This is the conclusion of notes I took while attending a very good workshop at the Timpanogos storytelling conference from an educator by the name of Sherry Norfolk. In the previous week I shared ideas that Sherry offered of how teachers can use storytelling more effectively in their classrooms. These are more notes to that presentation.

–          Why do we remember things? Remember things that are relevant to us. Whatever important points. We remember in a story or the points are concepts that we can most relate to.

–          Talk about the characters. What are they doing what is the setting. Have kids collaborate. When there is conflict about who wants to do what. In a collaboration. For example, when you want to have mapped out a scene. Instead of finding have them determine a way to make a vote. Such as taking turns or playing hammer and scissors to choose something

–          have kids and create a story in small groups

–          finally have a child tell the own story.

–          Second and third graders tell the story to a partner. This helps set the story in the child’s mind before the asked to write it down and having to think about how to write words to fit the story. Don’t force them to use cursive at this point you want to have them simply write down the story. That is seen verbally tell the story before writing it down helps to remember the story.

–          More training is to have kids tell the story using different voices to depict different characters. Then have been described have the voices sound like an attach those voices to add verbs like growl wheeze.

–          Fourth to fifth graders have to tell how and why things happen, such as the alternate story to grandma a grandma spider is when the moon stole the light and animals tried to get the light back. Prairie dog was afraid of the moon, and that is why the prairie dog never comes out during the day.

–          Common core requirements state present story to help meet standards.

–          When you tell a story in a city full of details.

–          Imagination is essential for telling and hearing the story.

–          When telling a story tell the story with details, actions, and a variety of voices.

–          Stories teach prospective, cause-and-effect.

–          Went on the teacher was given the assignment to teach some inner-city schools populated with African-Americans, the moment of history of the reef formation. (Freeing the slaves away from sin plantation owners were some freed slaves participated in sharecropping and others moved to the North. As information was presented to the classes. She then divided up the students into groups of 31 was to be representing the previous landowner, another was to present the point of view of the sharecropper, and the third student to present the point of view of the previous slave to move north. Each of the students or to try to persuade the others, use the details of history presented by the teacher and by reading and study, and it gives the others to have an understand the point of view of the person represent.

Sherry’s website: http://www.sherrynorfolk.com/