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What was your favorite story?
What types of stories did you grow up reading? What were some of your favorites?
Clifford Dr. Seuss Disney Bernstein Bears Corduroy
The Importance of Storytelling
Storytelling helps young children understand other people develop a positive attitude toward books develop listening skills build correct concepts of objects and form new
ideas increase their vocabulary
The Importance of Storytelling
associate written and spoken words understand that printed words carry meanings learn the difference between everyday
conversation and written language develop a desire to read learn that people read from left to right across a
page
Books as a Source of Stories
Picture books: books with single words or simple sentences and simple plots
Storybooks: books characterized as family life stories, animal stories, and fairy tales; these books contain pictures, but they have more words and a more complex plot then picture books
Story Books
Family life stories: stories that contain a theme of social understanding
Animal stories: stories with animals who have some human qualities
Fairy tales: stories that have a theme of achievement
Selecting Books for Children
Choose books with dramatic elements
Reviews help you find titles, authors, and publishers of books Reviews: lists and
descriptions of books
Illustrations
Illustrations should be large and colorful represent the written word reflect actions avoid unneeded detail be realistically and attractively colored
Vocabulary
A good children’s book uses words that can be understood by most children of a certain age.
Only a few words should be introduced in a story.
Repetition will increase children’s enjoyment.
Durability
Children should be allowed to carry books and turn pages.
Books should be durable. Pages need to be sturdy. Pages need to be dull and prevent glare. Binding should open so the book lies flat.
Length
Length differs with the age for which the book is appropriate. Infants and toddlers: a few minutes Two-year-olds: 5–8 minutes Three-year-olds: 6–10 minutes Four-year-olds: 8–12 minutes Five-year-olds: 10–15 minutes
Avoiding Stories That Reinforce Stereotypes
Stereotypes: preset ideas about people based on one characteristic such as sex, culture, nationality, religion, or age
Sexism: any action, attitude, or outlook used to judge a person based only on the sex of that person
Reading Stories to Children
Three steps that need to be taken before reading to young children: choose stories both you and the children will
enjoy become familiar with that story decide how you will present the story
Preparing to Read
Read the story several times so you know it well. Build oral reading skills. Decide whether you want to tell or read the story. Ensure a comfortable setting for reading stories. Make sure story groups are small. Quiet the children down before story time.
Introducing the Story
Begin by setting the mood Props: any items that relate to the story and
would attract children's attention Explain any words the children might not know Make the children feel that there is something
special about to be shared
Reading the Story
Read stories with pleasure and feeling. Maintain eye contact with the children. Pause before
introducing a new idea.
Read the story in a normal speaking voice, but use variations when necessary.
Handling Interruptions
Interruptions are often questions. Pause and answer them.
Do not make an issue of wiggling children. Encourage the children to sit quietly and listen.
Maintaining Interest
Read the children’s interest in their laughter, stillness, or expressions.
You may have to talk faster, skip some details, or end the story.
Ending Stories
The ending should be clear. Be prepared to read the story over and over if it
works well.
Evaluating Your Performance
Children’s reactions are good feedback. Note your strengths as well as weaknesses. Build on strengths and eliminate weakness.
Teaching About Books
What children learn about books as you read: Books have front and back covers. The front cover shows the book’s title and
author’s name. The illustrator prepares the drawings. Books have a beginning and end People read from left to right.
Achieving Variety in Storytelling
Decide whether you will read from a book or make up your own story.
Practice the story in front of a mirror using a tape recorder until you know the story well.
Young children will stay interested if you use several methods.
Puppets
Puppets have always appealed to young children.
After telling the story, place the puppet in the library area.
Individual or Group Stories
Children can be clever storytellers when given the chance.
After any special event, have the children record their stories.
Slide Stories
Often center around pictures taken on field trips or during classroom events like holiday parties
At the end of the year, the slide story can be told
Flannel Boards
Flannel board (or felt board): storytelling that uses characters and props cut out of felt and placed on a felt background
Retelling Stories
Reinforces children’s ability to receive and express information
Listening the first time, children develop vocabulary and a sense of story structure
Hearing retellings helps children reflect on and share their own life experiences
Displaying Books
An important area of the classroom is the library.
The library should be located away from traffic. The books in this area should be chosen
carefully. Developmental needs should be considered.