Unit 4: Storytelling - Past Notes PDF

Unit-4.-Storytelling.pdf Patrii Lengua Inglesa y su didáctica 3º Grado en Educación Infantil Facultad de Ciencias Jurídicas y Sociales. Campus de Fuenlabrada Universidad Rey Juan Carlos Reservados todos los d...

Unit-4.-Storytelling.pdf Patrii Lengua Inglesa y su didáctica 3º Grado en Educación Infantil Facultad de Ciencias Jurídicas y Sociales. Campus de Fuenlabrada Universidad Rey Juan Carlos Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. a64b0469ff35958ef4ab887a898bd50bdfbbe91a-10990449 Unit 4. Storytelling and early literacy 1. Why do we tell stories? - To entertain. - To promote understanding. - To teach something. - To make people think. - To help children not to be afraid of some things. - To help people remember. Storytelling can be done from the very first day. With it, children participate, tell the story outside the classroom, can enjoy authentic stories which contain language in a clear context. Children assimilate words and phrases, involving the four skills (listening, speaking, reading and writing). It can be done over and over again, it’s enjoyable for both (teacher and children) and it gives the children the possibility to think in the target language. 1.1 Nuts and bolts of a good story - Short better than long. - Is repeatable and teachable. - Adapted to the age group. - Contains a useful “chunk” of language (are - Easily learned. you…/have you got…?). - Very visual. 1.2 Criteria to choose a story We will have to take into account: - Is the language level suitable? - Does the story offer opportunities for follow-up - Is the content suitable for your learners? activities? - Is the story interesting and relevant? - Does the story offer opportunities for activities - Is the book attractive? across the curriculum? - Is the story entertaining? - Does the story introduce new language? - Is there any opportunity for prediction? - Do you like it? - Do the illustrations support the language? Before telling the story we could play a game like “guess the character”, giving the children a few clues about te character and letÝng them trying to guess it. 1.3 The “tell well” of the storytelling system To get started, select a story, tank about the cover (title, author, illustrator), visualize the scenes (who are the characters? What do they look like? How do they talk, move, stand?). Imagine the action and use your imagination, you can mime (children respond to physical movement), add sound effects to the mime, encourage children to experiment with different sounds, add words to the story, character voices and faces. It’s important to take into account the eye contact (that hooks the audience into the story) and involve the 5 senses by including colours, scents, textures and tastes in your story. 2. Dialogic reading In dialogic reading, the child is the storyteller (the adult, listener). Child and adult share a book and have a conversation, and the child learns that conversation involves “having turns”. According to Grover J. (Russ) Whitehurst (1992), the goal of dialogic interaction is: - To engage children in a conversation. - To give them opportunities to learn new concepts and words. - To help them practice using their words and form longer phrases and sentences. - To learn that conversations involve “taking turns”. The fundamental reading technique in dialogic reading is the PEER sequence. Interaction between the adult and the child. The adult: - Prompts the child to say something about the book. - Evaluates the child’s response. - Expands the child’s response by rephrasing and adding information to it. - Repeats the prompt to make sure the child has learned from the expansion. Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. a64b0469ff35958ef4ab887a898bd50bdfbbe91a-10990449 Asking questions is an important way to help children practice their language. It helps them think about ways to put concepts into words, and it expands their thinking beyond the present reality. Research shows that when adults ask 5 specific kind of questions, children are able to expand many key language and literacy skills (CROWD). C. Completion prompts. It provide children with information about the structure of language that is critical to later reading. “I think I’d be a glossy cat. A little plump but not too _____,”. It’s usually used in books with rhymes or repetitive phrases. R. Recall questions. These prompts help children in understanding story plot and in describing sequences of events. “Can you tell me what happened to the little blue engine in this story? / What happens after the wolf huffs and puffs?”. Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. O. Open-ended questions. These prompts help children increase their expressive fluency and attend to detail. “Tel me what’s happening in this picture. What else do you see? Tell me about… What if…?” These require more thought to answer and encourage children to use their imaginations. They don’t have right/wrong answers and send the message “I want to know what you think”. It also helps the child to put their thoughts into words. W. “Wh” questions. These prompts usually begin with what, when, where, why and how? “What’s the name of this? (While pointing to an object in the book)”. D. Distancing questions. These prompts ask children to relate the pictures or words in the book they’re reading to experiences outside the book. “Remember when we went to the zoo last week. Which of these animals did we see there?”. These form a bridge between books and the real world and help with verbal fluency, conversational abilities, and narrative skills. Dialogic reading builds vocabulary and narrative skills. It helps children relate a story to their life experiences, getÝng a child involved as an active participant or even a storyteller. Children who have been read to dialogically are substantially ahead of children who have been read to traditionally. 3. Early literacy Early literacy is everything children know about reading and writing before they can actually read and write. Experts now know that the development of language and literacy skills begin at birth, and children develop much of their capacity for learning in the first three years of life, when their brains grow to 90% of their eventual adult weight. 3.1 How does the process work? - Tell nursery rhymes. - Recognize letters and numbers by their shapes. - Manipulation of sounds. - Write letters and numbers. - Making up words of his/her own. - Association of letters of the alphabet with the - Learn different sounds each letter represents. sounds of the words used when we speak. - Learn names of letters. “Reading begins in a child ears”. 