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TEACHING ENGLISH IN EARLY CHILDHOOD, lyd_85 - Coggle Diagram
TEACHING ENGLISH IN EARLY CHILDHOOD
WHAT IS STORYTELLING
Origin
to calm fears and doubts of families
with didactic purpose
people with abilities to speak about heroic events, supernatural phenomena or other issues
position of power and respect
1st record: Egypt
sons of Cheops entertained their father with stories
Literature for children nowadays
Stimulate critical thinking and develop imagination through reading activities
You don't have to learn the story
You don't have to worry about making mistakes in English
Children will always hear the same text, and the will be able to predict what is to come
It fosters a love for books as a source of interesting ideas
The children could probably borrow books from the school library
Pictures help to understand the text
Be careful
Don't read too quickly
It is easy to focus on the book and forget the listener
Your students may not engage because you focus more on telling the story the way it is written
CRITICAL THINKING
Story innovation
in small group, after experiences on making books
incompleted sentence and a card with a word in front and a picture on back. Children can autoevaluate if they have ansewered correctly
GLOBAL DEVELOPMENT
Communicating with them (topics or stories they are interested in)
They need to feel understood
Introduce questions to know how they feel
The rose and the spine
Tell them funny or interesting stories about your childhood
Readinf together
Printed books help them to see the letters
Books intended for children are made to be manipulated
Playing with the story
Stories can be introduced in multiple ways
Games provide authentic context
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SELF-REGULATION AND PROBLEM SOLVING
They become able to reflect on their own thinking
We should start talking about meta-cognition
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Sharing the news
Think about emotions and social problem solving skills
Bring topics they want their friends to know about
what children say is not to be corrected
Topics about what makes us happy/laugh/sad/afraid/angry/mad...
Solving social problems
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Gross motor skills
Freeze game
also self-regulations
also inhibit reactions
Symbolic representations
With cards of position to acquire when music stops
Large group
Scaffolding
"remember to stop like this when the music stops" (when they forget the figure)
model kids as a mediator (if they forget to dance)
"put your arms down" (if they bump into each other)
ASSESSMENT
Child's gross motor skills: easily moving, coordinated mooving
Self-regulations? They dance arround
Freezing of 4 seconds? Difficult body positions
Preschool students are assessed in a formative way
Keep in mind the goals we want to achieve and the continuous evaluation
Different types
Screening: to identify (target to ensure development)
Instructional: supporting and monitoring learning
Diagnostical: detect areas of need and diagnose the severity of special needs
Accountability: provides accountability to the programme and data coming from the programme
PORTFOLIOS
collect and document
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content
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Description
The ability to tell a story or a tale using body language, dramatizing and making voices in order to get the audience engaged and take part of the narration
For read aloud purposes
stories selected by teacher
Focus on images
early stages
PICTURE BOOKS
Benefits
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Mainly or entirely made of pictures, low amount of words
Focus on the text
With storytelling, kids learn English without repeating patterns
we can use audiovisual support
puppets
realia
drama
technologies
It becomes a great source of vocabulary input
Introduces kid to scientific ways of thinking
Develops an awareness of the rhythm and music of language
Oral skills: vocabulary development, expressive language, articulated speech, auditory perception, competencies
Objectives
develop skills envolving the book (haldle the book, find the front, hold it right side up, turn pages...)
practice the purpose of reading (tell stories, learn facts...)
Use new vocabulary and practice language from books in different contexts
Teacher can introduce new sentence structures by exposing the children to language
stories foster kids' creativity, imagination and theach them values (appreciate and respect other cultures).
