Yesterday I attended a very good workshop at the Timpanogos storytelling conference from an educator by the name of Sherry Norfolk. She had a lot of valuable information and says it was numerous and has made some examples. I plan on presenting my list of notes in the following three weeks of blogs for teachers, embellishments.

–          The human brain is geared for story.

–          Story has been taken out of school and education.

–          Local memory uses story memory and has an unlimited capacity of recollection.

–          You can present information to story that students will remember better. We organize information to story.

–          One way to implement information about a forest would be to present a story with several characters are walking through a forest. One of the children has never been enforced before and sees all the details of the forest. The newcomer expresses surprise at seeing each detail Of the forest while Her siblings and says “that obvious,” and then gives Additional nonfiction details about what the newcomer sees. That way the information is presented in an entertaining way and students remember better.

–          Pre-kindergarten: prepares kids for kindergarten. Common core says that information to be presented by text. Text can include and photos and other media. Aside from written text.

–          Some kids at five years old have never and taught how to count on all the colors. They just been told to shut up and sit down.

–          Pre-care education has since Simon to teach children how to retail news stories

–          When young children are told, a lot of stories are young, they learn cause-and-effect and prediction and inference. They also learned vocabulary words.

–          Studies show that children need to hear 1000 stories before they can learn to read. Stories are the way to teach children vocabulary.

–          If kids not getting story from home. The teachers need to provide stories to help inexperienced children to catch up with the rest of class.

–          Some fourth-graders have never hurts and guerrilla.

–          Watching TV does not permit children to create the own visualization. It is provided for them. While stories and picture books. Help with visualization

–          Even the little rhyme in CBC spider is a full story has a beginning, middle and end, and cause-and-effect.

–          Ask children to add meaning to images. One way to do this is when you’re teaching in itsy-bitsy spider can have objects that represent parts of the story such as the sun, spider, sprout, rain. Here are some examples that the instructor gave.

Spout = Toilet paper roll cover the tinfoil

Sun =can be drawn on a paper plate

Spider = fuzzy objects that to the end of the stick

Rain = a whole bunch of tinsel title the end of the stick

–          this kind of object lesson can help the children visualize what the rhyme, please

–          Let children each take a turn and acting out the story may be taking different objects to display. The advantage of this is if the child is not holding the spider in a diagonal way to climb up the spout that could be an indication that the child is not catching the interpretation of the rhyme and the teacher can know how to alter future education

–          kids at the age of four who can recite a nursery rhymes will be the best readers by the fourth grade

–          The brain needs to identify sounds. Rhymes help identify similar words.

–          Progression of teaching kids storytelling concepts

–          Share pitcher book on a certain topic, such as an event in the snow

–          Teachers can give a personal story of their personal experience in the snow.

–          What is different, and teacher points out how the similar because they both have snow.

–          Have each child take a turn and give an experience they had related to the snow while the children are talking the teacher writes it down their experience.

–          Each day. The teacher gives a different story and repeats the process so that children can eventually see how the picture book presents a story, the teacher story and then finally their stories written down all are related to experiences with snow or whatever toppings been covered-you can have children draw pictures of their experiences and then assign the students to attach their words to the pictures of the story.

More of this wonderful information will be presented in next week’s blog.

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