STORYTELLING and STORYREADING

Guidelines for the English class

Claudia Alvarez

STORIES FOR CHILDREN

REASONS FOR STUDENTS´LACK OF INTEREST

• Films

• T.V.

• Computer Games

• C.D. Rom

• Specialized Magazines

• Other

WHY STORYTELLING?

• CONSTANT SOURCE OF LANGUAGE EXPERIENCE

• MOTIVATION

• MEANING (STUDENTS LISTEN WITH A PURPOSE)

• FLUENCY (FOUR SKILLS)

WHY STORYTELLING?

• LANGUAGE AWARENESS

• COMMUNICATION (SHARING AND COLLABORATING)

• INEXPENSIVE

TELLING OR READING ALOUD?

READING ALOUD

• NO NEED TO MEMORIZE THE STORY

• NO FEAR OF MISTAKES

READING ALOUD

• BOOKS GOOD SOURCE OF IDEAS

• STUDENTS CAN BORROW THEM

• PICTURES HELP UNDERSTAND

READING ALOUD

• DON´T READ TOO QUICKLY

• DON´T FORGET ABOUT YOUR LISTENERS

TELLING

• STUDENTS FEEL IT´S SOMETHING PERSONAL (THE STORY IS YOURS)

• REAL PURPOSE (COMMUNICATE IT!)

• POWERFUL EFFECT

TELLING

• SEE KIDS´ REACTIONS

• USE OF BODY LANGUAGE

• USE OF A LEVEL OF LANGUAGE STS. KNOW

TELLING

• MUST LEARN THE STORY VERY WELL

• THERE MAY BE MISTAKES IN YOUR ENGLISH

SELECTION OF STORIES

CHOOSE A STORY...

• WHICH YOU LIKE

• TO ENGAGE CHILDREN

• IS RIGHT FOR THAT GROUP

• THAT OFFERS A RICH EXPERIENCE OF LANGUAGE

CHOOSE A STORY...

• DOES NOT CONTAIN LONG AND BORING DESCRIPTIONS

• CAN BE CONNECTED WITH OTHER SCHOOL ACTIVITIES , TOPICS STUDENTS ARE WORKING WITH

• YOU FEEL YOU CAN TELL OR READ WELL

FLUENCY IN THE FOUR SKILLS

LISTENING SPEAKING READING WRITING

LISTENING AND READING FLUENCY

• WARN BEFOREHAND THAT THEY CAN´T UNDERSTAND EVERYTHING

• DEVELOP ABILITIES TO SEARCH FOR MEANING, PREDICTING AND GUESSING

SPEAKING AND WRITING FLUENCY

• IN AN ENVIRONMENT WHERE RISK TAKING AND APPROXIMATION ARE ENCOURAGED, THERE IS A POSITIVE ATTITUDE TO HAVING A GO WITH THE LANGUAGE

Andrew Right

SPEAKING AND WRITING FLUENCY

• TEACHERS SHOULD CONCENTRATE MORE ON ACHIEVEMENT THAN ON MISTAKES

• ENCOURAGE RESPONSES THROUGH SPEAKING AND WRITING

CLASSIFICATION OF TEXTS

JANET NORRIS

PICTURE BOOKS

ILLUSTRATED BOOKS

STORY BOOKS

CHAPTER BOOKS

HOW TO REMEMBER STORIES

• MENTAL RULES OR WEBS

• WRITTEN SPIDER WEBS (STORY SKELETONS)

HOW TO REMEMBER STORIES

• SEE THE STORY AS A FILM IN YOUR IMAGINATION

• REMEMBER THE PERSONALITIES OF THE CHARACTERS (THIS WILL REMIND YOU OF THE STORY)

STORY TELLING TIME

STORY TELLING TIME

• CREATE A MAGIC ATMOSPHERE (KIDS SHOULD SIT ON THE FLOOR)

• CHANGE SEATING ARRANGEMENT

• STORY BAG (STUDENTS GET STORY-MINDED)

STORY TELLING TIME

• BACKGROUND MUSIC

• MIGHT SHOW A PICTURE AS AN INTRODUCTION

STORY TELLING TIME

• START WHEN EVERYBODY IS PAYING ATTENTION

• KEEP PACE AND PAUSE AND STEADY BREATHING

• RESORT TO FLASHBACKS WHENEVER POSSIBILE

• USE KEY MOMENTS (MAKE SOME WORDS MORE IMPORTANT )

STORY TELLING TIME

• INVOLVE CHILDREN (THEY SHOULD FEEL PART OF THE STORY)

• LOOK AT YOUR AUDIENCE (GIVE THEM TIME TO DIGEST THE STORY)

• CHILDREN SHOULD BE PARTICIPANTS!!!

A CHECKLIST FOR THE CRAFT OF YOUR STORY

TELLING

QUESTION YES NO

1. Were the children engaged?

2. Did they understand enough to enjoy it?

3. Did they all hear me?

A CHECKLIST FOR THE CRAFT OF YOUR STORY

TELLINGQUESTION YES NO

• Did I put all my energy into it? • Did I use enough variety of voice?• Did I use my body enough?• Did I look up and involve them

enough?• Comments---------------------------------------

BOOK REPORT

CERTIFICATE

READING AWARD

CROSSWORD PUZZLE

SAMPLE

HOME READING DIARY

READING TASK: CAVE BOY

READING TASK

Wake up baby!

THE END