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Stories from oral traditions from a variety of historical, cultural and geographical sources, arranged by year group, fully indexed with an introduction explaining how to use the Collection.
Here is the perfect collection for any teacher who needs a sourcebook of great traditional stories for children aged 5-11 to work from. This book is a handy one-stop shop of 147 traditional stories to retell, with an index linking all the stories to topics, values, plot types, genre, age group and country of origin. The stories come with an extensive sources and alternate print and web versions for teachers to use when working with the stories. All are written in the storyteller's voice for easy retelling by teachers and students. Chris Smith helped develop the Storytelling Schools model, 'where children learn to be storytellers' during more than ten years research in UK primary schools. He produced this collection in response to teachers' continuing requests for help in finding the right stories for the right topic. Now you can do it yourself! . This collection is the ideal companion book to The Storytelling Schools Method: Handbook for Teachers.
Stories from oral traditions from a variety of historical, cultural and world sources, with story sources and resources for families.
These wonderful world tales are from oral traditions from a variety of historical, cultural and world sources. Oral storytelling at home builds children's confidence in their unique voices and these stories are short and quick to learn. They may be read, told and retold and then explored within the family. The tales offer a rich vein of world heritage, giving your family a doorway into the wonderful world of traditional storytelling. Gathered here are retellings of traditional tales, told in the voice of a storyteller and perfect for 6-8 year olds. They are short, simple and quick to learn. Parents can read and tell the stories, so children can then tell them themselves. This is not just a handy and fun activity for bedtimes, family occasions, car journeys and parties: oral storytelling in the home builds children's confidence in their unique voices. It helps them to better understand themselves, each other and the world around them, and to speak so that others will listen. These world tales are all selected from the highly acclaimed 147 Traditional Stories for Primary School Children to Retell, a reference book used by teachers around the globe. In 2020/21 during COVID lockdown, more than four million online lessons were downloaded which used these stories as the starting point for learning language, communication and creativity. "Most precious of all was the bedtime story...being taken to the brink of sleep by just the right story." --Jamila Gavin, from the Foreword
This newly updated, user friendly Primary English Encyclopedia addresses all aspects of the primary English curriculum and is an invaluable reference for all training and practising teachers. Now in its fifth edition, entries have been revised to take account of new research and thinking. The approach is supportive of the reflective practitioner in meeting National Curriculum requirements in England and developing sound subject knowledge and good classroom practice. While the book is scholarly, the author writes in a conversational style and includes reproductions of covers of recommended children’s books and examples of children’s writing and drawing to add interest. The encyclopedia includes: over 600 entries , many expanded and entirely new for this edition, including entries on apps, blogging and computing; short definitions of key concepts; input on the initial teaching of reading including the teaching of phonics and the other cue-systems; extended entries on major topics such as speaking and listening, reading, writing, drama, poetry, non-fiction, bilingualism and children’s literature; information on new literacies and new kinds of texts for children; discussion of current issues and input on the history of English teaching in the primary years; extended entries on gender and literacy; important references for each topic, advice on further reading and accounts of recent research findings; and a Who’s Who of Primary English and lists of essential texts, updated for this new edition. This encyclopedia will be ideal for student teachers on BA and PGCE courses preparing for work in primary schools and primary school teachers. Anyone concerned with bringing about the informed and imaginative teaching of primary school English will find this book helpful and interesting.
More than 90 healing stories for telling during difficult times, written and collated by acclaimed therapeutic storyteller Susan Perrow, including 30 contributions from different cultures and countries worldwide. The book covers issues of grief, bereavement, separation, and loss. Chapters include: Loss of a Loved One; Loss of Place; Loss of Family Connection; Loss of a Pet; Loss of Health and Well-being; Other Kinds of Loss; Environmental Grief and Loss; Cycles of Life and Change; plus Patterns and Templates for Extension Activities (provided for some of the stories).
A Guided Reader to Early Years and Primary English draws on extracts from the published work of some of the most influential education writers to provide insight, guidance and clarity about key issues affecting early years practitioners and primary English teachers. The book brings together key extracts from classic and contemporary writing and contextualises these in both theoretical and practical terms. The extracts are accompanied by a summary of the key ideas and issues raised, questions to promote discussion and reflective practice, and annotated further reading lists to extend thinking. Taking a thematic approach and including a short introduction to each theme, the chapters cover: Models of and approaches to early years and primary English; Speaking and listening in English lessons: story-telling, drama, ‘booktalk’ and debate; Reading and responding to texts in English lessons; Writing in English lessons: finding a ‘voice’; Knowledge about language: grammar, spelling, punctuation and handwriting; The rich landscape of children’s literature; Non-fiction in English lessons; Planning, assessing and recording children’s progress: the learning cycle. Aimed at trainee and newly qualified teachers, those working towards Masters level qualifications and all those involved in the teaching of early years and primary English, this accessible, but critically provocative text will be an essential resource for those that wish to deepen their understanding of early years and primary English education.
Choosing and Using Fiction and Non-Fiction 3-11 is a guide for primary teachers to the many kinds of texts children encounter, use and enjoy in their nursery and primary school years, providing an invaluable insight into the literature available. Addressing important issues and allowing for the voices of teachers, reviewers and children to be heard, it contains suggestions of best practice which offer a more creative approach to learning. Including both fiction and non-fiction, with genres ranging from picturebooks to biographies, this fully updated second edition features: New coverage on recent books Discussion of new changes in concepts of literacy, particularly focused on technological advances in moving image media and virtual worlds The balance between print and screen-based texts on developing children’s visual and multimodal literacy Annotated booklists for each genre for different age groups New sections on equality, diversity and translation Exploring fiction, non-fiction and poetry, Choosing and Using Fiction and Non-Fiction 3-11 is an invaluable resource, supporting teachers as they help children on their journey to becoming insightful and critical readers of non-fiction, and sensitive and reflective readers of fiction.
Storytelling Schools is a tried and tested methodology for learning. It combines oracy, creativity and literacy into a single educational model. At its heart is fluent communication. Students learn to be storytellers, performing fiction and non-fiction pieces as a way of internalising language, structure and meaning in a simple and engaging way. The first Storytelling Schools handbook was published in 2013.Since then, the method has been adopted in hundreds of schools across the UK and beyond. This new handbook includes a range of new insights and approaches which have evolved over these seven years. The handbook is aimed at early years, primary school and middle school teachers as well as home educators. It will show you how to: Tell stories to your students Teach your students to retell the stories Link the stories to creative arts and creative writing Apply the method to non-fiction communication Apply the method across the curriculum Create new stories from old.
Handbook for teachers using Storytelling Schools methodology to teach literacy in schools. This dynamic approach to developing literacy helps children improve their writing, listening, empathy, speaking, reading, comprehension, performance, memory, imagination and confidence. It shows teachers the stages for learning how to tell stories, how to use stories in their teaching and how to teach children to tell their own stories with easy to use methods. In a storytelling school, all children learn how to be storytellers as a way to improve literacy and learning subjects across the curriculum.
