Like most primary schools, our literacy storeroom is full of “big books”. Teachers choose big books relevant for their class, taking into account the genre, level of difficulty, contents, features etc of the text. Big books are typically used at the beginning of reading lessons, to tune students in and there is usually a particular learning focus which the teacher reinforces. For the first few years of my teaching career, I was a regular visitor to the “big book” racks, and would spend a lot of time choosing the books that suited my needs for particular reading sessions.
Stories are a powerful tool in teaching young learners since they appeal to children’s imagination and sense of enjoyment, stimulate their interest, and meet their emotional, cognitive and psychological needs (Malkina, 1995). The Basic Education curriculum in Oman promotes storytelling using a big book while learners listen to a recording of the story.
Shared reading among students
Telling story using big book
Using Puppets in Storytelling
Puppetry is the art of bringing inanimate objects alive. Children do this instinctively, when they pick up an action figure—or a spoon, or a piece of broccoli—and give it voice and movement. Puppets are powerful. Children may feel more comfortable talking with puppets than with people and may even confide secrets to a puppet. Respect the child’s privacy in this case. Approach children gently with puppets. If a child is scared or shy, move the puppet’s focus away. Never insist that the child engage with a puppet. To make the puppet more approachable, have it mirror a child’s shyness.
Two Pupils in Story Telling
Interaction Using Puppets