STORIES FOR YOUNG LEARNERS 4PISMP TESL 1 ISL TASKS

Minggu/ Tarikh M1 1#/$ % &1/$" Topik/ Tajuk Exploration of types of stories Modern fantasy Realistic fiction Non-fiction Biography/Autobiography Folktales (folklore/ ythology! " fables" legends" parables TUTORIAL 1 !OUR " #roup task$ %hoose stories fro any & genres of children stories to be taught for a designated le'el" (ustify your choices) Read$ *urikulu +tandard +ekolahRendah) ,--.) *e enterian/ela0aran Malaysia$ Bahagian/erke bangan*urikulu ) %lass Readers list) ISL TASKS I !OUR "

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1 portance of stories for young learners

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Features of children2s stories %haracter +toryline 3i e se4uence %lass task$ +tudents identify and discuss +etting the features of 5iction children stories 6ength based on the books 1llustration they re e ber Read$
+tories and the teaching contexts in the pri ary English curriculu (Refer to Readersspecified in National +chool %urriculu ! 9orld of +elf 9orld of +tories 9orld of *no7ledge #roup 3ask$ Refer to school readers to deter ine ho7 they fit into - 9orld of +elf - 9orld of +tories - 9orld of *no7ledge

1ndi'idual task$ +tudents identify the first book they recall reading) 5ra7 the co'er and highlight 7hat they re e ber)

Read$ (ohnson" 5enise) (,--.!) The joy of childrens literature. Boston$ 8oughton Mifflin 8arcourt /ub) %o) (%hapter ,!

(ohnson" 5enise) (,--.!) The joy of childrens literature. Boston$ 8oughton Mifflin 8arcourt /ub) %o) (%hapter &! 8ancock" M) R) (,--:!) A celebration of literature and response: Children, books and teachers in K-8 classrooms) Ne7 (ersey$ /earson Edu) 1nc)

Read$

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+tories and de'elop ent of personalities 3he hopes of ankind For ing oral 0udg ents +ti ulate ental processes Effect on personality of learners

#roup 3ask$ 1dentify rele'ant titles fro the selected Readers that can help de'elop the personality traits listed) 1ndi'idual 3ask$ For any one title you ha'e selected" sho7 ho7 the personality traits of the characters can be used to help pupils for oral 0udge ents)

+a7yer" 9alter" E) (,--:!) ro!in" up !ith literature. (:th ed)! N;$ 3ho son) (%hapter <! 6ynch-Bro7n" %arol = 3o linson" %arl" M) (,-->!) #ssentials of Childrens $iterature. (>th ed)! Boston$ /earson) (%hapter <!

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+election of stories for young learners Appropriate language le'el %ontent ?isuals 6anguage learning potentials

#roup task$ 1dentify a story book you could use to de'elop a dra a perfor ance) 9hy is the book suitable@ 9hat are the benefits of such acti'ities@ Asing the sa e book" create & language focused acti'ities or 7orksheets)

Read$ Russell" 5a'id 6) (,--B!) $iterature for children: a short introduction. (>th ed)! Boston$ /earson) (%hapter ,!

Read$

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+tories in the E+6 %lassroo 3echni4ues and strategies in exploring Aesthetic 'alues 6inguistic features

#roup 3ask Explain different techni4ues and strategies in exploring$ - 1ntellectual de'elop ent (/iaget2s de'elop ental stages! oral/personality de'elop ent (*ohlberg2s Model!

+a7yer" 9alter" E) (,--:!) ro!in" up !ith literature. (:th ed)! N;$ 3ho son) (%hapter <! 6ynch-Bro7n" %arol = 3o linson" %arl" M) (,-->!) #ssentials of Childrens $iterature. (>th ed)! Boston$ /earson) (%hapter <!

M7 &)/# % &/' "

+tories in the E+6 %lassroo 3echni4ues and strategies in exploring 1ntellectual Moral / /ersonality

#roup task$ 3ake turns to tell a story) Ase your checklist to e'aluate your storytelling) %lass 7ork$ +ho7 case the best story tellers)

Read$ Russell" 5a'id 6) (,--B!) $iterature for children: a short introduction. (>th ed)! Boston$ /earson) (%hapter ,!

