NECTFL 2009 - The Power of Folktales 
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Go to: Handouts - Story Maps - Presentation - Binta Visuals - Booklets - Emerging Readers
Handouts
Handout for Friday Presentation
The handout for the Canadian werewolf story and the Galapagos creation myth in full sized pdf.
Handout for Saturday Presentation
For the Thursday afternoon workshop. Includes the full sized pages in pdf format.
Story Maps
Complex Story Map Templates English, Spanish and French
These graphic organizers include spaces to record the setting, timeframe, characters, key vocabulary, and summary of a story. They can be adapted to any story. These story maps are best for children who can already read.
3 Turning Points template in English, Spanish, and French
This simple story map helps students focus the three main turning points of a story. You can replace the flowers with a graphic more appropriate: volcanoes for the Galapagos story, baobabs for the Senegalese story.
This activities allows emerging readers to discover the structure of a story without having to write the summary themselves. Students cut out the 5 sentences and glue them in the right spot: problem, resolution, or 3 steps to resolution. You can make the sentences simple or complicated. The example provided is for Senegalese story, Binta and the Baobab, but it can be adapted to any language.
WorkShop Presentation
Visuals for the Binta Story
You can download the pictures from the Binta story to use in your classroom.Once printed out, you can do a watercolor wash to give them a little color. The background is already in color. Click on the pictures to see them in full size, then right-click and choose "save image as..."
Story Booklets
| L'antilope et l'escargot | La batalla del mono |
| Binta et le baobab | La casa de azuleojos |
| En haut de la terre | Las islas encantadas |
| Les fées | La niña de Segovia |
| Les génies | Turrialba |
| Mimoun, le bûcheron |
Tips for Emerging Readers
You may wish to simplify these stories or choose a board book with 6-10 pages with one sentence each. Preschoolers love stories that repeat a catch phrase. Once you have chosen an appropriate story, here are some techniques to help the students who may take a couple of minutes to read a simple sentence and 15 minutes to write one sentence.
- Preview and predict. Before you open a new book, discuss the cover and illustrations. Ask the children to guess what might happen next.
- Simplified Sequencing: Use 3-5 exact sentences from the simple story. If you are focusing on decoding use sentence strips. If your goal is oral language, use pictures rather than sentence strips.
- Sentence Soup: Cut up several different sentences from the story ahead of time. Give each child a sentence (probably different from their neighbors) and a page with the characters on it. They glue it back together in the right order and cut out the characters they need. They draw around the characters to recreate the scene.
- Initial sounds: Help students develop discriminate sounds. Place in front of the class three large hula hoops each labeled with a different consonant sound. Ask students to place objects from the story, stuffed animals, props, or colors, and place them in the appropriate hula hoop.
- Phonics: If the target language has consistent phonics, emerging readers can benefit from learning and applying the rules. For example, "au" in French is pronounced "o". Children can try it out in words such as "faux" (false), "auto", or "restaurant".
- Phonics Matching: Find rhyming words from the story that build on the phonics already learned. For example "bobo" (owie) rhymes in French with "animaux" (animals)
- Language Experience charts: Use this technique to demonstrate the writing process. After the class has shared an experience together, the children dictate to the teacher to describe what happened. As the children contribute to the write up, the teacher helps guide them to improve their expression. The teacher also models appropriate writing and punctuation. This process allows the child to learn the value of his spoken words and to see that they can also be saved and shared.
- Blend Baseball Divide the class into two teams. As the "pitcher," you say aloud a word in parts, such as /s/ /a/ /t/. If the child who is "at bat" can successfully blend the word, he or she goes to first base. Proceed just as in baseball, with each team earning a point when a child makes it to home plate. (from Scholastic)
- Where Is It? This activity helps youngsters differentiate sound position in words. Have children draw three boxes, connected horizontally, on a sheet of paper. Distribute some sort of counter or marker to each child (bottle caps or checkers will do). Explain that you are going to say a list of words. Each word contains the sound /s/, some at the beginning, some in the middle, and some at the end. If students hear /s/ at the beginning of the word, they are to place the counter in the first box; if they hear it in the middle, the counter goes in the second box; at the end of the word, in the last box. Begin with the following word list: send, missing, sock, bus, less, passing, messy, safe. Continue the game with other sounds. (from Scholastic)
