A nice example of storytelling in the classroom with preschoolers.

A nice example of storytelling in the classroom with preschoolers. 
http://www.youtube.com/watch?v=zd8A2f6rBmU

Comments

  1. Daniela SensatoApril 22, 2016 at 9:27 AM

    The way the teacher made students participate throughout the story and how she connected the story to students' reality in the end is fantastic. They probably got home that day and told their parents part of the story or tried to get dressed by themselves, just as the character had done in the book
    .

    ReplyDelete
  2. Juan UribeApril 24, 2016 at 4:20 AM

    Storytelling is an art and the storyteller in the video has definitely done a great job telling Ellah Sarah gets dressed. 

    I like how she used one child's prediction of going outside in the middle of the story and how she listened to children's stories about how they get dressed. Using the apron was certainly magic. 

    One thing we have to take into account here is that she is telling the story to English speaking children in a kindergarten and this is a very different setting from having English language learners. 

    How do you think she would have told the same story differently? 

    Great pick, Damien! Thank you.

    ReplyDelete
  3. Damien HerlihyApril 26, 2016 at 1:50 AM

    Thanks Juan. Maybe she would have spent more time pre-teaching vocab, grading the langauge in the story and doing choral chants with the children.

    ReplyDelete

Post a Comment

Popular posts from this blog

TASK 2: Getting ready for storytelling.

TASK 2: Getting ready for storytelling. I have a group of 12 kids ranging from 7 to 8 years old. They are already familiarized with the characters of the book (Tina the tortoise, monkey, own, duck and rabbit). The leading character is Tina the tortoise. This is a pre-teaching activity and I bring realia objects to the classroom like: football, a coat, socks, a cap and a mug. I ask kids where Tina is: where is Tina? ( I act like I'm looking for her..) Oh look! Tina is in her shell! Tina come out and play! ( sound of a negative answer) Help me kids! Repeat: Tina come out and play! ( sound of a negative answer again). Let's try again but louder! Tina, come out and play! Tina answers: No, no! It's cold outside! I say: Tina let's swim! ( I make the gesture) Tina answers: no, no! It' cold outside! I let children have ideas showing the objects inside the box! Let's play football! Children keep trying to convince her (Put on a coat! Put on a cap! Put on your socks!). A...
Read more

Finding the right audience and making writing meaningful are two of the major challenges teachers face when...

Finding the right audience and making writing meaningful are two of the major challenges teachers face when designing writing activities. What affective strategies have you used that achieved these goals? Imagine asking a ten-year old student to write about the impact of the economic collapse in the USA. This student will not have much to say and he/she will feel frustrated. Now imagine asking a 17-year-old student to write about his/her favorite toy. This student will not feel excited to write about this because it is not part of his/her reality anymore. Of course, these are extreme examples, but we do have to take into consideration many aspects such as students's age, background, reality and interests when designing writing activities. Besides relating to students lives and realities writing acitivities should also cover three moments: pre writing, writing and post writing. In the first stage, we should activate students memories, feelings and senses providing them with the ...
Read more

Discussion task #2

Discussion task #2 Finding the right audience and making writing meaningful are two of the major challenges teachers face when designing writing activities. What affective strategies have you used that achieved these goals? 1) I try to personalize writing as much as possible. I usually start talking about myself to get students at ease and more open to share their own feelings and ideas towards the writing topic. Then I adapt the task to allow students to express themselves in a comfortable and confident way. 2) Finding the right audience is definitely a key issue in all writing tasks but it's even more important with young learners as they need to feel their writing is authentic and will be read by real audience. That's why I try to do peer check/correction before I read it myself. Whenever possible, I try to have students write to each other and reply back. As a different version of it, we created at our center (A wise owl) which students write to and get personalized replies...
Read more