Guiding Storytelling Experiences Chapter 20 Guiding Storytelling Experiences

Did You Know… The art of storytelling has delighted millions of children throughout the ages.

What was your favorite story? What types of stories did you grow up reading? What were some of your favorites? Clifford Dr. Seuss Disney Bernstein Bears Corduroy

The Importance of Storytelling Storytelling helps young children understand other people develop a positive attitude toward books develop listening skills build correct concepts of objects and form new ideas increase their vocabulary

The Importance of Storytelling associate written and spoken words understand that printed words carry meanings learn the difference between everyday conversation and written language develop a desire to read learn that people read from left to right across a page

Books as a Source of Stories Picture books: books with single words or simple sentences and simple plots Storybooks: books characterized as family life stories, animal stories, and fairy tales; these books contain pictures, but they have more words and a more complex plot then picture books

Story Books Family life stories: stories that contain a theme of social understanding Animal stories: stories with animals who have some human qualities Fairy tales: stories that have a theme of achievement

Selecting Books for Children Choose books with dramatic elements Reviews help you find titles, authors, and publishers of books Reviews: lists and descriptions of books

Illustrations Illustrations should be large and colorful represent the written word reflect actions avoid unneeded detail be realistically and attractively colored

Vocabulary A good children’s book uses words that can be understood by most children of a certain age. Only a few words should be introduced in a story. Repetition will increase children’s enjoyment.

Durability Children should be allowed to carry books and turn pages. Books should be durable. Pages need to be sturdy. Pages need to be dull and prevent glare. Binding should open so the book lies flat.

Length Length differs with the age for which the book is appropriate. Infants and toddlers: a few minutes Two-year-olds: 5–8 minutes Three-year-olds: 6–10 minutes Four-year-olds: 8–12 minutes Five-year-olds: 10–15 minutes

Selecting Books Based on Age

Selecting Books Based on Age

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Avoiding Stories That Reinforce Stereotypes Stereotypes: preset ideas about people based on one characteristic such as sex, culture, nationality, religion, or age Sexism: any action, attitude, or outlook used to judge a person based only on the sex of that person

Reading Stories to Children Three steps that need to be taken before reading to young children: choose stories both you and the children will enjoy become familiar with that story decide how you will present the story

Preparing to Read Read the story several times so you know it well. Build oral reading skills. Decide whether you want to tell or read the story. Ensure a comfortable setting for reading stories. Make sure story groups are small. Quiet the children down before story time.

Introducing the Story Begin by setting the mood Props: any items that relate to the story and would attract children's attention Explain any words the children might not know Make the children feel that there is something special about to be shared

Reading the Story Read stories with pleasure and feeling. Maintain eye contact with the children. Pause before introducing a new idea. Read the story in a normal speaking voice, but use variations when necessary.

Handling Interruptions Interruptions are often questions. Pause and answer them. Do not make an issue of wiggling children. Encourage the children to sit quietly and listen.

Maintaining Interest Read the children’s interest in their laughter, stillness, or expressions. You may have to talk faster, skip some details, or end the story.

Ending Stories The ending should be clear. Be prepared to read the story over and over if it works well.

Evaluating Your Performance Children’s reactions are good feedback. Note your strengths as well as weaknesses. Build on strengths and eliminate weakness.

Teaching About Books What children learn about books as you read: Books have front and back covers. The front cover shows the book’s title and author’s name. The illustrator prepares the drawings. Books have a beginning and end People read from left to right.

Achieving Variety in Storytelling Decide whether you will read from a book or make up your own story. Practice the story in front of a mirror using a tape recorder until you know the story well. Young children will stay interested if you use several methods.

Puppets Puppets have always appealed to young children. After telling the story, place the puppet in the library area.

Individual or Group Stories Children can be clever storytellers when given the chance. After any special event, have the children record their stories.

Flipcharts Flipcharts: stories drawn on large tag board cards

Slide Stories Often center around pictures taken on field trips or during classroom events like holiday parties At the end of the year, the slide story can be told

Flannel Boards Flannel board (or felt board): storytelling that uses characters and props cut out of felt and placed on a felt background

Retelling Stories Reinforces children’s ability to receive and express information Listening the first time, children develop vocabulary and a sense of story structure Hearing retellings helps children reflect on and share their own life experiences

Displaying Books An important area of the classroom is the library. The library should be located away from traffic. The books in this area should be chosen carefully. Developmental needs should be considered.

Objectives Explain the advantages of storytelling. List the four types of children’s books. Discuss the process of choosing children’s books. Outline the steps to follow when reading aloud to children. Explain a variety of storytelling methods.