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Main Curriculum Tie:
Background For Teachers:
Intended Learning Outcomes:
Read any traditional version of The Boy Who Cried Wolf. On a day shortly following the telling of that story; tell the students that you know another character that was very much like the boy who cried wolf. Pull a headband with a long horn on it from a bag and put it on a student who you think will be able to carry the character of “Leo the Longhorn”. Tell the students that you will be the narrator of this story and they will help you tell it.
Rimaly, B.K.; (1999) Increasing the Literacy Growth of Kindergarten Students through Developmentally Appropriate Emergent Literacy (ERIC-Education Resource Information Center) ED 43761
Using integrated thematic units that incorporate emergent literacy instructional strategies such as read-alouds, story retelling 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 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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