students need a lot of visual and tactile cues to be involved in a story. We have a
wonderful drama teacher who does a story every week with our students and she always
brings in some type of costume or hand-held puppet that is related to the story. She reads
the story first and then has each child participate in the story, and it was just amazing
to me how involved the children become. You can hear them repeating parts of the story
throughout the rest of the day--and the next day--after just one of her presentations.
This got me thinking about how to incorporate the story into other activities like
sorting. The children have fun doing it because the story makes it challenging and it
doesn't feel like sorting to them. So this is a time when I can hit on things
developmentally in a fun and meaningful way. It's a good time for me to assess where they
are with these things.
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This material was developed by the National Center to Improve Practice (NCIP) in collaboration with the Center for Literacy and Disabilities (CLD) at Duke University. NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013. Permission is granted to copy and disseminate this information. If you do so, please cite NCIP. Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by CLD, NCIP, EDC, or the U.S. Government. This site was last updated in September 1998.
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