Chapter 5 Magic Motivations Growing Up With Literature, 6e By: Walter E. Sawyer

Planning the Sharing of a Story A good lesson plan stretches the teacher’s thinking to include planning for disaster. Lesson plans make the recording and planning easier. For each book include objectives, motivation, sharing procedures, and evaluation methods. Plan for wiggles, giggles, and other possible disruptions.

Objectives The changes seen in a child as a result of interacting with a story. Many objectives are related to feelings, attitudes, discovery of self, and new understandings of the world. Literature should help children grow spiritually, emotionally, and mentally. Teacher must consider the curriculum, the book’s purpose, and the development of the children in order to decide upon the objective.

Motivation Use: Objects (before, during, and/or after) Puppets Songs related to the story Sounds Fingerplays Games Personal recollections Involve children in the story (reading parts, clapping, stomping, waving, etc.) Treasure hunt Humor Magic wands or objects (pebbles) Food

Sharing Make sure there is enough time to finish the book Use a variety of unfamiliar books Involve the children Accept different interpretations of the story Include a closure to the story

The Read-Aloud Handbook by Jim Trelease Ask yourself: How will I make sure that everyone can see the pictures? Will I read every word, or summarize some parts? What pace or speed will I use? What can I tell children about the author? Where are the parts where I can pause for questions and/or discussions?

Listening Listening skills are built over time by introducing guidelines one at a time and positively reinforcing them when they are demonstrated. Listening is not the same as hearing. Listening means using your ears and mind. Look at the person who is talking. Wait for someone to finish speaking before you speak. Don’t do anything else while listening. Ask questions if you need more information. Be aware that good listening builds friendships.

Evaluation The evaluation is the final part of the plan. Formative evaluation – involves ongoing assessment through the planning and sharing of the story. – With practice this becomes a natural part of the story sharing. Summative evaluation – involves the overall intent of the story. – From this, judgment can be made in regard to whether the total experience was successful.

Prereading Prereading the story allows the teacher to know where emotional support may be needed, especially young children. Many books can arouse children’s emotions, and teachers need to be sensitive to this potential (death, divorce, new babies, etc.).

Children’s Interests Select books that are of true interest to children. Expose children to new interests; however, continue to satisfy their current interests. Home, mother, family, pets, and favorite toys have universal interests.

Transitions A good transition makes it easier for them to shift gears and approach the next task with less anxiety. Songs Poems Fingerplays Unusual objects Magic wands Children realize it isn’t real, but they love the fun of pretending.

Children Sitting Too Close Children need enough space to accommodate their normal movements. Place hearts, stars, stickers, or markers at the places where children are to sit. Encourage independence by asking children to find their own spaces. Have children stand up and hold hands in a circle. After expanding the circle they can sit down where they are standing.

Disruptions During Reading Establish eye contact and send a brief nonverbal message, such as telling the story directly to that child for a moment. Nod at the children and mouth the word “after.” Consistently reinforce appropriate behavior. Positive comments provides attention, build self- esteem, and are effective in managing behavior. Consider the possibility that the children need to stretch.

Acting-Out Children Overly active or mischievous children need to be seated near the teacher before the reading begins. Children who have difficulty sitting next to each other should be seated apart. Involve these children in storytelling. Make them helpers, thus less need for attention Have them create a special book to take home. As a last resort, disruptive children should be removed from the group as quietly as possible, without conversation. Praise the whole group for listening and learning.

How Not to Handle Disruptions Humiliating children in front of their peers may quiet them down, but it is also likely to bring years of mistrust, resentment, and lowered self- esteem. Do not roll your eyes at children. Do not yell or accuse children of ruining lessons. Do not use threatening actions. (i.e., “If you don’t settle down, there will be no more stories!”) Do not use parents as a scare tactic.

Hints on How to Read Aloud to a Group Plan enough time for each session (15-20 minutes) Choose stories or texts that respond to children's interests and experiences Preview the book before you read it with the group so you can anticipate questions or reactions Introduce the book to the group Read with expression Watch your audience

Hints on How to Read Aloud to a Group Build in time for listeners to respond along the way Encourage predictions Save time at the end of the story to get reactions Point out parts of the story you noticed or especially liked Remember that for some children, listening to stories is a new experience Encourage discussion about the story Have a good time!