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Extended Course - Day 2 Story telling

Extended Course - Day 2 Story telling. Why Storytelling?. Reasons for using stories. Stories grip the imagination of a child. They are motivated to listen carefully. They are inclusive and accessible. Children readily join in with a familiar story.

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Extended Course - Day 2 Story telling

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  1. Extended Course - Day 2 Story telling

  2. Why Storytelling?

  3. Reasons for using stories • Stories grip the imagination of a child. • They are motivated to listen carefully. • They are inclusive and accessible. • Children readily join in with a familiar story. • Stories promote discussion and a chance for a child to give their opinion. • They can be used across the curriculum .

  4. Stories in a Foreign Language • Easier to listen and understand than to read at the outset. • Develops listening skills. • Allows children to join in and respond in the language. • Reinforce what you are doing in Literacy.

  5. Challenges • Picture books can seem ‘babyish’ • Books are small for use with a whole class • Authentic ‘story’ language is actually very challenging for a teacher – it is not ‘holiday French’ • How do you choose a book? • Where do you get them? • Cost?

  6. Training Zone – Storytelling in German

  7. Start at the very beginning • Yr 3 Objective – Listen for enjoyment & to enjoy the sound / music of a language. • Listen for a specific word & respond with a gesture.

  8. Links to sentence level • Awareness of how a sentence “sounds”; • Expressing ideas in larger chunks of language; • Understanding pattern in language and beginning grammar • Dictionary skills

  9. Monsieur Lapin *

  10. Links to text level • Fostering a love of literature • Contextualising language • Developing comprehension and composition

  11. Decide on the purpose of the book • Enjoyment • Reinforcing spoken language and hearing the natural rhythm of the language • Cross curricular link • To introduce aspects of intercultural understanding • To reinforce and contextualise taught language • As a tool to teach something specific • As the basis of a longer term sequence of work

  12. A Sequence of Teaching Listening, enjoying and involving the learner From text to sentence to word Developing and rebuilding Amending, adapting, recreating Outcome Performing, creating a new book, displays

  13. Developing and rebuilding • Ordering sections of text • Matching text and pictures • Recreating sentences • Acting the text • Developing new events Outcome • Making books/ICT texts • Presenting to others • Making a labelled display

  14. Que Vois-Tu? • Original book ‘Brown Bear’ by Eric Carle • Groups with responsibilities. • Class & teacher wrote first sentence together • que-vois-tu-1200594089948354-5.ppt

  15. QCA Unit 5 – Les Quatre Amis • Cross-curricular ICT link through animation (Monika & Lois) • Opportunity for assessment ready-made by Asset ‘Making & Marking Progress’

  16. Northumberland Grid for Learning Online books with soundfiles

  17. Les trois Ours To the tune of “If you’re happy and you know it” (1st line doesn’t start low – starts on 2nd note) Papa, maman, bébé, les trois ours (les trois ours) Papa, maman, bébé, les trois ours (les trois ours)Une petite fille s'est approchée De la maison dans la forêt La petite fille s'appelait Boucle d'Or (Boucle d'Or!) Qui a gouté toute la soupe? Boucle d'Or (Boucle d'Or) Qui a gouté toute la soupe? Boucle d'Or (Boucle d'Or) Qui a gouté toute la soupe? Une souris ou un gros loup? Qui a gouté toute la soupe? Boucle d'Or (Boucle d'Or) !

  18. Qui a essayé les chaises? Boucle d'or (Boucle d'Or) Qui a essayéles chaises? Boucle d'or (Boucle d'Or) Qui a essayé les chaises? Elle était à son aise Qui a essayé les chaises? Boucle d'or (Boucle d'Or) Qui a touché tous les lits? Boucle d'Or (Boucle d'Or) Qui a touché tous les lits? Boucle d'Or (Boucle d'Or)Qui a touché tous les lits? Elle est méchante mais tant pis Qui a touché tous les lits? Boucle d'Or (Boucle d'Or)

  19. A reference book

  20. Mr Men with videos

  21. Tom et Laia

  22. West Sussex Grid for Learning http://wsgfl.westsussex.gov.uk

  23. Grow Story Grow http://www.growstorygrow.com/stories.html

  24. And still we can extend Year 6 • Use an extract of a book to look for cognates. • Remake simple story books by asking pupils to identify key features & language then make own in the same style. • Use as templates / writing frames to move from receptive language learning to productive, creative learners. • Histoire de France • Bibliobus and French childrens sites available in ICT suite.

  25. More ideas... ISBN-10: 1-874016-49-6

  26. Questions and feedback

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