3.2 Six early literacy skills Print motivation. “I like books”. It is based in being interested in books and enjoying reading. It’s important because although learning to read is a hard work, kids who enjoy reading are more motivated to learn to read themselves. We should encourage it by making sharing a book special, keep books accessible, let children see that you enjoy reading. We can help them by reading to them. Print awareness. “I see words”. It’s a child’s earliest introduction to literacy. It’s based in noticing print all around us and knowing how to use a book and follow print on the page. Children with print awareness understand that the lines on a page represent spoken language. It’s important because children need to understand that print carries meaning and lets kids concentrate on decoding and comprehension. We can help by paying attention to print. Letter knowledge. It includes the learning that letters have names and are different from each other, and that specific sounds go with specific letters. It’s based in the knowledge that letters have names, shapes and sounds. We can help children to talk about shapes and play with letters. Phonemic awareness. It’s the ability to hear and manipulate the smaller sounds in words. It’s important because children need to be able to hear that words are made up of individual sounds in order to sound out words in print. We help children to sing songs and say rhymes, play sound and rhyming games. Abre tu Cuenta NoCuenta con el código WUOLAH10 y llévate 10 € al hacer tu primer pago Lengua Inglesa y su didáctica Banco de apuntes de la a64b0469ff35958ef4ab887a898bd50bdfbbe91a-10990449 Vocabulary. Knowing the names of the things is an important skill for children when they’re learning to read. Most children enter school knowing between 3000-5000 words (native). It’s important because it’s easier to decode words we already know. We can help them develop vocabulary through reading books and naming things in their world. Narrative skills. “I can tell a story”. It’s based in being able to understand and tell stories, describing things. It’s important because children have to understand how stories work aids comprehension. We can strengthen a child narrative skill by asking him/her to tell about the book, instead of just listening to you reading the story, and talking about the sequence of activities and tell and retell stories. Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad. 3.3 Five early literacy practices Reading. The single most important activity for building the knowledge required for eventual success in reading is reading about aloud to children. Becoming a Nation of Readers. Circle time and storytime, book nooks, maps, menus, lists, signs, labels, nametags, magazines, email, cartoons, nonfiction, t-shirts, toys. Writing. The scribbles of very young children have meaning to them and scribbling actually helps them develop the language skills that lead to reading. Young children who are encouraged to draw and scribble stories will learn to write more easily, effectively and confidently one they head off too school. Reading is fundamental. Crayons, pencils, markers, fingerpaint, shaving cream, pudding, cutÝng with scissors, tearing paper, fingerplays, clothespins, tongs, gross motor play for core muscle strength. Singing. Singing is simply one of the best ways for developing the sound awareness skills that are critical to learning to read successfully. Circle time and storytime, transitions, listening activities, rhyming games, clapping, stomping, tapping, jumping, dancing. Talking. With few exceptions, the more parents talked to their children, the faster the children’s vocabularies were growing and the higher the children’s IQ test scores at age three and later. Circle time and storytime, conversations, open-ended questions, describing actions, defining new words, connecting ideas. Playing. Play is often talked about as if it were a relief from serious learning, but for children play is serious learning. Play is really the work of childhood. Symbolic thinking, retelling stories with puppets or props, make believe, sequences, patterns, puzzles, blocks, construction toys. 3.4 Selection criteria Theme or content related to one of the five early literacy practices: read, write, sing, talk, or play. Supports and/or models parent and caregiver engagement with their children through early literacy practices. Ability to appeal to parents or caregivers and their young children (ages birth-5) of diverse family situations. 3.5 What do children like in books? Books with simple rhymes, books with familiar items, books with familiar routines, lift the flap books, books with very few words, books about kids that are like them, books about going to school and about making friends, books with playful or rhyming language, alphabet books, counting books and vocabulary books, books about the real world: trucks, dinosaurs, insects… 3.6 Learning to read involves many tasks A child must be able to: - Hear and be able to recognize the sounds that are spoken and determine the differences between the sounds. - Recognize the different sizes, shapes, position and form of the 26 letters (letter recognition). - Have a sense of directionality and hold the book with the cover first and the opening pages to the right (print - awareness). Directionality is also needed to read from left to right and from top to bottom (print awareness). - Remember the sequence of the sounds and the syllables in the correct order. - Learn that letters and combinations of letters are all associated with different sounds in speech. Upper and lower case letters (capital and small), cursive writing, the 2 letters that make certain sounds “th” for instance. - Learn that B and b are the same, but P and b are different. 4. Stages of the reading process 1) Making Early Connections-Describing Pictures. Able to describe pictures in books, sense of story is limited, able to follow verbal directions, oral vocabulary is appropriate for grade level or age, attention span is appropriate for grade level or age, responds appropriately to questions, able to make connections between pictures. Abre tu Cuenta NoCuenta con el código WUOLAH10 y llévate 10 € al hacer tu primer pago a64b0469ff35958ef4ab887a898bd50bdfbbe91a-10990449 2) Forming a Story by Connecting Pictures. Able to describe an oral story based on pictures on several pages in a book; only able to use childlike, or “storyteller”, language to tell the story, rather than book language (such as using phrases like “once upon a time”). 3) Transitional Picture Reading. Able to understand how the pictures connect to the story, beginning to mix storyteller language with book language. 4) Advanced Picture Reading. Able to describe an oral story based on pictures on several pages in a book, able to tell a story using book language. 5) Early Print Reading. Able to tell a story using pictures, understands that print moves from left to right and from top to bottom, can use book language to make up part of the story and is able to read a few words. 6) Moderate Strategic Reading. Uses context clues to guess at unknown words and the guesses make senses, recognizes beginning sounds in words and is able to use them to guess at unknown words, tries sounding out words; recognizes word parts, such as root words and afÏxes. Use context clues and word parts to decode unknown words, self-correct when making mistakes, be able to retell the story, show an understanding of vowel sounds. Reservados todos los derechos. No se permite la explotación económica ni la transformación de esta obra. Queda permitida la impresión en su totalidad.