Children can become involved as they identify with the characters
links fantasy and the child's world
stories create interest and desire to continue learning
Listening to stories is a shared social experience
Help students to understand literature
Children books offer universal truths, moral appeals to one generation after another
Develop listening skills
Good ressource to present AUTHENTIC MATERIAL to non native students
Stories are motivaiting because the previous experiences with storytelling were enjoyable
Children are exposed to literacy conventions to prepare them for reading by themselves
Metaphors
emphasis
timespace relationship
Ellipsis
direct speech
reported speech
Develop literacy concepts in a preschool level
Play planning
Children plan (draw) their play before going to centers
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TOOLS to foster reading stories
Relaxed atmosphere
Teachers should work on creating interest in reading
Interactive books with senses
Textures
Pop-up books
Daily read aloud time
Work phonemic awareness
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phonological awareness
Sound cups
Read a story and make the words rhyme
Associate syllables to numbers
1= dog; 2=li-on; 3=ba-na-na
Jolly phonics or Yo Yo Phonics
appealing images and catchy songs
associate sounds to movements
Work letters for kids to memorize
Associate reading to writing
Appealing resources
interest topics
Give them the chance to write (individual letters in the air or words in the whiteboard)
good points of story telling
You are giving something personal, it's not coming out of a book
TELL or NARRATE: the dilemma
Differences
Narrate
Telling the story relating it to speech or writing
They normally tell a story from the past
Just based on retelling, the stories do not matter if it is boring or exciting for the audience
Are told by a narrator withouut necessarily getting engaged in the action
Narrations don't have the purpose of engaging the audience
They don't follow a chronological order therefore the audience is invited to take part in the story.
Tell
to read what appears in the story
Normally fictional, come back to live when told
Has a fixed structure with settings, characters, plot and chapters
Stories are normally told by a family member or the teacher
Stories have the aim of engaging the audience
Have a beginning, a progress and a denouement.
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The experience of having someone telling a story is really rare
It is easier to understand, people repeat themselves when speaking aloud
Visual contact: joy and concerns of kids
Adapt story to their level
Adapt story make it shorter or longer
Children can add opinions and comments
You contribute more, you are a teller, an adapter, a listener an incorporaton and a provider
Types of stories
Myth
worship stories
Hercules
Legends
regarded as historical but not authenticated
King Arthur
Fairy tales
set in an imaginary world
Cindirella
fables
animals are sometimes characters behaving like human beings. They always have a moraline
The Tortoise and The Eagle
Ghost tales
Supernatural characters
The Goose Girl
Trickster stories
The protagonist is a trickster-hero, often anthropomorphized
Coyote
Epic adventures
long and narrative poem
Homer
Types of books
Alphabet books
recognize letters and sounds
Game book
interactive, children take their own choices
Concept book
Learn specific concepts
Math and Science
Purposes
Develop reading skills as well as Math and Science concepts
To focus the student's attention on some specific attributes and elements of the
scientific method
such as concepts of:
discovery
observation
predictions
analysis
To understand scientific concepts
same / different
more / less
classification
measurement
isolation of different dimensions and characteristics
To develop oral language and new vocabulary for describing characteristics of objects
To acquire symbolic representation by exploring the initial concepts of measurement, patterns, geometry and numbers
To identify symbols and remembering that these symbols stand for on-purpose
To take turns and develop self-regulations
To understand one to one correspondence by matching and understanding patterns
To understand measurement, comparison, and sorting according to different attributes using measuring tools
To discover geometry and special concepts (matching, shapes, building and drawing)
To explore patterns / algebra (notices and copies simple repeating patterns)
Science activity books
less consensus about the type of activities relative to science
Reading science books may promote the development of some skills like:
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SMALL GROUP ACTIVITIES
SMALL GROUP MATH
Goals
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Activities
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SMALL GROUP SCIENCE
Science activities must be related to the theme that is being used for dramatic play, so that children can make connections and practice vocabulary
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Counting book
learing numbers
Folk tales
traditional stories
Poetry book
alliteration, repetition and intonation
Predictable book
continuous structure, foster students confidence
Picture books
Story
STRUCTURES OF THE STORIES
Opening
Once upon a time...
Description of the characters, place and time
Progress
When the action goes on
Closing
...and they lived happily forever after
Other feautres of the stories:
Characters not represented with an individual name to be distinguished from the rest, but by the action they undertake
Vladimir Propp
List of characters
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Narrathemes (functions) - (18 of 31)
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Transmitted oraly, version changes, fosters listener motivation and imagination
Pre-literary, not recorded historically. Very difficult to determine first transmition
Reflection of a patriarchal society (more heros than heroines)
Comic
Workbook
HOW TO CHOOSE STORIES
If you don't like a story, don't tell it!
Choose stories with some relevance in the life of the child and about something you can lean and enjoy together
inclusion of stories that learners know from their mother language
Stories with predictable content, repetition of language, rhy,e and rhythm, quality of illustrations, etc.
