2-10-10 Ms. Guidry's third grade class at Strehle Elementary performs The Turtle Who Could Not Stop Talking
My life has been a safari of stories. Early on, I knew I wanted to share stories. It became my life’s dream, which I realize through storytelling and writing books.
Many of today’s families are not “storied” families. Stories are not a daily part of life. They are not shared at the “campfire” – the dinner table. There are a vast amount of children who do not have a basic foundation of nursery rhymes and folktales. Few teachers have time to tell stories. There are benchmarks to meet as well as tests to administer. Stories are pre-fabricated for our children in the form of television, movies, and video games, leaving little room for the imagination and leaving behind a generation of children with minimal exposure to traditional tales. But we have the pivotal opportunity to create change.
Wild About Storytelling and Reading
Storytelling is an important part of introducing children to oral traditions and the development of imaginations. There is a direct correlation between storytelling and reading. In a paper titled, “Storytelling and the Emergent Reader” presented at the International Reading Association World Congress 2000, Eve Marlo and Julie Bullard state, “The child who is consistently exposed to an oral tradition of stories gains skills that prepare him/her for reading. …telling stories is a successful way to encourage literacy.”
Navigating the Jungle
How can you “navigate the jungle?” Share traditional tales. Teach parents storytelling techniques. Arm them with knowledge and fortify them with skills. Below are several tips to promote literacy through storytelling.
Pre-School – Pre-school children (Ages 3-5) are acquiring language. They are learning new words and building vocabulary. Encourage retelling by sharing simple stories with rhythm, rhyme, and repetition. Story examples: “We’re Going on a Bear Hunt,” “The Little Red Hen,” and “Goldilocks and the Three Bears.”
Lower Elementary – Lower elementary-aged children (Ages 6-9) are more confident with their vocabularies and their ability to read unassisted. They are delving into chapter books with a heavier dose of vocabulary. They enjoy imaginative stories and enjoy role-playing (playing “house,” “school,” “doctor,” etc.). Share stories with elements of magic (folktales and fairy tales) and fantasy (talking animals). Audience participation also works well. Story examples: “The Bremen Town Musicians,” “Cinderella,” and “The Lion and the Mouse.”
Upper Elementary – Upper elementary-aged children (Ages 10-12) are independent readers. They enjoy stories with a sense of adventure and stories that challenge them to “figure things out.” They have an affinity for well-developed characters and stories that boast a more intricate plot (i.e., Harry Potter). They like heroes. Share stories that focus on the character’s independence, courage, and wit. Story examples: “Paul Bunyan” stories, “Ali Baba and the Forty Thieves,” and “Jack and the Beanstalk.”
The Life-Long Safari
Children possess a natural curiosity to explore the world. Storytelling enables them to do just that. Through that process, we build life-long learners. We must foster the ability to read as well as inspire a life-long love of stories in order for children to continue on their own successful safari through life.
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