lga3103 topic 4 selection of stories for young learners.docx

8/15/2019 LGA3103 Topic 4 Selection of Stories for young Learners.docx

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TOPIC 4 SELECTION OF STORIES FOR YOUNG LEARNERS

Appropriate language level

Content

Visuals

Language learning potentials

Selection criteria of stories or texts for young learners

LGA3103 STORIES FOR YOUNG LEARNERS

1

4.1 SYNOPSIS

This topic discusses and explores some of the selection criteria for stories suitable for use

with the young learners such as appropriate language level, content, visuals, and language

learning potentials.

4.2 LEARNING OUTCOMES

By the end of this session, you will be able to :

• learn some of the selection criteria of stories for young learners,

• select suitable stories or texts for young learners in terms of the selection criteria of

stories for young learners,

• explore and exploit the stories for young learners in the classroom, and

• create a checlist of criteria to select stories for young learners.

4.! FRAMEWORK OF TOPICS


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4.4 Introduction

"electing the stories need to be careful as this is the important part in

order to cater the right stories for the young learners. #s all us now,

there are a lot of stories that are appropriate for young learners. To

guide teachers to select stories, there are some criteria that he or she

has to follow such as, line, colour, shape, texture, interest, cultural suitability, moral values,

and composition $introduced in % !1'1()hildren*s %iterature+.

hy is the selection of stories for young learners important- There are several factors that

need to consider when selecting stories, especially for young learners. ne of the factors

is they need to be guided by teachers so that they would be supplied with the suitable

stories, according to the age level and the interest. #part from that, they usually reinventthe stories when they read and write, as do adult readers and writers. #t their level,

fre/uently they would connect more with story ideas and plots than with other elements in

the story. Therefore, teachers should play important roles to select stories for the young

learners. The four criteria to select stories for young learners are:

4.4.1 Appropriat !an"ua" !#!

This is an important criterion to select stories for young learners. There are several

matters that should be taen into consideration when selecting stories for example, the

level of difficulty which refers to the reading level, listening level and conceptual level of a

wor of literature $Brown 0 Tomlinson, 1!+. t is essential for a teacher to evaluate

stories from story boos, especially for a beginning reader than fluent readers. This also

deals with the reading level of vocabulary and sentence structure of young learners.

3oung learners might feel bored if the story selected is not to their reading level. n fact,

there are several researches that have been conducted on the children*s reading

preference of story boos $aynes, 155+. 6eanwhile, the conceptual level is the

complexity of ideas in the story and how these ideas are presented. t should be presented

in a simple, straightforward story with one event following another in chronological order.

n directly, teachers should be aware of the young learner*s intellectual development and

their behaviours which exhibit the stages of progress in language development.

Below are some suggestions of stories which are suitable for young learners:

a. The traditional literature:


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• Goldiloc! and The Three "ear! #A$$endi% 1&

• Slee$in' "eaut(

• The E)$eror*! Ne+ ,lothe!-

• The Fro' rince-

• ,inderella-

• /ac and the "ean!tal-

• Sno+ hite- etc.

. Fanta!( and !cience 2iction !torie!:

• The ,hronicle! o2 Narnia

• arr( orter Serie!- etc.

c. Ad4enture !torie! and )(!ter(:

• Trea!ure I!land-

• Roin!on ,ru!oe-

• The Ad4enture o2 To) Sa+(er- etc

d. The $o$ular !torie! in reali!tic 2iction :

• The "lac Stallion-

• The Nanc( 5re+ !erie!-

• ard( "o(! !erie!- etc.

4.4.2 Contnt

)ontent is considered as another important criterion in selecting stories for young learners.

t should be relevant to the young learners of today. "ome of the examples of suitable

stories for them are those about their experiences of childhood, both good and bad. These

experiences would be best related to their past, present or future and stories told in a

forthright, humorous or suspenseful manner for young learners for instance, stories of:

• Birthday parties,

• %osing a tooth for the first time,

• &etting a new pet,


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• #ma7ing diverse titles of children*s interests 8 dinosaurs, 9gyptian mummies, etc.

