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Main Curriculum Tie:
Background For Teachers:
The foreword of Abiyoyo talks about the art of taking a story and
making it your own as you retell it. You may want to read the foreword
and decide what parts, if any, you want to share with your students.
Intended Learning Outcomes:
Come to class dressed as a character from a familiar story or nursery rhyme. Read a story about your character and invite students to play along with you and pretend to be other characters.
Optional—Videotape the students role playing the story to watch as a class at a later time. (Check district policy on videotaping students.)
Rimaly, B.K.; (1999) Increasing the Literacy Growth of Kindergarten Students through Developmentally Appropriate Emergent Literacy (ERIC–Education Resource Information Center) ED 436761
Using integrated thematic units that incorporates emergent literacy instructional strategies like read alouds, story retell using props, shared reading, acquisition of vocabulary, music, art, and writing activities enhances learning.
Marjanovic-Umek, L., Kranjc, S., Fekonja, U.; (2002) Developmental Levels of the Child’s Storytelling. (ERIC Education Resource Information Center) ED468 907
Storytelling skills of children between four and eight years of age can provide insights into the child’s overall language development. This study explored the development of children’s storytelling, using story coherence and story cohesion to evaluate the developmental level of the child’s storytelling.
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