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B)-

%rafts of +torytelling 5iction 1ntonation #esture Facial expression

Discuss and analyze the following strategies reading aloud storytelling theatrical story telling children as authors and storytellers Discuss and analyze the benefits of using arious for!s and ty"es of "oetry

Read$ 6a b" N) (,--C! The art and craft of storytellin": a comprehensi%e "uide to classic !ritin" techni&ues) %incinnati" Dhio$ 9riter2s 5igest Books) Aseful AR6$ http$//storytellingcraftsandkids) blogspot)co / http$//777)ti eoutchicagokids)co + yth" () (,-->! 'torytellin" !ith youn" children) 9atson" A%3$ Early %hildhood Australia)

M# 1&/' % 1$/' " SEMESTER *REAK M 1$ 1)/' % &+/' " S,!OOL *ASE E-PERIEN,E P*S & M 11 &$/'. +//' " B)%rafts of +torytelling /oise ?oice pro0ection Body o'e ent 3i e /rops 1ndi'idual task$ +elect an ite 7hich could enhance their perfor ance as a story teller (e)g) card" sock" stick and paper" card and string" paper cups! 3hese ite s ha'e to be used to create a story) +tudents 0ustify their choices) Read$ 5a'ies" Allison) (,--E!) 'torytellin" in the classroom. Nottingha $ /aul %hap an /ublishing) (/art Dne!

+ yth" () (,-->! 'torytellin" !ith youn" children) 9atson" A%3$ Early %hildhood Australia)

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E)-

Exploring 6anguage through stories 5e'eloping fluency and cohesion Reading aloud and understanding

%lass task$ #roup Dne$ usesBig Book strategy #roup 37o $ uses Round Robin strategy Ase the story chosen to discuss suitable techni4ues and strategies to enhance understanding

Read$ *arge" B) 5) =5unnick" M) M) (,--&!) (uppet )*lannelboard: 'tories for +eadin" +eadiness. 9est inster$ Mary 5) + ith" M) +) Ed) 5a'ies" Allison) (,--E!) 'torytellin" in the classroom. Nottingha $ /aul %hap an /ublishing) (/art 37o! + yth" () (,-->! 'torytellin" !ith youn" children) 9atson" A%3$ Early %hildhood Australia)

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E)-

Exploring 6anguage through stories +tories and 7riting +tories and critical thinking

#roup task$ +elect a story and identify the conflict) Make suggestions for solutions) %hoose any of the solutions suggested to create a ne7 ending)

Read$ 8ancock" M) R) (,--:!) A celebration of literature and response: Children, books and teachers in K-8 classrooms) Ne7 (ersey$ /earson Edu) 1nc) (/art 3hree!

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+torytelling /erfor ance /reparation for +torytelling

+tudents prepare for storytelling assess ent$ 7riting scripts characteriFation crafts and props

8ancock" M) R) (,--:!) A celebration of literature and response: Children, books and teachers in K-8 classrooms) Ne7 (ersey$ /earson Edu) 1nc) (/art 3hree! %ox" %) (,--C!) Teachin" lan"ua"e arts: A student-centred classroom) (Bthed!) Massachusetts$ Allyn= Bacon) (%hapter >!

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+torytelling /erfor ance +torytelling

Read$ M 16 +//) % 4/1/ " .)+torytelling /erfor ance Reflection Exhibition of story crafts /reparation for story crafts exhibition Farr" Roger (<..-!) G+etting directions for language arts portfolios)G Educational 6eadership" :C (&!" <-&) 8ancock" M) R) (,--:!) A celebration of literature and response: Children, books and teachers in K-8 classrooms) Ne7 (ersey$ /earson Edu) 1nc) (/art 3hree!

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C)-

3ypes of Assess ent /ortfolio Aural-oral assess ent 9ritten assess ent

%lass task$ 5iscuss and create a set of criteria for portfolio assess ent) Rationalise each criteria and suggest suitable docu entation) #roup task$ 5esign aural-oral and 7ritten assess ent using stories as resource) 5iscuss ho7 these assess ents can be

M 18 14/1/ % 1'/1/" RE0ISION M 1# &1/1/ % &(/1/" RE0ISION M 2$ &'/1/ % 1/11" RE0ISION

M 21 4/11 % '/11" E-AMINATION M22 11/11 % 1(/11" E-AMINATION