Spoken Language
True Stories
Materials Only those items that may serve as a visual reference, such as a cultural
object or a language card.
Purposes • To help the child learn to express his ideas clearly and in logical
sequence.
• To build self-confidence
• Preparation for written composition (creative writing)
Age 2.5 and up
Presentation 1. Invite an individual or small group to a working mat or chowki,
bringing the item which indicates storytelling.
2. Introduce the storytelling indicator as needed with any special rules
regarding it (i.e. for candles, rain sticks, etc.).
3. “This is a true story.”
4. Tell a story about a real person, place, animal or own childhood.
5. Have a brief discussion (but not every time).
6. Invite the children to take turns telling a story.
7. “You can tell stories whenever you like. Use (this item) to indicate
that storytelling is the work you are doing.”
Following None
Exercises
Pedagogical The children need the opportunity to hear true stories. Your stories
Notes should be about subjects that are familiar. True stories can expand
to include cultural and historical subjects: stories about holidays,
art, musicians, rocks, etc. Once you have modeled how to tell true
stories, the children can be encouraged to tell their own stories. This
should come from the child, for we do not have “show and tell” in
the children’s house. This is because it is contrived and it puts
pressure on the children to participate. When a child has something
to share, help the child form their story in private before the child
shares at the group gathering. If there is no gathering planned, an
object can put on the special interest table and if they see someone
looking at it, they can go to the table and give a one-on-one story.
Edit the objects that children bring in for sharing ( toys or weird
things they can share only with you). If you do not share their
offering with the group, let them know why. Objects on special
interest table can have language labels created by the teacher so that
reading can be involved. Help the child formulate a true story for
that object and let them share it with anyone who shows interest in
their object.
Spoken Language
True Stories
The following are guidelines for technique in telling true stories:
Tell the story with expression in your voice.
Tell concrete details, use specific vocabulary that might be new.
Keep it short (3 minutes or under)
Speak slowly and distinctly enough, so that the children have time to
create their own mental images.
Your true story may inspire the children to tell their own true stories.
Longer stories can be broken up into several smaller stories.
Try to weave new vocabulary into your story.
Never question the children about the story. If a child spontaneously
asks a question, you can answer it. This is because these are
offerings, the child will absorb as much as they are interested in. If
you ask questions, the child feels as if they are being quizzed. For
older children, you can ask if they heard new words in the story and
then you can follow with vocabulary.
Don’t let children interrupt to ask questions, let them do it at the end.
Guidelines for Choosing Stories
• They should be developmentally appropriate for the age of
the children.
• Avoid stories that are moralistic, beyond a child’s
understanding, or are frightening.
• The best stories that children like are about real life and
especially stories about when you
were young.
• Tell stories about famous and non-famous people.
• We need to be a model for storytelling and encourage
young children to tell stories.
• For older children, be sure to tell stories that include
history.
