Notesale: Turn your study into money

Document Preview

Extracts from the notes are below, to see the PDF you'll receive please use the links above

---

Strategies for Presenting Children’s Literature
Preparing and presenting stories
One of the major ways to present literature is through storytelling
...
The art of storytelling and reading aloud are
different ways to share, but both are as important in the classroom as the teacher and the children
are
...


Like your story- you must consider your audience- attention span, maturity, listening skills,
interest, and background
...
It
must be something that suits you and your audience
...


Learn your story
...
Read the story many times until you are able to
remember it naturally
...


iii
...
The most important part of this process is the desire or urgency to tell the
story
...


Reading aloud
If you are going to tell your story with a book, go through the same three L’s, but make sure your
book has large enough prints for all children in you group to see
...
Turn the page from the top corner with your left hand, holding the book open in
the centre with your right thumb
...

Reading aloud is not as practiced or intimate as storytelling
...

Setting Condition for Storytelling
Careful consideration of your audience before storytelling is important to the success of the story
itself
...
Do not just
plunge in and begin telling stories to fill in time before the lunch bell rings or in an attempt to
silence rowdy children
...

Always consider the physical setup of your audience
...
Once you have the children in a group so that eye contact is easy and you do not
have to shout your story, you can begin with the ritual and the prepared story
...

Never announce, “Today’s story will be……”
...

Strategies for Effective Story-telling
Effective strategies for story telling can be described in a few simple but effective ways
...

i
...
There should be a matching between the book and the child
...
Avoid long stories
for very young children since they have a lesser attention span
...


Take time to read the story and know its content
...
Make
sure that the story does not offend certain religion, practices, or belief
...


ii
...
When you have read the book ahead of time you can better focus
on telling the story rather than reading it and trying to understand the whole thing
...
Expressions are better defined if you know the story well ahead of
time
...
Use expressions in telling your story
...
The expressions are crucial
because it makes your hearer feel the story; without it the story can be boring
...
Use different voices for different characters
...
Or a big
voice for a giant
...
The more you practice this the more skilled
you become in making different voices for a number of characters
...


If you are telling the story during the day, it is best that the children could see the pictures
when you tell the story
...
They appreciate
the character if they could see it
...
During the night time or bedtime stories, do not use so much expressions or allowing children
to see the pictures
...


The mood should always compliment the situation
...

vii
...
This will help in
a left to right tracking, and of individual words
...

viii
...
If you are storytelling on a crowd, show off actions as you tell the
story, facial expression is a must
...
They often respond with giggling and cheering and would even show
off anger and fear as you tell the story with corresponding emotions reflecting the emotion of
each character
...
In between lines of your story you can ask the children of what you have just said
...
For example, when you say, “one day in a small village there lived an old
woman”
...
This is very effective in a large crowd
...


Keep good distance between you and the children
...
Sometimes it helps that the children are able to touch your props and may show off
some emotions
...


xi
...
You may ask questions about the whole or portion of the story
...
This is the most important part
...


Advantages of telling a story to an individual child
i
...

iii
...

v
...


The child on his/her own gets very close to the adult
Both of them are able to share pictures and story intimately
It is a slow and unhurried business
...

The child’s experiences and background are familiar to the adult
New words can be interpreted
...
Duplicating the story
...
For example, after listening to the story
“the enormous potato” let children retell the story in their own words
...

ii
...
Another natural follow up activity is creative drama or dramatic
play
...
Children can wear masks to represent the
characters in the story
...
A simple plot with
dramatic conflict, distinct characters and good storyline are the elements to look for
...

iii
...
Many stories lend themselves to flannel board presentations
because of their sequential addition of characters or objects
...
For example, The Man Who Never Washed His
Dishes
...
When he brings in his track, they can pile everything
onto it for the eventual rain washing the dirty dishes get
...
Pantomime
...

v
...
In puppetry you are using graphic and language in actually making the
puppet and in preparing and doing the story with it
...


vi
...
Allow children to present the story through drawing the characters in the story
...

vii
...
After telling children the story, Toto, Lolo and the Golden Egg provide
children with plasticine or clay or paper mache and ask them to model the characters and
the objects in the story
...
Cutting and pasting
...
Let children look for characters that resemble the ones
mentioned in the story and paste them on a manila paper to create a story
...
Quick feedback
...
If they are not interested in the story children will squirm,
interrupt or get up and go
...

ii
...

iii
...

Adults address children with a syrup-sweet tone that is not commonly used when
addressing adults
...
Participation- The role of audience participation varies in importance with the age of your
audience
...
Young children think by doing
...

i
...
What stories should you tell to children? The quality of the
stories should be higher than the quality of stories that you tell to adults
...
They should
have the highest contrast between characters
...
Elementary Children's Literature
...

Bliss, L
...
, & McCabe, A
...
Personal narratives: Cultural differences and clinical
implications
...

Cazden, C
...
Classroom discourse: The language of teaching and learning
...

Champion, T
...
(2003)
...

Mahwah, NJ: Erlbaum
...
(2001)
...
Portsmouth,
NH: Heinemann
...
B
...
Understanding storytelling among African American children
...


Cheatham, G
...
, & Santos, R
...
(2005)
...
Young Exceptional Children, 8, 3-11
...
New Voices in Children's Literature Criticism
...


Eisenhut, Lynn
...
" Catholic Library World
...
28-35
...
Children's Literature in the Elementary School, 7th ed
...

Hunt, Peter (1991)
...
Oxford: Blackwell

Finazzo, Denise Ann
...
Albany:
Delmar Publishers, 1997
...
R
...
J
...
Cultural perspectives of storytelling in KoreanEnglish bilingual children
...

Kobrin, Beverly
...
New York: Penguin Books, 1988
...
134-137
...

Kruse, Ginny Moore
...
" Wilson
Library Bulletin
...
pp
...


Kenyatta, J
...
Facing Mount Kenya, Kenway Publications, Nairobi
...
, (1966)
...

Lesnik-Oberstein, Karin (2004)
...
Basingstoke: Palgrave
...
(1981)
...

Language in Society, 10(3), 423-442
...
Through the Eyes of a Child: An Introduction to Children's Literature
...
Merrill Publishing Company, 1983
...
542-545
...
Children's Literature: A Very Short Introduction
...


Rose, Jacqueline (1984)
...
Philadelphia: University of Pennsylvania Press
...
Poetics of Children's Literature
...
(1995, Summer)
...
Montessori LIFE
...
(1995)
...
Oxford: Oxford University Press
...
& Phyllis (2004)
...
Urbana,
IL: National Council of Teachers of English
...
Handbook of Research in Children's and Young Adult Literature
...
Handbook of Research in Children's and Young Adult Literature
...
(2006)
...
Oxford: Oxford
University Press

---