Literacy Teaching Toolkit video: Stories to tell

Stories are an essential way of sharing knowledge, language, and culture.

This video features multiple ways of exploring stories with children, through reading, storytelling, drama, fine arts, and writing experiences.

Reflective practice

Observe

  • The multiple ways that children engage with stories.
  • The dialogic reading strategies used by the educator reading Too Tight Benito.
  • The ways that educators link the stories to everyday life.
  • The strategies used by educators to facilitate children’s expression of their own stories.
  • The use of a comic book style text to introduce one way for children to learn to create their own stories, with multiple events in a narrative sequence.
  • The educator’s “capturing” of the children’s voice for their comic story, by recording the children’s words/expression word-for-word.

Reflection questions

  • Why are stories an important way of sharing knowledge and culture?
  • In what ways do educators scaffold children’s learning through stories?
  • What is “collaborative story writing”, and how can this develop children’s narrative understanding?
  • How can these ideas for experiences be adapted for the children in your setting?
  • What are some ways to allow for more open-ended, and unstructured drawing (and fine arts) experiences?

Learning experience plan

This learning experience plan relates to:

  • integrated language and literacy experiences
  • early language users, language and emergent literacy learners (24 –60 months).
  • learning foci: stories and narratives (interacting with others), exploring and creating texts (emergent literacy), writing with children (emergent literacy)
  • teaching practices: reading with children (emergent literacy).

Links to VEYLDF

Outcome 5: communication

  • children engage with a range of texts and get meaning from these textslisten and respond to sounds and patterns in speech, stories and rhyme
  • view and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions
  • recognise and engage with written and oral culturally constructed texts.
  • children begin to understand how symbols and pattern systems worklisten and respond to sounds and patterns in speech, stories and rhyme.

Victorian Curriculum level F-2: Literature

Respond to texts, identifying favourite stories, authors and illustrators. Share feelings and thoughts about the events and characters in texts.

Related videos and learning experience plans

Videos

Experience plans

Links to sections