SCHOOL EXCHANGESCHOOL EXCHANGE

Carlos Giménez (Centre Estudis Mollet)Laia Prat (Escola Abat Marcet)

Practicum V – Melinda Dooly

CONTEXTCONTEXT

CENTRE D’ESTUDIS MOLLETIndependent / semi-private

schoolOne class per grade

1 English teacher (P3 – 6th)2nd grade – 25 children

ESCOLA ABAT MARCETState school

Two classes per grade4 English teachers

1st grade – 27 children

DESCRIPTION OF THE ACTIVITYDESCRIPTION OF THE ACTIVITY

DESCRIPTION OF THE ACTIVITYDESCRIPTION OF THE ACTIVITYDescription of the session.-First reading of the story showing flashcards of each

animal while reading.-Review of the vocabulary of the book (animals and

colors)-Second reading of the story making mistakes on purpose. -”Creating our own story”Set up: -Materials: Book and Flashcards (pictures of the animals

and typed names of each one)

THEORETICAL BACKGROUNDTHEORETICAL BACKGROUNDMary Slattery & Jane Willis (2001)

Stories are interesting, enjoyable and fun. Help children revise language they are familiar with. Work on intonation and pronunciation by listening. Help children relate new things to what they know already. Can be told with pictures and gestures to help them understand an specific

content or area.

Ellis and Brewster (2002) Good for reinforce concepts already taught like colour, size or shape

Subjective theories: Students have worked on this content (colours and animals) during the course. Since it was a short activity, we considered the storytelling a suitable activity.

DISCUSSIONDISCUSSIONGENERAL SUMMARYSATISFIED WITH THE RESULTS OF THE

IMPLEMENTATION.POSITIVE ATTITUDE AND PARTICIPATIONGOOD COORDINATIONDIFFERENT MANAGEMENT OF THE CLASS TUTOR’S FEEDBACK

CRITICAL INCIDENCESCRITICAL INCIDENCES The tale is suitable and fun but maybe a bit repetitive. It was

easy for children to get distracted. The story is not real, there is not a real plot. Maybe it would had been interesting to use a interactive

board for story telling. We didn’t have a whiteboard in one of the schools though.

The class of Laia’s school was bigger, and we noticed that this fact affected to children’s attention.

In both schools, students presented some difficulties to understand the second activity on retelling the story correcting our mistakes.

CRITICAL INCIDENCESCRITICAL INCIDENCES

WHAT HAVE WE LEARNT?WHAT HAVE WE LEARNT?2 teachers in class makes activities much easier. Andrea Honigsfeld & Maria Dove (2008). Co-teaching can:

(a) become an effective support for inclusive practices to accommodate the needs of diverse English Language learners

(b) help all students meet national, state, and local standards

These activities make students be more engaged.It is nonetheless essential to choose the suitable

story depending on the characteristics of the group.

The use of storytelling in the class should be more spread in schools.

REFERENCESREFERENCESEllis, G., & Brewster, J. (2002). Sortytelling

methodology. In G. Ellis, & J. Brewster, Tell it again! The new storytelling handbook for primary teachers (pp. 1-47). Harlow: Penguin English.

Honigsfeld, A & Dove, M (2008). Co-teaching in the ESL Classroom. Delta Kappa Gamma Bull 74 no2 Wint 2008

Slaterry, M., & Willis, J. (2001). Reading and telling stories. In M. Slaterry & J. Willis. English for primary teachers (pp. 96-119). Oxford: Oxford University Press.

THANK YOUTHANK YOUFOR YOU ATTENTIONFOR YOU ATTENTION