Children discover often traditional tales through parodies and quotes, then it is assumed they know the original text. It is not often the case, and if the mother does not care, they may arrive at school without the basic foundations of our common culture. The true story
gives them the opportunity to hear the past tense, especially the simple past. It offers forms of old and outdated language that allow students time to talk differently to a story. It is marked with all sorts of improbabilities that we learn to accept the conventional manner, an entry in the literature. Declined form of myth that inspired it, it can illustrate all aspects of real life.
The tale must first be said, comes from oral tradition. Although younger students may need illustrations for "entering" the story, the first vector of the myths and stories was the voice, he must dare to propose oral versions not supported on illustrations.
The power of words exploded without the support of images, teachers who engage primarily relate their reluctance (the use of illustration reassuring, it focuses the attention of students), and their satisfaction with the quality of the Listening obtained. In the collection mini Syros storytellers whose lyrics is the theme, The rice grain is a very good reference for access to the text read. We can begin by organizing with small groups ... (The Stone Soup Anais Vaugelade is another version of this story)
-The album pop up "the wolf and the 7 kids" Brothers Grimm, adapted by B. Heitz in point: modern illustrations on a traditional text.
-Tales of the carpet at Threshold youth have large full-page illustrations and text to read on the flap as a kamishibaï
-The little pebbles (Nathan), small format for a collection that restores the original text and provides illustrations to help understanding.
-A collection of Perrault's tales in their original version, with De La Martiniere Jeunesse offers eight stories followed their morals, with stunning illustrations by Corinne Chalmeau, Fabienne Tesseydre, Lionel Néouanic, Jerome Ruillier, Florence Pinel Stephan Laplanche, Florence Langlois and Emmanuelle Houdart.
In kindergarten, we will not hesitate to talk, touch, write about the story. Boxes with evocative objects, maps, books allow readers to students to materialize and redraft stories. They can help understanding.
Some card games (such as home Djeco Makili) offer characters and elements of stories that will reinvent new stories ...
PROGRAMMER TALES
All the stories are not suitable for all ages, here's how the teachers of St Brice Coglès were organized:
Classified Section : tales to the simple narrative structure (stories hike ), the characters clearly identified. Caution on purpose "scary."
Sample stories:
• Goldilocks and the 3 bears
• Red Hen The Little Red Hen •
• The 3 Little Pigs • The
merry gingerbread cake and other Roule
Kindengarten : tales of recovery of PS (role of repetition and learning "spiralaire") + shift to more substantial stories, with the meeting of archetypal characters such as "princess, fairy ..."
Sample stories:
• Little Red Riding Hood (if multiple versions, start with the less scary / highest figure ...)
• The Wolf and the 7 kids
• Peter and the Wolf
• Cinderella, Sleeping Beauty (harder), The Princess and the Pea, Snow White (between MS and GS) ...
Kindengarten : Resumption of previous stories + evolution towards accounts to the narrative more complex, with the discovery of world less secure (characters from the ogre, the witch ...).
• Jacques and the Beanstalk
• Tom Thumb • Hansel and Gretel
• Rapunzel • An African tale: Rafara .... (Tom Thumb but ...)
Once established this basis cultural, albums and humorous parody of Philip Corey, Geoffrey of Pennart Mario Ramos (...) will be most appreciated it refers to stories shared ...
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