Using songs and stories

The importance of using songs The importance of using songs and stories to teach literacy in and stories to teach literacy in

the bilingual classroomthe bilingual classroom

Jennifer Wilson

At the end of this sessionAt the end of this sessionyou will:you will:

1. Have learned how to identify a good 1. Have learned how to identify a good story book to use in a bilingual story book to use in a bilingual preschool classpreschool class

2. Have learned at least three new 2. Have learned at least three new songs to use in the carpet sessionsongs to use in the carpet session

3. Have some activities to take away 3. Have some activities to take away and try out in your own classes.. and try out in your own classes..

Routines an essential part of Routines an essential part of preschool classroomspreschool classrooms

Start every class with your own personal welcome Start every class with your own personal welcome song.song.

Make it fun, fast and multisensorialMake it fun, fast and multisensorial Always bring your bag of tricks. (Puppets, Always bring your bag of tricks. (Puppets,

magnet board figures, realia)magnet board figures, realia) Talk about the weather, who’s missing? The date, Talk about the weather, who’s missing? The date,

the colour song, the body song an action song. the colour song, the body song an action song. Take out children in small groups to sing a song Take out children in small groups to sing a song each day.each day.

Tell a storyTell a story

Keeping Kids on TaskKeeping Kids on Task

Getting students attention.Getting students attention. Keeping attention focusedKeeping attention focused Routines and class rulesRoutines and class rules Use total physical Response (TPR)Use total physical Response (TPR)

Criteria for selecting a story Criteria for selecting a story bookbook

The story should have a repetitive element.The story should have a repetitive element. The text should match the pictures.The text should match the pictures. Should be cross curricularShould be cross curricular Text should be big enough to read togetherText should be big enough to read together Easy for children to retell. A simple plotEasy for children to retell. A simple plot The story should have a beginning a middle The story should have a beginning a middle

and an endand an end

What to do with the booksWhat to do with the books

Big Books, little books, lots of booksBig Books, little books, lots of booksHave lots of books availableHave lots of books available Shared reading on the matShared reading on the mat Repeat the storyRepeat the story Retell story and get the children to learn the chunks of Retell story and get the children to learn the chunks of

the story by heartthe story by heart Act out the storyAct out the story Retell the story making changesRetell the story making changes Always have visual support. Magnet board figuresAlways have visual support. Magnet board figures

Using a reading schemeUsing a reading scheme

Using a reading scheme is another way of Using a reading scheme is another way of progressing. progressing.

Oxford Reading Tree is my personal favorite for Oxford Reading Tree is my personal favorite for non native speakers of English.non native speakers of English.

Follow the adventures of the FamilyFollow the adventures of the Family

The same story can be used for The same story can be used for one or two weeksone or two weeks

Good story tellers do not read the story Good story tellers do not read the story to children.to children.

Good story tellers tell the story Good story tellers tell the story So you need to have practised before So you need to have practised before

reading it to the childrenreading it to the children Listen, Join in, RetellListen, Join in, Retell Use drama to help children get to know Use drama to help children get to know

a text. Act out the storya text. Act out the story

The Toys PartyThe Toys Party

Why use songs?Why use songs?

Music is an amazing tool for teaching Music is an amazing tool for teaching languages, especially to children. Good languages, especially to children. Good songs will bounce around in a learner's songs will bounce around in a learner's head long after their lesson is over. Young head long after their lesson is over. Young learners pick up vocabulary, grammatical learners pick up vocabulary, grammatical structures, and the rhythm of the language structures, and the rhythm of the language simply by doing what they already love to simply by doing what they already love to do...singing. Kids take songs home to do...singing. Kids take songs home to share with parents.share with parents.

What songs work for you?What songs work for you?

Find songs that tie in with topic units.Find songs that tie in with topic units. Always use actions to accompany the songs and Always use actions to accompany the songs and

help understanding.help understanding. Lean your favourite songs and build up your Lean your favourite songs and build up your

repetoirerepetoire Between 50 and 60 percent of the oral session Between 50 and 60 percent of the oral session

should be spent singing.should be spent singing. It helps to build a passive vocabulary and helps It helps to build a passive vocabulary and helps

pronunciation and stress.pronunciation and stress. Use youtube if you can’t singUse youtube if you can’t sing

In a cottage in a wood In a cottage in a wood

In a cottage 5 year olds.MOV

Great resources for songs Great resources for songs and storiesand stories

http://learnenglishkids.britishcouncil.org/en/

http://www.bbc.co.uk/cbeebies/ http://supersimplelearning.com/

THANK YOU!THANK YOU!