Storytelling in the Classroom: Tips and Techniques

Posted on Mar 30, 2025 in English and Spanish Studies

Storytelling in the Classroom

Choosing and Preparing Stories

Types of Stories

There are many types of stories to choose from, each offering a unique richness:

  • Stories from the Imagination: Myths, traditional stories, fairy tales, legends, tall tales, and teaching stories.
  • Stories from Life Experience: Historical stories, news stories, personal stories, and children’s personal stories.

Sources of Stories

Myths, traditional stories, and historical stories can be found online by searching for “myths, stories, and legends.”

Choosing a Story

Consider these factors when selecting a story:

  • Your enjoyment of the story.
  • Your ability to tell it effectively.
  • Student engagement and comprehension.
  • Relevance to language learning objectives.
  • Opportunities for cross-curricular or topic work.
  • Potential for creative activities.
  • Strengthening the teacher-student bond.
  • Appropriate length.

Language Proficiency

Storytelling can be adapted for learners aged 5 to 15 with varying levels of English proficiency. The activities should be tailored to the children’s abilities and interests, focusing on what they can achieve rather than solely on avoiding mistakes.

Guidelines for Working with Lower Proficiency Levels

  • Non-verbal Responses: Encourage movement, drawing, or mime.
  • Repetition: Use call-and-response techniques.
  • Single Words: Accept short phrases or single words, combined with mime.
  • Written Support: Provide written words, phrases, or sentences.
  • Focus on Strengths: Appreciate children’s attempts and address language problems separately.
  • Mother Tongue: Use English as much as possible, but utilize the mother tongue when sensible.

Telling or Reading Aloud?

Both telling and reading aloud have their advantages.

Reading Aloud

Good Points

  1. No need to memorize the story.
  2. Reduced risk of language errors.
  3. Consistent text for prediction.
  4. Promotes reading and access to literature.
  5. Opportunity for borrowing books.
  6. Visual support from illustrations.
  7. Exposure to quality writing and artwork.

Not So Good Points

  1. Requires careful pacing to avoid overwhelming listeners.
  2. Risk of disengaging from the audience.

Telling Stories

Good Points

  1. Creates a personal connection with the audience.
  2. Offers a unique experience for children.
  3. Often easier to understand than reading aloud.
  4. Allows for adaptation and interaction.
  5. Encourages student participation and creativity.
  6. Enhances the teacher’s role.

Not So Good Points

  1. Requires memorization or familiarity with the story.
  2. Increased possibility of language errors.

Four Main Content Blocks

Block 1: Listening Comprehension (e.g., understanding everyday messages like advertisements).

Block 2: Oral Production and Interaction (e.g., dramatizations and dialogues).

Block 3: Reading Comprehension (e.g., extracting information from news articles or posters).

Block 4: Written Production and Interaction (e.g., writing short texts like letters or emails).