Storytelling Teaching Resources

This experience plan focuses on using storytelling as a teaching resource to enhance students' plot creation, logical thinking, and vocabulary skills. Students will be assigned plot-choice books, brainstorm qualities of good books, develop story flowcharts, and share their stories with the class. The plan aligns with the EYLF principle of respect for diversity and promotes lifelong learning. Teaching strategies include using real objects, thinking of endings, maintaining eye contact, and voice modulation. The plan also emphasizes the role of educators in breaking down the text and analyzing its implications. The delivery in the classroom involves random selection of students to narrate stories and subsequent discussion and explanation. The evaluation focuses on the child's progression in storytelling and creativity skills.

Experience plan
Date of implementation:
Title of experience – storytelling teaching resources
Each of the children will be assigned with a commercially available plot-choice book for reading.
Students should be provided with ample time, to discuss their impression regarding the stories tat
that they have read. The students are again given time to brainstorm their and develop a list of
the qualities of the most plot choice books. Two students would be made partners and a schedule
and a work method is established. Each of the pair will be provided with a story flowchart. This
flowchart can be used to develop a story with different endings. Next the children are encouraged
to read out the stories in front of the entire class.
Materials required and a diagram or photo of set up:
The book used for story telling

A rationale linking the justification of the learning experience to the skills identified in the observation
and ensuring the plan meets both the capabilities, interests and cultural contexts of the child
Storytelling activity would ensure that the students develops skills in creating the plot of
the story and think via a logical line of the story action. This will also enable them to explore and
invent characteristics with striking psychological and physical attributes. It should be remembered
that sharing stories helps in the development of the child in several ways. It helps the children to
know about some important and rich vocabularies and develops the early literary skills in the
children. Again it sparks the imagination in the child and helps to stimulate curiosity.
A link to an EYLF principle which relates to the underpinning philosophy of the experience plan :
 Respect for diversity: Children can be made to share stories reflecting on their own
culture.
 Children should be encouraged in the storytelling activity to ensure a prolonged lifelong
learning.
A list of developmental learning outcomes that are specific and can be evaluated and demonstrate
developmental progression from the skills identified in the original documentation:
 Students will be able to display a cultural understanding
 Students will be able to demonstrate excellent writing skills and rich vocabulary.
 Students will be demonstrate in the focus and the social skills.
A link to an EYLF outcome listing the specific aspect of child evidence example:
This activity can be linked with the learning outcome of the early learning outcome 2 and 4. At the
time of storytelling, the educators create environment, where children experience enjoyable,
caring and respectful relationship with the environment and people.
Again, as per the LO 4, children are confident and involved learners. The activity would encourage
the students to communicate with the peers and discuss about the story.
A list of the teaching strategies identifying how you will help the child meet each of the learning
outcomes you have planned

Some of the important strategies that can be followed for the story telling are –
 Using real objects
 Thinking of an ending
 Maintaining the eye contact
 Voice modulation
A link to an EYLF outcome educator learning promotion example
Learning outcome -5.0
As stated by Peter Freebody and Allan Luke (1990), in order to deal with the written texts,
students will need to adopt four roles namely- “Code breaker, text participants, text users and
text analyst. At the time of the storytelling activity each of the students will be assisted in breaking
the codes of the text. After the completion of the reading out of the story, the educators would
explain the text to the students thoroughly. Again, it is necessary to analyze the context of the
story with the present day context, followed by, how the text can have successful implication on
the real life problems.
A link to which EYLF practice your plan most relates to your teaching approach :
EYLF practice- Intentional teaching
Before the storytelling activity, a gist of the story can be shared with the students. This
can be done using pictures to draw the attention of the young learners.
Way of delivery in the classroom
In a class of 45 minutes, two children will be chosen randomly to narrate a story. After the
completion of the story, the educator would allow 5 minutes time to discuss it among themselves,
after which the teacher would proceed with the explanation of the text.

An evaluation that clearly describes the child’s progression towards achieving each of the learning
outcomes with examples of the child’s interaction with the environment, materials and others:
The child will be able to participate in the future story telling activities. It will increase his/her creativity
skills.
An evaluation of any other aspects of the planning that impacted on the success of the child’s
achievement
Digital devices could have been used for the storytelling activity.
A follow up of each experience that includes a brief description of the experience and the learning
outcome(s) to be achieved that reflects the child’s demonstrated skills, interests and cultural context:
Students will be able to demonstrate a good story telling skills, with well-developed phonetic skills.