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Reading Stories in the English Class
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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