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English Language Arts Kindergarten
Reading: Literature Standard 2
Students will learn about retelling and performing stories from other cultures.
This activity focuses on retelling and performing a story from a different culture. When retelling a story to someone else, it is important to have the sequence and all parts to the story in correct order. The beginning of a story generally tells who the characters in the story are and what the problems may be. The middle generally explains what attempts were made to solve the problems, and the end generally has the solution to the problems or what the results may be and how the story ends. For this activity, students should be familiar with the story so that they can easily retell it as they role play the characters. As you are preparing to retell/role play the story, you will need to discuss the main characters the students will be portraying and decide what simple props, if any, may be helpful in telling the story.
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.
2. Develop social skills and ethical responsibility.
6. Communicate clearly in oral, artistic, written, and nonverbal form.
Invitation to Learn
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.
OptionalVideotape 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.