During family literacy night I was able to practice my DLTA lesson and my storytelling lesson. A variety of students asked to hear a story first and others asked to be read to. The book I read was Llama Llama and the Bully Goat, and the story I told was The Gingerbread Man with a different ending from the traditional story. Family Literacy Night was a great opportunity to practice my storytelling skills, and practice what questions allow them to think deeper. Although I enjoyed it there were moments that I thought about changing some questions and even changing my book. I also noticed the amount of distractions that can draw the attention away from the reading, but I learned a variety of ways that may work with students. Reading my DLTA,
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I organizes the ideas and thoughts of my story from a teacher that use to tell us the same story, but with a different ending during Christmas time. So, based on the students attending I would have a different ending, for example if they were younger in age, I would use the traditional story that they may have already heard of. If the student was older, I would change it up by having a different animal to eat the gingerbread man. This surprised a lot of the older kids, because they have heard of the traditional story, but changing something as simple as the ending allowed the students to be more excited to hear the story. During the story I had props shaped as animals, humans, and the gingerbread man. As I go through the story I would bring out each animal along with the gingerbread man, and when I mentioned the famous line “run, run as fast as you can, you can’t catch me, I’m the Gingerbread man, I would pass the gingerbread man to the student and we would pass it back and forth till the end. My tone of voice changed when I was emphasizing famous quotes or lines from the story, or when moments that I think the students will find interesting. When telling the story I want my props to be more engaging, but I enjoy having different endings, and props for the different endings for the students. Family literacy night allowed me to see the things I would change during a lesson whether it is storytelling or reading from a
I organizes the ideas and thoughts of my story from a teacher that use to tell us the same story, but with a different ending during Christmas time. So, based on the students attending I would have a different ending, for example if they were younger in age, I would use the traditional story that they may have already heard of. If the student was older, I would change it up by having a different animal to eat the gingerbread man. This surprised a lot of the older kids, because they have heard of the traditional story, but changing something as simple as the ending allowed the students to be more excited to hear the story. During the story I had props shaped as animals, humans, and the gingerbread man. As I go through the story I would bring out each animal along with the gingerbread man, and when I mentioned the famous line “run, run as fast as you can, you can’t catch me, I’m the Gingerbread man, I would pass the gingerbread man to the student and we would pass it back and forth till the end. My tone of voice changed when I was emphasizing famous quotes or lines from the story, or when moments that I think the students will find interesting. When telling the story I want my props to be more engaging, but I enjoy having different endings, and props for the different endings for the students. Family literacy night allowed me to see the things I would change during a lesson whether it is storytelling or reading from a