It should be one story you feel you can tell effectively
Children will get involved with the activity
Children should be able to understand it well enough
It should offer experiences, values, perceptions, behaviours that could set an exameple for them
It offers a child a rich experience of language
The story should help the teacher to develop listening skills, recycle your own language introducing new words and language items such as grammar, vocabulary and syntax
It should be the starting point for a cross-curricular topic
It is the starting point for creative work and a productive use of language
Not too short, not too long. Can be divided into smaller units of meaning
Criteria to select texts
Literary quality
Moral values
Student's taste (interests or needs)
Adaptation
Illustrations
Entertaining
As they go on with reading, select texts easy to understand and retell: predictable books are a good idea.
Activity: new sentences of the story
Autonomous reading
it is really important to foster childs' autonomy
Vygotsky's theory of Zone of proximal development, explains that a kid can improove their skills and strategies if he is given the right assistance to achieve it on his own.
Children learn concepts from other people, as we construct our knowledge from social interactions
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STAGES OF STORYTELLING
Storytelling stage
(when the students are engaged in the story)
Students can hold pictures or objects that have been introduced in the story
Ask them to guess what comes next. To foster their imagination, they love to participate, and a correct answer fosters self-esteem.
Join in the story. Invite them to participate and perfom the role of one of the characters. Add a character that will change the course of events
Post-storytelling stage
(when you expand the story with further activities to consolidate the meaning or with an open ending to foster their creativity
Draw a picture of what the story inspires them to consolidate the meaning (have they understood globally or specific details?)
Learn the story out of a song (easier to memorize)
Invite students to perform the story giving them different roles. (Shifting roles will help memorize the story and get a better understanding of it)
Other activities
Draw and describe a character
: 2 drawings one on each side of the paper, 1 side with writing of what she/he likes, other side with writing of what she/he dislikes
Designing a poster
with a particular topic or aim (EX. : magic potion - Draw a potion and the ingredients to put a spell, if they ass the wrong ingredient, something bat would happen)
Continuing the story:
teacher tell a story with an open ending. Preschool students invent a continuation orally (primary can do it written)
Making up stories that rhyme
(Primary) Teacher starts with a rhyme and ask students to write some more
Making up stories with drawings
(preschool). The teacher gives students images generally found in storytelling. In groups of 4 or 5, make up a story, and each one has to represent a character.
Pass the picture: in a circle, each stident holds a picture, one by one, students tell the part of the story of the image.
Pre-storytelling stage
(preparing the students for the story)
introduce the topic or topics to the class with the corresponding vocabulary
Introdice the main characters and talk about their origin and personality to call their attention in
Prepare a story
to be told:
keep in mind the ages of the children, some topics are not familiar to them
It is important to ask them questions related to the main topic or go through the vocabulary, in order to get a better understanding of the story
Tips to adapt the story to students' ages, needs and tastes
Have a hook in your opening: create a world for the students to be carried away
Keep it simple: make sure you understand the story and the objectives you would like to achieve
Mantain eye contact: sense of confidence and truthfulness
Use vivid language: everyday language
Use movement: walk arround the class to activate their memory and keep their attention
Change your voice with different characters: to help them remembering the characters, even it's personality between good and bad
The story should solve a problem: they expect all the problems to be solved
Appeal to their senses: introduce different props to activate their senses
Invite interaction: they cannot keep their attention too long. Ask them what will happen next
Set the scene: Describe the surroundings into detail, this fosters imagination
Use repetition: for the students to focus on an important event, and to learn structures and vocabulary
How to
organize
a story to be told
Told in a very structured way
Between 10 and 20 minutes (concentration dispersed)
Story maps help students to understand the main events and the characters of the story in a chronological order
we can use an appealing format related to the story
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story divided into sequences composed of
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Use cohesive devices and typical expressions
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READ ALOUD
create a rich literary environment
with reading books
materials to promote the enjoyment of the stories
Two diferent settings
Large group
Expose children to new vocabulary
Read aloud at least two times a day
Including the readings during nap-time and free choice
at different times of the day
Combined with songs and fingerplays
Read the book more than once
they discover new vocabulary enough times that they begin to absorb it
Show the cover of the book
Get students' attention about title, author and illustrator
Reinforce literacy skills
Tricky word
mark the pages
explain meaning, point the word, model the pronunciation
students will use the visual image of that page as a mediator for that word
Dramatizing and being enthusiastic, projecting the voice
children pay attention, practice concentrating and listening skills
Read the text, PAUSE, sweep the picture around
Make sure children can see the book
Time block shedule
Free choice (15 minutes): greating one to one
Question of the week: teacher help children to find their names. One or three open centers.
