to the puppet. Make an easy storyeasy story with 2 or 3 characters Children can act out in pairs.act out in pairs.


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Allow an entire groupentire group of children to become involved in the reading process at the same time.at the same time.

STORIES SHOULD BE:STORIES SHOULD BE: SIMPLE. AGE-APPROPRIATE. PREDICTABLE.

1) Discuss the book cover with the children. Ask them to predict what they think the story will be about. "What do you see on the cover of this book?”

2) The teacher reads and points out the title: confirm or alter predictions.

3) Point out the author, illustrator and dedication ( a gift of the author)

4) Read the story:- Aloud, with enthusiasm.- Modeling book handling.- Pointing to each word with a pointer as you read : enables children to observe:• Voice-print pairing.• Progression of reading from left to right• Page sequence• Conditions of print


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5) Ask children to predict what will happen next (once or twice…

but remember: 1st reading is for enjoyment!!

6) Lead a brief book discussion:Encourage students to express personal reactions to the book.

7) Read the story again:continually model fluency, phrasing and intonation. Encourage the class to follow along.

8) Ask open-ended questions to enhance children's understanding and involvement. Questions that reflect opinion rather than content. Ex: "What was your favorite part?" "How would you have solved the problem?" "Why do you think the title of the story was…?” ENCOURAGE ALL CHILDREN TO VOLUNTEER!! 9) Re-read the book: vary the way in which the children participate: - Acting out the story. - Making up motions for different parts of the story. - Clapping the refrain. 10) FOLLOW UP ACTIVITIES: Make puppets, masks, Big Books, Alternative Books


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About the story:This book follows the caterpillar's path as he eats his way through one apple (and the pages of the book itself) on Monday, two pears on Tuesday, three plums on Wednesday, and so on, through cherry pie and sausage - until he is really fat and has a stomachache

It is good for teaching:- nutrition, - counting, - science (stages of a butterfly) - days of the week.

Print the page of your choice. Cut out the caterpillar and tape it to the end of a pipe cleaner.Cut the food pieces apart and punch a hole in each piece. As you tell the story, have the children slidethe piece of food onto the pipe cleaner.

STORY STICK for The Very Hungry Caterpillar:

We recommend to watch in You Tube:

“The Very Hungry Caterpillar” http://www.youtube.com/watch?v=srk8aAaTFXE&feature=related


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STUDENTS MADE:STUDENTS MADE:1) Choose a predictable bookpredictable book with rhyme, rhythm and repetition.

2) Allow children to participate in the bookmaking process.

3) Give each child a copy of the page to illustrate or work in pairs or small groups of 2 or 3 per page.

4) Illustrate the front and back covers and the title page.

5) Put the pages in the correct sequence.

6) Laminate the covers.

Printable Emergent Readers are a cost effective and a powerful tool to teach beginning reading skills.

These MINI-BOOKS are quite simple with images that should appeal to young children and simple, repetitive words that children in Preschool through Grade 1 should be able to read themselves.


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Children with little letter knowledge who would benefit form alphabet books that use pictures to link letter shapes and names. The Letter Books will be just right for these students.

For children who are discovering that letters come togetherto form words, the Name Books are a great place to start.

For students who are ready to put words together to build sentences, the Long Books let them assemble sentences based on their own words and interactive writing.

When creating books for children, start with the following:

A very easy storybook.A very simple story you have read to the child.A simple book about an experience the child has had.A simple text the child dictates.


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Many of the books you make will feature PREDICTABLE PATTERNS, which provide opportunities for over learning “almost known words”.

List of predictable text that you can use to create an endless variety of books.

A CAT

A FROGA DOG


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BOARD GAMES provide a way for children retell stories they know.

1) Children draw and write on cards.

2) Stick the cards in order in a Stick the cards in order in a ““snake shapesnake shape””( maintain the sequential progression)

3) Play the game with a dice, moving a counter along the board.

Use pictures or commercial posters of a landscape.

You can use it as a ““backgroundbackground”” of your activity

Protect them with transparent contact paper.

Add some strips of masking tape for the cut-outs


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Make a simple story apron out of an inexpensive apron.

Sew one light -blue felt square onto the apron to suggest a “sky background”.

Sew a green felt square to suggest a “grass foreground”.

To make an “indoor background” , simply sew on beige and yellow felt squares at the back of the same apron.


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Books specially designed for children to read will nurture that desire to read and keep children coming back as they:- gain knowledge of concepts about print, - build word recognition skills, - develop comprehension strategies, - experience the rewards as learners that lead to reading success.

““The desire to read is key The desire to read is key to reading successto reading success””

We must make children burn to read stories

on their own.

We need to fill their days We need to fill their days with literaturewith literature that they can relate to and that makes them want to pick up books again and again.


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REFERENCES: We are grateful for permission to reproduce material from: Fowler, J .“Quick & creative Literature response activities” -Scholastic. Scott, Wendy. “Teaching English to children” - Longman. Cant, Amanda & Superfine, W. “Developing resources for Primary”-

Richmond Publishing. Emblem, Val. “Learning through story” - Scholastic. Wright, Andrew. “ Storytelling with children” Muno, Licciardo. “25 terrific Literature Activities” - Scholastic. Warren, Jean. “Story time ideas for Circle Time”- Totline Pub. STORIES: Carle, Eric. “The very hungry caterpillar” Wood, Audrey. “The napping House” Tabak, Simms. “There was an old lady who swallowed a fly”- Caldecott

Honor Book. Martin, Bill Jr. “Brown bear, brown bear…what do you see?” Martin, Bill Jr. “Polar bear, polar bear…what do you hear?” Unknown author. “The three little pigs”- 1840 Unknown author. “The mitten”

We strongly recommend hands-on learning activities

for Very Young Learners from:

www.childcareland.com www.earlychildhoodprintables.com

SHELLEY LOVETT has been creating original learning activities and resources for the early childhood community since 2000. She has also been working in the field of early learning for the

past sixteen years as both a licensed child care provider and a pre-k teacher.

www.kinderplans.com

ELAINE ENGERDAHL has taught a number of primary grades in her 26 years of teaching, specializing in the area of Reading Instruction. She created the Program called Early Learning Solutions that integrates many skills within the reading content books. Enter her web site and learn about her Full Year of Kindergarten and Preschool Curriculum-Based Lesson Plans and Activities.


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“What a child creates through playful activity is never wrong”

“Tell me and I forget... Teach me and I remember...Involve me and I learn !”

Benjamin Franklin.

“ Teachers should make a difference in the lives of children”

“To teach is to touch a soul foreverTo teach is to touch a soul forever””

E-BOOK 3: “STORY TIME…a shared and relaxed experience for little kids!” Copyright 2012 By Graciela Bertolini

www.gracebertolini.com.ar All rights reserved. No part of this Publication may be reproduced or transmitted in any form or by any means, electronically or mechanically, including photocopying, recording, computer bulletin board (BBS), Internet, or by any information storage retrieval system, without written permission of the author. This legal protection not only applies to the name but also to the format and contents of this course. Any copying or similar publication will be seen a breach of copyright and legal action will be sought. Please do not email this E-BOOK to anyone else, as I do not want free copies being emailed all over the Internet. I appreciate your integrity on this point. Thank you! Grace Bertolini.

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