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Storysacks For The Early Years Classroom

Storysacks For The Early Years Classroom






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    Storysacks For The Early Years Classroom Storysacks For The Early Years Classroom Presentation Transcript

    • Storysacks for the Early Years Classroom Dr. Fiodhna Gardiner-Hyland
    • WALT?
      • Benefits of using storysacks with young children
      • Identifying pre-, while- and post- shared reading activities for a chosen storysack
    • 1. Literacy Rich Environment
      • Children should experience times and places to simply enjoy literature. This develops a positive attitude to literacy (Neuman et al, 2000).
      • Discuss the above in pairs.
    • What makes a literacy-rich environment?
      • Reading corner
      • Story time
      • Literacy Centre – reading and writing area
      • Dramatic play area – containing literacy related props, lists, notes, menus
      • Listening Centre – accompanying book, tape and headphones
      • Games
      • Special events, e.g. book week, character parade
      • Home-school links, e.g. storysacks project
      • In pairs, discuss other ideas you may have.
    • What is a Storysack?
      • Bag + Book + Toys + Activities =Storysack
    • What goes into a Storysack?
      • Storybook
      • Soft toys of the main characters (or masks, puppets, wooden/plastic characters, finger puppets)
      • Props and scenery
      • A non-fiction book
      • An audio tape
      • A language game based on the book
      • A “prompt card” with ideas for activities
    • Discuss how Storysacks can create a literacy-rich environment Made by Ayesha Khalifa Al Romaithi , B.Ed. student ADWC
    • Story sacks…
      • Motivate and excite children about reading
      • Are visually attractive and tactile
      • Encourage active participation in reading
      • Create a safe environment for young learners
      • Provide fun and enjoyment
      • Stimulate language development
      • Develop home-school links
    • Using a storysack to read aloud
      • Children can sit back and hear the flow and rhythm and magic of good literature without having to struggle with the text themselves” (Combs,1996, p.144).
      • Through read-alouds, EFL children are provided a “ model of what oral reading sounds like”.
    • Tips for using storysacks…
      • Discuss exciting incidents, funny characters.
      • Dramatize the story where possible, using song, mine, puppets or props.
      • Personalize the story by adding children’s names
      • Read and re-read stories that interest the children.
      • Make the reading session short.
      • Show your own enjoyment!
    • Something to try: Make your own story sack!
      • Start with a bag
      • Pick a story
      • Fill your story sack with supporting materials, such as puppets, soft toys of the main characters and a game to stimulate reading/language skills.
    • Create a library of storysacks
      • Include children’s favourite stories
      • Involve children in making storysacks
      • Make non-fiction storysacks or curiosity kits
      • Engage in paired reading with older children
      • Use storysacks to involve parents in reading at home
    • Audience Activity
      • Using Hyland’s (2005, p.24) ‘Sample activities for using storysacks in a Shared Reading lesson’, choose pre-, while- and post-reading activities to match your core storybook for next week.
    • References
      • Combs (1996), in Soderman, A.K., Gregory, K.M. and O’ Neill, L.T. (1999) Scaffolding emergent literacy: a child-centred approach for preschool through grade 5, Allyn & Bacon publications.
      • Griffiths, N. (2001) Once upon a time… Literacy Today No.26, p.9
      • Hyland, F.(2005) Using storysacks during shared reading in the EFL classroom, in Classroom Connections, pp.23-25, HCT Press.
      • Neuman S., Copples C. & Bredekamp S. (2000) Learning to Read and Write, National Assoc. for the Education of Young Children.
      • www.storysack.com
      • www.literacytrust.org.uk/socialinclusion/earlyyears/storysackspractice.html