QUESTION OF THE WEEK
To give children practice in finding and recognizing their names
will change over time to let children practice more advanced skills and literacy concepts
It will become mystery letter or mystery word
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Implemented as a group
Question represented in words and by an icon
Yes or No questions
it's OK to say no!
Remains the same for the entire week
First 4 weeks: are you wearing
__
?
By January Do you like/have
__
?
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Brakfast (20 minutes)
Opening group (15 minutes): good morning story, timeline, message of the day, share the news
OPENING CIRCLE
Concerning calendar and weather
Time concept and related vocabulary
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Comparison words: more, less or the same
Reading and interpreting a graph
Word recognition (month, numbers, days of the week...)
Play planning and play (60 minutes) children divided in two groups. Teacher opens centers, and gives their name and asks what may be on each center
Outdoor play (25 minutes): large music games, playing with the sand or with equipement
Small group literacy (15 minutes) alternate
READING FINGERPLAYS AND SONGS
Teacher uses scaffolded writing to place a fingerplay, song or poem on a big chart. Then we all read together
I SEE " ", WHO SEES " "?
Cards with a letter in front and a letter on back
I see "C", who sees "H"? and so on
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Large group read aloud (15minutes) sing familiar songs, fingerplays, movement games, name games.
Lunch time (30 minutes)
Nap (60 minutes) listen to a story or read a chapter book
Free choice (20 minutes) children get up from nap
Small group Math/Science (15 minutes: alternate math and science activities
Large muscle & aoutdoor play (25 minutes)
Large group read aloud (15 minutes) sing familiar songs, fingerplays, movement games, name games
Free choice until the ende and go home
small group
Will allow the class interaction
Students can share ideas
Practice waiting for their turns
Story discussions
a starting point in learning grammar
Provide students some writing skills
The writing process
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Be able to develop analysis skills
recognizing the main character
Recocgnizing the problem in the story
Recognizing how the characters solved the problem
When they become knowledgeable about story grammar:
They will eventually write their own stories
They will analyze very complicated books on their own
Engage in classroom discourses
Using mediators during story discussions
from Vygotskian theory
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Encourage the kids to make comments by asking questions
ask questions in general, they respond at the same time, then the teacher gives the correct answer
Ask the children to select a partner and share the answer with their friend
ADVICES
Be patient
Take your time
Be creative
Show excitement
Enjoy the activity
THEME UNITS ARROUND STORIES
interesting themes that will engage the children in meaningful play during center time and through all the activities
ARRANGEMENT OF THE PRESCHOOL CLASSROOM
6 centers
Dramatic play
develop oral language, dramatic play, social interaction, problem-solving and self-regulations
books
at the begining of the year, HOUSEKEEPING
dramatic play elements
paper and pencil
Blocks
develop oral language, exploring geometric shapes, construction of objects, dramatic play and provem solviing
different sizes of blocks, cars trucks and little people
books and magazines related (transportation...)
Science
develop oral language, dramatic play, explration and observation and problem solving
things to explore by watching
paper and pencils
Sand water table + dramatic play elements
science books or magazines
Table toys
develop oral language, explore math ideas, problem solving, fine motor skills and dramatic play
legos
cubes
small animals and people
numbers and sorting games
Puzzles
Toy house
Art
develop creative expression, oral language, dramatic play and fine motor
playdough, clay, feathers, fabric, props, paint...
Literacy
develop oral language, concepts of print ans writing and dramatic play
puppets and stuffed animals to read to
Paper and pencils, markers, stencils, office supplies, name tags
variety of theme related books
Listening center
should be incorporated
Audiobooks
Literacy and dramatic play, take place in every center. So, there should be related material in each one.
DRAMATIC PLAY
Play is the leading activity
Children develop the following
Imagination
Symbolic function
Integration of emotions and thinking
Self-regulations
name tags in every center
Display diversity positively in all materials on each center
3 week period
ICTs in early childhood literature
Technology is useful for:
Providing a great amount of independence and group practice
Monitoring students with a very personalized feedback
Engaging students for longer periods of time
Foster cooperation, social interaction and create a better atmosphere in the classroom
Important that teachers and parents choose the right resources avoiding inappropriate content
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