E13 Early Childhood Literacy
Directions:Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the "Assignment Format" page for specific format requirements.
Briefly describe six of the nine criteria a teacher considers when selecting a story to tell to the class.
Next, name a story for each of the three main categories of stories.
Then create a numbered list showing the steps teachers typically go through to prepare for presenting a story to children.
Please refer to the rubric on the next page for the grading criteria for this assignment.
Welcome to Lesson 8. You made it! What an accomplishment. Think back to your first education course and how you felt when you began. Were you excited? Intimidated? Anxious? Whatever you were experiencing is probably very different from your feelings now. You have gained an enormous amount of information about children and how they are best educated. Your textbook is a resource that I am certain you will refer to many times in the future. The ideas given are relevant and extremely easy to use.
In this lesson, you compile all of the information learned to this point and create an effective language arts center in your classroom. If left to us, I’m sure we would all choose to have a huge classroom with all of the materials and supplies imaginable. Unfortunately, that is a rarity. In the textbook you will find a huge list of suggested materials for a language arts center. This is not meant to suggest that without all of these a quality center is impossible. Nor does it mean that nothing else could go into this center. Use the ideas, information, and supplies that are available and add other items as you see fit.
Always be on the lookout for supplies. Sometimes you will find them in unexpected places. One time I stopped at a Going-Out-Of-Business sale. Inside I found a stack of huge clipboards. I knew these would be great for the children to use while writing or drawing down on the floor. When I asked how much they were, I was told $2. When I said that I would take two of them, he said, “Oh, I meant $2 for all of them.” I got twelve enormous clipboards for $2 total! Garage sales may also have wonderful treasures for your center. I once found an old typewriter at a garage sale. My students loved typing! Any avenue that results in children trying new forms of writing, experimenting with what they know, and practicing their literacy skills is a win win!
Technology is such a part of our lives that it must be mentioned. Whatever your feelings about using or not using technology in your classroom, it is something you will need to consider. How will you use a classroom computer? How much time will children be allowed to use it? It is recommended that screen time for children be limited. This includes television, computer, tablets, etc. – basically anything that has a screen. A classroom computer’s screen should be in view at all times and monitored closely by the teacher or other adult in the room. Also, you will most likely be asked by parents about e-books. Using e-books is not terrible, if it is an addition, not a replacement, to a child’s reading opportunities. An e-book that reads itself to a child will never replace the value of a parent sharing a great book with a child.
Your classroom is set and you are ready to go. Now all you need are the children. Along with children, come parents. Have you thought about how you will get to know them? How will you use parent volunteers? Why do you need to even bother? The parents will be one of your greatest resources. No one else knows your students as well. No one else can provide you with insight into what makes Johnny tick. Will you make a home visit before school begins? Will you invite them into your classroom on a one-on-one basis? Will you send a note? Will you make telephone calls? Parents need to see from the beginning how much you want to know them and how much they are valued.
Don’t count on one form of communication to be the answer with all parents. Some will prefer email, some won’t. Some will appreciate a home visit, others may not. For some, a handwritten note may be perfect and speak volumes, while for others that extra effort may simply go unappreciated. The intention is key, and the desire to relate to parents will show that you care about what they care most about – their child. Find ways to incorporate the strengths of your parents. For example, if you have a parent who is a baker, what a wonderful opportunity to involve him or her in your classroom. What about a parent who plays a musical instrument? Can sing? Writes poetry? Has a new baby? Any connection you can make is important.
It is unfortunate that many children in our country grow up in homes with abuse, financial distress, uneducated parents, and improper supervision. As a teacher, you will have the complex and overwhelming job of reaching out to these parents and their children and helping in the best way you can. Be an encourager, not a judge. Be willing to offer help. Do not be disgusted by your observations. Offer suggestions in a nonthreatening, nonjudgmental way. Often, parents want to know how to help their children better, but have no idea what or how to ask. Allow children to take books home from your classroom. It is very possible that a book from the classroom may be the only book in the home.
If I had the opportunity to talk with parents about only one topic, it would be the negative impact that television has had on our children. Physically our children are not as healthy as in the past. They are also suffering mentally. By the time children reach school, they are so used to sitting, watching, and being passively entertained that school becomes frustrating, not exciting as it should be. The violence and inappropriate subject matter often depicted on TV are damaging to children. Please encourage parents to find alternate activities for their children.
You have quite a lot to think about as you begin your career. Your task isn’t small. Your responsibilities are great. Your rewards will be huge. Have a great time, and I wish you all the best!
Explanation & Answer
Running head: STORY TELLING
Criteria for storytelling;
The criteria of the story depend on the audience. The audience is the kids so the teacher
will use the visuals and electronic aids to help the students understand the story. Teachers decide
the stories on the basis of their experiences; they use their own stories, make it fun, give the
examples, analyze the storytelling goals and tell the most appropriate stories related to the
audience. Sometimes they use the screen to memorize the stories, especially for the early readers
and writers. For the effective storytelling process the words, story structure, and innovation are
keep in mind to elaborate on the procedure.
Stage 1: The objective of the storytelling
Stage 2: Teaching or learning method used by the teachers
Stage3: The comfort of the students
Stage 4: The comfort of the teachers
Stage 5: Are you allowed to use the chosen methods
Stage 6: The use of the chosen methods
Following are the more steps taken by the teachers while telling the stories.
1. Knows the story: The teacher should know the story. The teacher has the confidence to
tell the story and they can tell the story on the basis of the experiences. He does not use
any notes. Begin with the introduction of the story and involve the students after telling
the best introduction about the story. A good introduction can make them attached to the
story and they can show the interest in listening to it. For this purpose many things can be
done it can be visual, it can be oral and it can be written.
2. Voice: Teacher uses the voice to tell the story and it is called the oral form of storytelling.
The teacher uses the voice sometimes in low node sometimes in high nodes and with the
correct pronunciation. Invoice stor...