Storytelling and storymaking: paving the way for literacy at kindergarten Storytelling and storymaking: paving the way for literacy at kindergarten Prof.

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Storytelling and storymaking: paving the way for literacy at kindergarten Storytelling and storymaking: paving the way for literacy at kindergarten Prof. Florencia I. Viale Argentina Slide 2 Tales from my land Slide 3 Hilario Slide 4 Slide 5 Slide 6 Slide 7 Slide 8 Slide 9 On Stories Slide 10 the stories it loves and believes in The destiny of the world is determined less by the battles that are lost and won than by the stories it loves and believes in. Harold Goddard Slide 11 What is a story? An account of incidents or events A statement regarding the facts pertinent to a situation in question An anecdote, esp. an amusing one A fictional narrative shorter than a novel The intrigue or plot of a narrative or dramatic work A widely circulated rumour Lie/falsehood Legend/romance A news article/broadcast Matter / situation (Merriam-Websters) Slide 12 Slide 13 Functions of Language (Halliday, 1975) Instrumental (parable, fable, folk tale, legend, myth)Interactional (Bedtime story, anecdote, gossip, hearsay, joke) Personal Personal (Diary, journal, blog, memoir) Imaginative Imaginative (fairy tale, fiction, libel)Representational (testimonial, report, account, chronicle) Slide 14 Children are motivated to develop language because purposes it serves certain purposes or functions for them satisfy physical, emotional and social need to come to terms with his or her environment (either to satisfy physical, emotional and social need or to come to terms with his or her environment). Slide 15 Why do we tell/hear stories? Historical reasons Slide 16 Why do we tell/hear stories? Social reasons Slide 17 Why do we tell/hear stories? Psychological reasons Slide 18 Why do we tell/hear stories? Ontological reasons Slide 19 Why do we tell/hear stories? Didactic reasons Slide 20 On Storytelling Slide 21 power Tell a story Stories have power. They delight, enchant, touch, teach, recall, inspire, motivate, challenge. They help us understand. They imprint a picture on our minds. Consequently, stories often pack more punch than sermons. Want to make a point or raise an issue? Tell a story. Janet Litherland Slide 22 Storytelling and Young Learners Slide 23 Once is not enough StorytimeStorytime is intimate and enjoyable. From books and the conversations they initiate, children learn language. They learn how stories work, how pictures represent action, how print carries and preserves meaning. Slide 24 They are comforted by repetition and familiarity (routines and predictable actions and reactions soothe and assure). becoming literate.Slowly, happily and quietly becoming literate. Once is not enough Slide 25 Children are practising for themselves what readers do. Children familiar with a lot written language of stories know that the sounds of written language are not only special but also distinct from spoken language. Once is not enough Slide 26 Slide 27 and Slide 28 Or Literacies? Slide 29 Slide 30 What is Literacy? substancestyle Definitions of literacy shape our perceptions of individuals who fall on either side of the standard (what a 'literate' or 'nonliterate' is like) and thus in a deep way affect both the substance and style of educational programs. (Sylvia Scribner, 1984) Slide 31 What is Literacy? Literacy abilities are acquired by individuals only in the course of participation in socially organized activities with written language. Social outcome Cultural transmission ( Scribner, 1984 ) Slide 32 What is Literacy? What activities are carried out with written symbols? What significance is attached to them? What status is conferred on those who engage in them? Is literacy a social right or a private power? (Scribner, 1984) Slide 33 What is Literacy? Adaptation Power A state of Grace (Scribner, 1984) Slide 34 Effective Effective literacy education creates a critical consciousness through which a community can analyze its conditions of social existence and engage in effective action for a just society. (Paulo Freire, 1970) Slide 35 Slide 36 A story can become the hub round which we can build a series of links that encourage language learning. (Claudia Ferradas Moi) Slide 37 Daniel Fernndez introduced the notion of: their the Literacy as a dynamic interaction of the social and cognitive domains where students move from knowledge of their world to knowledge of the world (Langer, 2002) Slide 38 social practice Literacy is a social practice (which has an impact on the four areas of life: personal family work community and engages 5 core skills communication numeracy problem-solving working with others ICT. (Susan Hillyard ) Slide 39 Listening the Cinderella skill in SLA (Nunan, 1999) First stage on the road to literacy. scriptsKnowledge in scripts (Mara ins Pistorio) Slide 40 seeing speaking In our students world seeing comes before reading, speaking comes before writing and feeling before understanding. (Magdalena Sprinster de Botto) Slide 41 On Storymaking Slide 42 LANGUAGE TEACHER LEARNER Slide 43 LEARNERS a) Ability to grasp meaning holistically. b) Capacity for indirect learning. c) Instinct for play, fun and imagination. Slide 44 TEACHERS Conceptual / Procedural / Attitudinal Objectives. Linguistic authenticity by planning lessons around a literary objective. Exposure to problems and tasks that require planning and solutions. Group-work dynamics (enhancing social and cognitive skills as well as emotional support) Food for divergent thinking Slide 45 STORIES Source of contextualized input. Telling over reading a story. - A.V.A (bb, magnet board, specially designed flashcards) on the spotlight. - Control of what learners see and when. A reading corner and proper sitting arrangement enhances physical closeness among teacher and learners. Stories usually pose a moral. Slide 46 LANGUAGE Indirect role in the learning process. INPUT - Salient/noticeable - Paralanguage - Meaningful in terms of childrens needs. significant patterns effectiveconnectionsTeachers need to help children look for significant patterns in the verbal and visual information presented in order to encourage effective neurological connections, which in the long run guarantee understanding and learning. Slide 47 The teacher will measure success if learners finally internalize the new language but, most important of all, if they are hooked to the narration and experience it as real. Slide 48 Theory of First Impressions The BRAIN takes first-impression Polaroidscreating a composite of all the signals given off by a new experience. Slide 49 Slide 50 best The best stories have a strong theme, a fascinating plot, a fitting structure, unforgettable characters, a well-chosen setting, an appealing style. Slide 51 Teaching point Onion Carrot Tomato Lettuce Orange Watermelon strawberry Slide 52 Chaos in the Fridge Slide 53 Teaching point Pencil sharpener ruler book marker pencil-case crayon Slide 54 The Pencils tale Slide 55 Teaching point Slide 56 Mums new looks Slide 57 Teaching point Slide 58 Wheres Otto? Slide 59 Teaching point Slide 60 Spikes busy night Slide 61 September September2010 Slide 62 Teaching point Carrot Tomato Lettuce ARTART Slide 63 ARCIMBOLDO and the stolen vegetables ARCIMBOLDO and the stolen vegetables Slide 64 Storytime Slide 65 Juanitos X- Mas Wish Slide 66 Slide 67 Slide 68 Slide 69 Slide 70 Slide 71 Slide 72 Slide 73 Slide 74 Dear Juanito, Sorry for being late, I was just looking for the right material to make you the most special ball ever. I never forget good kids! Love,Santa Slide 75 All All I really need to know how to live about how to live what to do and what to do how to be and how to be I learned in kindergarten. Wisdom was not at the top of the graduate school mountain, but there Slide 76 Slide 77