A TASTE FOR TALES: IMPROVING LITERACY THROUGH STORYTELLING

WHY?

In some of the most recent research on literacy, being read to is not the most telling predictor in a child’s success in school literacy. It is, in fact, the sharing of stories that is most important… the telling and retelling, the talking about, the questioning and the taking on of roles! Oral storytelling brings the “shape of stories” to children’s ears and to their kinesthetic senses before, and alongside, the task of reading. Oral literacy supports written literacy, builds vocabulary, enriches visualization, and encourages children to make connections: to their own lives, to other texts, to the world around them!

Oral storyTelling is as current as a discussion at recess, and as ancient as the first human speech. StoryTelling is an Art. It is an art of communication: choice of language, rhythm, pacing, tone of voice, and gesture. It is the art of capturing an audience’s imagination, and entering, with them, into a land of imagination. Storytelling is a means of communication, and a place where we can begin to understand and appreciate other people and other ways. Stories can provide the background information which triggers greater understanding, first of the characters in the story, and then, with support, students can be encouraged to expand this understanding to the world. To make connections!

In my classroom, StoryTelling:

v  builds community

Ø  makes connections with individuals

Ø  motivates

Ø  takes to task for behaviour or attitude

Ø  sets expectations

Ø  opens conversation opportunities

Ø  provides vicarious experience

v  improves oral literacy

Ø  develops listening skills

Ø  builds familiar syntax

v  supports written literacy because it:

Ø  builds vocabulary while providing context

Ø  enriches visualization

Ø  encourages children to make connections:

§  to their own lives,

§  to other texts,

§  to the world around them

v  builds connections to the curriculum

What Stories Can Do:

v  Help remember (provide hooks for the students to hang their new ideas on)

v  Start conversations

v  See their experience… as universal

v  Start thought processes and introduce new ideas

v  Develop problem solving skills

v  Help develop sequencing skills

v  Build Vocabulary

Essential elements of a story-

v  story shape:

Ø  Beginning/Middle/End –

§  strong opening

§  straight path through the tale; well developed plot

§  strong, connected ending

v  believable characters

Learning to Tell...

v  What do you, the teller, need to know in order to tell

v  What does the listener need to know

v  How different are the two things?

“Tell every single thing your listener's need to know, and not one word more!”

Character: Trace around someone… draw characteristics:

v  Goldilocks—greedy… ate the porridge, clumsy… broke chair, out of shape… fell asleep in someone else’s bed in the early morning!

Setting: Draw a story map… Rosie the Hen

Plot: Visualize, Imagery that covers the 5 senses and brings characters and setting to life

v  Create a Path: Story Board, Cartoon it

A TASTE FOR TALES: IMPROVING LITERACY THROUGH STORYTELLING

Contact:

Ruth Stewart-Verger

Grant Alternative School

Ottawa Carleton School Board

phone 613 722 8402

http://www.rasputins.ca/ruth.htm

To hear the Leopard’s Daughter story you may go to the following web site:

http://www.myspace.com/ruthstewartverger

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Evaluation: Workshop for Storytelling in the Classroom April 7, 2008

What did you learn?

What did you feel was most helpful?

Can you see uses for storytelling in your classroom?

What needs to be added to make this workshop more valuable?

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