English Language Education Section
Curriculum Development Institute
Education Bureau
November 2015
To review how storytelling should be conducted in the primary English classroom
To share and discuss how to incorporate storytelling into the primary English classroom to promote reading and
values education
To provide hands-on activities for the participants to explore the use of storytelling as a teaching strategy for reading in the primary English classroom
Objectives
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3
School-based English
Language Curriculum
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Components of the School-based English Language Curriculum
English Language Curriculum Guide (Primary 1 – 6) (CDC, 2004)
40%
60%
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Five Teaching Strategies for Reading
English Language Curriculum Guide (P1-6) (CDC, 2004), p.A29
Purposes of the Five Teaching Strategies for Reading
With each teaching strategies, students should be involved in reading different text types for a variety of purposes.
Teachers should plan for:
reading to their pupils (Reading Aloud and Storytelling)
reading with their pupils (Shared Reading and Supported Reading)
reading by their pupils (Independent Reading)
Literacy Instruction for Teachers (LIFT) (English Language Education Section, 2007) http://www.edb.gov.hk/en/curriculum-development/kla/eng-edu/references-resources.html
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Deciding on the Teaching Strategies for Reading
Supports? Challenges?
• If there are many challenges and few supports, the text is probably best for storytelling or reading aloud.
• If there are more challenges than supports, the text is probably more suitable for use as a shared reading text.
• If there is a good balance of supports and challenges, the text is probably a good choice for a supported reading text.
• If there are many supports and a few challenges, the text is
probably suitable as a text for independent reading.
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Using Storytelling in the Primary English
Classroom
hold the attention and concentration span of students
stimulate emergent readers’ interest in reading
engage students interactively with the stories develop students’ capacity to respond and give
expression to imaginative experiences with increasing understanding
develop students’ listening skills, basic reading skills and skills in writing stories
help to promote reading across the curriculum
develop positive values and attitudes 9
Considerations in conducting
Storytelling in the primary
English classroom
Who should conduct storytelling?
How to choose appropriate
texts for storytelling?
How to conduct storytelling?
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All English teachers (both NETs and LETs)
Who should conduct storytelling?
What are teachers’
roles?
Making use of simple language and appropriate intonation, facial expressions,
gestures, props and pictures
Adjusting vocabulary in the process of storytelling to suit students’ language
proficiency
Basing on story books or drawing upon own experiences
Enhancing students’ participation through group participating
actions/sounds
What about
students?
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At the Market Focus:
• Steps in conducting Storytelling
Conducting Storytelling in the Primary English Classroom
At the Market
Activity:
Literacy Instruction for Teachers (LIFT) (English Language Education Section, 2007)
http://www.edb.gov.hk/en/curriculum-development/kla/eng- edu/references-resources.html
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narrative texts with repetitive language
patterns narrative texts
with clear and simple storyline
Features of the texts
real books with or without words
morals that help to promote values education
narrative texts with themes introduced in other
KLAs/subjects (Reading across the Curriculum)
rhythmic chants
Choosing appropriate texts for storytelling
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The use of storytelling as a teaching strategy for reading
The use of storytelling to
promote reading across the curriculum
The use of storytelling to
enhance students’ understanding of positive
values and attitudes
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Demo 1
– Using storytelling as a teaching
strategy for reading
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Demo 1 – Using storytelling as a teaching strategy for reading
• Story: The Tailor
• Features:
simple and clear storyline
repetitive language pattern
• Reading skill:
following predictable texts by recognising the
repeated use of sentence patterns
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Demo 2
– Using a story with a theme that can
promote Reading across the Curriculum
• Language Forms and Communicative
Functions
• Language Skills
• Language Development Strategies
• Generic Skills
• Attitudes Specific to English Language Learning
English Language Curriculum Guide (Primary 1 – 6) (2004), p.12 Basic Education Curriculum – Primary 1-6 (2014), Chapter 1
Roles of English Language teachers
Promoting reading across the curriculum (1)
To achieve the overall aims of education:
• lifelong learning
• whole-person development
School-based Major Concerns:
Creating a caring school campus
Nurturing responsible and considerate students
Curriculum planning in different KLAs/subjects
Life-long Learning and Whole-person Development
Achieving the aims of education
Promoting reading across the curriculum (2)
English Language
Nurturing positive values and attitudes through reading and
identifying values, attitudes and beliefs expressed in the text
40%
60%
Nurturing positive values and attitudes through reading and identifying values and attitudes expressed in the text
KS2 Module:
Caring for others
English Language
Reading Workshops
Storytelling Supported Reading
General English
Units:
- Good manners
- Getting on with others
Major Concern of the School
Creating a caring school campus
Nurturing
responsible and considerate
students
Bali
Everything is connected.
We should care about others.
Promoting reading across the curriculum (3)
Our Fragile Environment
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Demo 2 – Using a story with a theme that can promote reading across the curriculum
• Story: Bali
• Features:
simple and clear storyline
themes introduced in other Key Learning Areas/subjects
moral developing positive values and attitudes
• Reading skill:
identify characters, setting and sequence
of events in stories
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Demo 3
– Using a story with a moral that can
enhance students’ understanding of
positive values and attitudes
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Demo 3 – Using a story with a moral that can enhance students’ understanding of positive values and attitudes
• Story: The Road to Lhasa
• Features:
simple and clear storyline
repetitive language pattern
moral developing positive values and attitudes
• Reading skill:
infer ideas and feelings of characters
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Let’s listen to some sound…
https://www.youtube.com/watch?v=K5lE0wTDdZc
https://www.youtube.com/watch?v=CaxoscdmrG4 https://www.youtube.com/watch?v=4onbsh1VNfM
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Storytelling can…
appeal to students with diverse
learning needs
develop students’
language skills
foster the development
of positive values and attitudes provide
opportunities for cross- curricular
teaching
Concluding remarks
bring fun and enjoyable
learning experiences to students too enhance
students’
participation in lessons
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English Language
Reading
Workshops Storytelling
General English Unit:
Me and my friend Oreo
acceptance, being considerate
Major Concern of the School
Creating a caring school campus
Nurturing responsible, considerate and polite
students, family members and citizens
Features:
Related to students’
daily life experience
Develop positive values and attitudes
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1. Is storytelling best conducted by NETs?
2. Are story books and big books required in conducting storytelling?
3. Is storytelling only for very young children?
4. Is storytelling used only when there is spare time in English
lessons?
Teachers, do you have answers to these questions
now?
