TEACHING YOUNG LEARNERS THROUGH STORYTELLING MILICA VUKADIN
Created on Wed Feb 03 2021 20:41:24 GMT+0000 (Coordinated Universal Time)
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Teaching Young Learners Through Storytelling
Milica Vukadin, B.Ed. M.Ed.
and young learners
of the learners amd the teacher
and an example
What are the benefits
OF USING STORIES IN THE YOUNG LEARNER CLASSROOM?
- Stories present an authentic form of communication;- They introduce new cultures to children;- They teach young learners in an entertaining way;- Stories help develop critical thinking skills;- Stories develop reading habits and promote early literacy.
Lead, moderate, create collaborative activities, develop pre teaching activities, be an actor, ENJOY!
Participate, practice expressive language input, move, listen, ask questions, answer questions, and ENJOY!
What are the teacher's and the students' roles in storytelling?
of a storytelling lesson
Here are some examples of how can you organize your target language with an imaginary book which talks about animals and daily activities. (Click the button below.)
Before you start reading a story to your class, you need to do some pre-teaching of the vocabulary, grammar, language functions, and culture, if this aspect exists in the book.
- Vocabulary(names of animals, action verbs);- Language functions (expressing ability, describing what different animals can do);- Grammar structures (the present simple tense – verb to be, first-person singular, the modal verb for ability (can), positive and interrogative forms of the modal verbs).
Props include visuals for setting and characters, realia, masks for role play, costumes for role play, hand or finger puppets, interactive slides or storyboard.
Script includes using illustrations from the book, creating roles students can play, integrating songs or chants, preparing places in the storytelling for questions and predictions.
Theatrics include gestures, body movement, dramatic pauses, character voices, facial expressions, speaking slowly and clearly.
*(Shin and Crandall, 2014, p. 215)
Captures students’ attention;Connects to prior knowledge and experiences;Reviews language students have learned;Pre-teaches new vocabulary or expressions;Asks students to predict what will happen;Gives students a purpose for listening.
Dramatization is not only reading! It consists of many engaging activities.
Presentation happens during storytelling activities and it consists of:Questions and answers – discussing the story;Repetition – repeating keywords and phrases in chants to enhance retention;The Total Physical Response to illustrate the story and appeal to kinesthetic learners;Creating your own ending to promote creativity.
Ask questions, stop as you dramatize and explore the pictures! They are an essential part of your story!
Practice, application, assessment, and follow up are after-storytelling activities.
Check predictions;Games – start and stop (retell the story and have students stop you when they hear a mistake);Storyboarding – sequencing the events of the story;Story mapping – story analysis;Creating mini-books;Creating a personalized story with their own characters;Creating a parallel story – what would happen in an alternate universe;Projects – from STEM to crafting;Play performance – performing the actions from the story as the teacher reads.
Full lesson plan - example
Class Two at the Zoo by Julia Jarman, illustrated by Lynne Chapman
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Present and dramatize by yourself without engaging learners and asking any questions.
Include as much collaboration as you can and let the children dramatize with you!
see you in our live workshop!
main reference:Shin, J.K. & Crandall, J. (2014). Teaching young learners of English: From Theory to Practice. Boston. MA: Heinle Cengage learning
thank youfor watching!