)hildren would memori7e the stories and this opens the doors of young learners*

imagination. &ood stories are those convincingly written for young learners to feel the real

situations, events or incidents as though they have lived through the experiences. &ood

mental exercises for young learners are those stories that mae them to view and visuali7e

situations from their own perspectives. or example, stories that mae them feel as if they

are in the place and time where the stories are set and have given a vicarious experience 8

the coronation ceremony, at the ball, etc. urthermore, young learners are often

encourage to develop a greater capacity to emphasi7e with people and the surrounding,

such as they benefit from stories that explain what life is lie for handicap people, religions,

festivals and culture.

4.4.! $i%ua!%

t refers to the illusion of the surface texture. t is what tactile texture loos lie $on a 2;

surface+ and as what could be seen in a photograph. 3oung learners, usually wants to

touch ob


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appreciation beyond the message within a story or a text. Therefore, the role of

illustrations in stories would be able to reflect the plot of the story and then extend and


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3

enrich the young learners* imagination as an 9nglish proverb: a picture can paint a

thousand words.

4.4.4 Lan"ua" !arnin" potntia!%

#nother criterion for selection of stories for young learners is to loo at the language

learning potentials. "awyer $2''4+ states that when considering language, one is

concerned with #B)s, colour words, word patterns, se/uencing, solving pu77les, rebus

writing, labelling, name learning, literature, picture dictionaries, listening, etc. Thus, it

seems to be a device that can lin and integrate two or more components to mae

meaningful language learning potentials. The young learners* language learning potentials

are basically to develop reading, writing, etc.

a.Radin"

=eading is important in maing meaning of the text or the story as what the writer or

the author writes. #ccording to =osenblatt*s theory $1>5+, reading is a process of

taing from the text or story only what is put or printed in the text or story. "o, a

reader has to read and comprehend the text or story. =eading would be easier for

young learners if the story or text is to their language level and indirectly would create

the reading interest in them. They will ac/uire the fundamentals of reading: the notion

that stories and the words within them carry meaning, the letter(sound relationship,

left(to(right and top(to(bottom progression of the print on the page, and a sight

vocabulary. They are able to recognise and pronounce the printed words correctly.

Therefore, easy(to(read story and text will support them to be more enthusiasm in

reading.

6oreover, reading will be enhancing them to use the familiar words or sight words,

word patterns, and informative illustrations to mae reading easier to predict themeaning of words. This will lead them to become independent reading and of

course, will increase their nowledge. They will be more motivated because they are

able to create whatever image from the stories or texts. The reading interest would

ensure them to gain powerful effective ability to pursue in their future reading of more

stories and texts. Thus, it will lead the young learners to read and learn something

that they find interested to read and gain nowledge from stories and texts.


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!1

.Writin"

The young learners tend to assimilate or adopt what they lie of what they read and

hear and later build up their writing sills. They will ac/uire the /uality in writing if

they have gain personal interest in reading widely good stories and texts on the

writers or authors products. ;irectly, they will mae them never forget stories and

texts and eventually, open the doors of their imaginations. Based on the ?9ssentials

of )hildren*s %iterature@, the writers state that:

?"( li!tenin' to 6ualit( !torie!- children are e%$o!ed to

rich 4ocaular( and e%cellent +ritin' !t(le!- +hich !er4e a!

'ood )odel! 2or their o+n !$eain' and +ritin' 4oice!.7

$Brown and Tomlinson, 1!+

t is good to realise the importance influences on emerging reading are

environmental print and storyboo experiences. n the other hand, it is also good to

notice the emergent writing that will develop a series of predictable stages for young

learners such as, scribbling, drawing, no phonetics letter strings, etc. They are well

e/uipped with the writing sills and are able to convey ideas based on the stories and

the texts that they have read. %ater, the young learners will follow the writing style of

certain writers or authors when they intend to write stories of their own. n fact, they

will be able to write summaries or reviews,


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Acti#it& '( GROUP TASK

1. )hoose a story or a text and explain how you can explore

the story or the text in the language arts classroom.

2. ;iscuss the criteria for the selection of stories or texts.

9laborate with relevant evidence.

Acti#it& )( IN*I$I*UAL TASK

1. )reate your own checlist on the selection of stories or texts.

2. Based on the sample checlist, choose a story or a text and

evaluate it

Acti#it& +(

=ead and understand the story in Appndi, '. Then evaluate

the story using the evaluation sheet in Appndi, ).

Appndi, + is a sample of 9valuation nstrument for selecting

stories for children.


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Appndi, 4 contains worsheets that teachers could design to

compliment their teaching.


