Ashworth College, Writing Ashworth College Early Childhood and Storytelling Literacy Assignment 4 Assignment 04
E13 Early Childhood Literacy
Directions:Besure to make an electronic copy of your answer before submitting it toAshworth College for grading. Unless otherwise stated, answer incomplete sentences, and be sure to use correct English spelling andgrammar. Sources must be cited in APA format. Your response should befour (4) pages in length; refer to the “Assignment Format” page forspecific format requirements.
Discuss the key features of ateacher’s role as model, provider, and facilitator in promoting languagelearning and literacy. Be specific in discussing practical ways thateach role is shown.
Grading Rubric Please refer to the rubric on the next page for the grading criteria for this assignment. Lecture Notes
Welcome to Lesson 4. Introducing a child to literature is a thrillingexperience, and using different genres of literature and activities inthe classroom, to help them develop a love of literature, is a fun andrewarding task! This lesson presents many different real-life ideas toenrich and motivate children in language and literacy.
I have fond memories of specific books, but more than that, Iremember enjoying the time spent with books. As a parent, sharing bookswith my children is one of my favorite times of the day. I see theenjoyment they receive from books and the desire they have to read “justone more!” As a teacher, you will be able to pick out those studentswho have been read to often at home. You will see emerging literacyskills that alert you to the fact that these children are extremelyfamiliar with books, book qualities, and reading skills. Reading tochildren from the time they are very young has an amazing positiveinfluence on them later. It is often very difficult, if not impossible,to “spark” a child’s love for reading once the window of opportunity haspassed.
It is a very sad, but real, occurrence today that books are notconsistently present in children’s lives. For whatever reason, there aremany children who enter preschool (or school) without knowing theenjoyment of books. The emphasis that you place on books in yourclassroom will be crucial for the future of these children. Thinkcarefully about how you can increase interest in reading. Planactivities that center around books. Introduce characters that maybecome favorites. Hold discussions after reading that enrich and extendthe reading time.
Centuries ago, language was predominately oral. Written language wasrare, and the books that existed were only for the wealthy. Storytellingwas free, available to anyone, and unique to each storyteller. Timeshave certainly changed. Books are plentiful and available to everyone.You might say that the need for storytelling has disappeared; however,this is untrue. Storytelling provides an experience unlike any other.The listener is forced to construct in his own mind the images presentedin the story. Details must be attended to and imagined by the child.
Storytelling makes us unique. My children have begun requesting that Itell them a story each night about when I was little. They have enjoyedhearing about when I lost my first tooth, how my pet hamster escapedfrom his cage, the first time I made a cake by myself, and my first dayof school. They listen intently, ask questions, form images in theirminds, and ask to hear the same stories again and again.
Make storytelling a part of the day with your students. Choosestories from your own life, from books, magazines, or otherstorytellers. Practice. Practice. Practice. If you are fumbling through astory, your words aren’t flowing. If you must read from a cue card,then no one will enjoy listening. Memorize key parts. If there is aparticularly unique way the story begins or ends, memorize it. If thereis a repeated refrain or an especially important phrase, memorize it.
When you read a book to children, it is important that it sound thesame every time it is read. Children then begin to realize that print isconsistent and permanent. Storytelling does not have those sameboundaries. A storyteller has the license to use different words, indifferent ways, and at different times. For example, when I share mystories with my children they never say, “You didn’t tell it like thatlast time,” but you can bet that if I read a favorite book to themdifferently, they would know and comment on it.
You will be pleasantly surprised to observe children imitatingstorytellers while they are playing. They will use gestures, inflection,and voices. They will be excited about their stories and want to sharethem with others. Children can also dictate their own experiences orcreations to you. Write these down. Ask the students to share them withothers. Most children delight in telling their own stories and hearingothers share as well. This also provides you the opportunity to learnmore about your children, their thoughts, feelings, and ideas.
The ideas given throughout the chapters provide an assortment ofpossibilities for selecting and using books and for storytelling. Youwill enjoy using these in your classroom and they are a source ofguaranteed enjoyment for your students.
So many skills can be gained through literature, but the mostimportant goal for any teacher is to share the fun that books andstories offer. If you can excite children about books, the battle may bewon. Aim for victory!