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REFERENCES

Brown, 9. $2''4+. U!in' ,hildren*! Literature +ith (oun' learner!. =etrieved:

http:itesl th. ed. Dew Eersey: 6errill Frentice all.

=osenblatt, %. $1>J+. Literature throu'h e%$loration. Dew 3or: Doble 0 Doble.

"awyer, .9. $2''4+. Gro+in' u$ +ith literature. 9th. ed. Dew 3or: Thomson %earning

nc.

http://iteslj.org./Techniques/Brown%3DChildrensLit.htmlhttp://iteslj.org./Techniques/Brown%3DChildrensLit.htmlhttp://iteslj.org./Techniques/Brown%3DChildrensLit.html


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SAMPLE STORY FOR YOUNG LEARNERS

Appndi, '

TITLE( GOL*ILOCKS AN* T-E T-REE EARS

nce upon a time, there was a little girl named &oldilocs. "he went for a

wal in the forest. Fretty soon, she came upon a house. "he noced and when no one

answered, she waled right in.

#t the table in the itchen, there were three bowls of porridge. &oldilocs was

hungry. "he tasted the porridge from the first bowl.

?This porridge is too hotK@ she exclaimed.

"o, she tasted the porridge from the second bowl.

?This porridge is too cold,@ she said.

"o, she tasted the last bowl of porridge.

?#hhh, this porridge is


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?#hhh, this chair is


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E#a!uation S/t

Appndi, )

NO SELECTION CRITERIA E$I*ENCE

. 1 Appropriate language

level

. 2 Content

. ! Visuals

. 4 Language learning

potentials


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C-ECKLIST( A Sa0p! c/c1!i%t 2or tac/r% or %tudnt%.

Appndi, +

The following /uestions can be adapted to different story boos and texts that you have

selected:

NO 3UESTION NO YES REMARK

12!

4

G

J

>5

1'

11

12

1!

14

1G

1J

1>

15

1

Sction A( Appropriat !an"ua" !#!

#re there any unfamiliar words in the story or text-s the sentence structure suitable for your students- #re the ideas, characteri7ation, plots, etc. easy for your students-s the story or text simple, straightforward and in thechronological order-

Sction ( Contnts the story set in a forthright humorous or suspensefulmanner appropriate to your students-s the story or text related to the experiences of your students-s the story or text lead to entertainment purpose-;oes the story or text allow your students to create andinvent their own imagination-;oes the story or text develop a great emphasi7e on abetter understanding of the theme, plot, setting, character,culture, etc. for your students-;oes the story or text challenge your students to thin

creatively-

Sction C( $i%ua!;o the illustrations in the story or text help to convey or transmit meaning for your students-;o the illustrations help your students to visuali7e thecharacters, settings, etc.-;o the illustrations in the story or text provide theaesthetic values for your students-;o the illustrations in the story or text reflect the story or text without contradicting its message-

Sction *( Lan"ua" !arnin" potntia!%;oes the story or text initiate your students to haveinterest in reading-;o your students show progress in reading the story or text-s your student*s enthusiasm to read other story or text-;o your students exhibit independent reading in theclassroom-;o your students explore the words, phrases andsentences in their writing- #re your students able to write their own story-


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Appndi, 4

Sa0p! Acti#it& '( 9D=)69DT L)#BI%#=3

1. "tudy the picture below to find 1' hidden ob


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An%r K&(


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Sa0p! Acti#it& )( 9D=)69DT L)#BI%#=3

1. "tudy the word pu77le below to find 1G hidden names of

animals. Then, colour the boxes.


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An%r K&(


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An%r K& 2or Acti#it& '

NO SELECTION CRITERIA E$I*ENCE

1 Appropriate language

level

simple, straightforward narrative with one event

following another in chronological order.

2

Content # story of a girl, named &oldilocs and the three

bears(relevant to young learners and the purpose

is for entertainment and to open their

imagination.

)oncerning( the animal characters

%earn about moral values.

!Visuals Livid describing about the behaviour of the

characters in the story.

4

Language learning

potentials

=eading( repetitions of words and sentences,

familiar words. ntroduced few unfamiliar words,

for example, Mporridge*, whined*, exclaimed*(aims

to enrich their vocabulary.

riting( students are able to write their own story

on imagination.

Frepared by:

aridah Tahir

F& Hampus Hota Bharu.

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