“I love the way that you get really into your storytelling.
It makes me feel like I’m in the story!”
5th grader
Tomoka Elementary School
Ormond Beach, Florida
|
| Educational benefits - menu |
| |
Educational
benefits of Kaleidoscope programs
Educational
standards and strategies
Florida
Sunshine State Standards: Grades PreK-2
Florida
Sunshine State Standards: Grades 3-5
ESOL
Strategies |
| |
Scroll down or
jump directly to each section by clicking on the menu item. |
| |
|
|
| Educational benefits of Kaleidoscope
programs |
| |
While
our shows are designed to be fun, to capture the child’s
imagination and awaken an interest in the stories that we love,
we believe that Kaleidoscope presentations also advance the child’s
education.
These educational benefits are not “tacked
on,” but are an intrinsic part of our programs. Over the
years, many teachers, storytellers and educational researchers
have commented upon the benefits of telling stories to children.
Others have explored the impact of teaching and entertaining
with puppets.
(For more information on this topic,
visit our annotated bibliographies and links to on-line resources
about the educational benefits of using stories and puppets.) |
| |
|
|
| Educational standards and strategies |
| |
Kaleidoscope
Storytellers programs, including our teacher activity packets,
are structured so that each addresses a number of Florida Sunshine
State Standards and ESOL Strategies. In the notes about the Kaleidoscope
shows now on tour, we make reference
(by subject area and number) to the standards and strategies
that are met by each show. The following lists expand on those
abbreviated references, giving greater detail about the standards
and strategies that we feel are particularly pertinent to the
content and style of our presentations. |
| |
|
|
| Back to educational
benefits menu |
| Click here to go to Shows Now on
Tour page |
| |
|
|
| Florida Sunshine State Standards: Grades
PreK-2 |
| |
Language
Arts/Reading |
| |
|
Standard 1.1.2 [The student] identifies words and
constructs meaning from . . . context clues.
Standard 1.1.4 [The student] increases comprehension by
. . . retelling and discussion. |
| |
Language
Arts/Writing |
| |
|
Standard 2.1.1 [The student] makes a plan . . . that
includes a central idea and related ideas.
Standard 2.1.2 [The student] drafts and revises simple
. . . stories . . . that have a beginning, middle and ending;
effectively use common words; have supporting detail. |
| |
Language
Arts/Listening, Viewing and Speaking |
| |
|
Standard 3.1 The student uses listening strategies
effectively.
Standard 3.2 The student uses viewing strategies effectively.
Standard 3.3 The student uses speaking strategies effectively. |
| |
Language
Arts/Language |
| |
|
Standard
4.1 The student understands
the nature of language.
Standard 4.2 The student understands the power of language. |
| |
Language
Arts/Literature |
| |
|
Standard
5.1 The student understands
the common features of a variety of literary forms.
Standard 5.2 The student responds critically to fiction
. . . poetry, and drama. |
| |
Mathematics/Geometry
and Spatial Sense |
| |
|
Standard
3.1 The student describes,
draws, identifies and analyzes two- and three-dimensional shapes.
Standard 3.2 The student visualizes and illustrates ways
in which shapes can be combined, subdivided, and changed. |
| |
Science/Processes
that Shape the Earth |
| |
|
Standard 3.2 The student understands the need for
protection of the natural systems on Earth. |
| |
Science/How
Living Things Interact with Their Environment |
| |
|
Standard 6.1
The student understands
the competitive, interdependent,
cyclic nature of living things in the environment.
Standard 6.2 The student understands the consequences
of using limited
natural resources. |
| |
Social Studies/Time,
Continuity, and Change [History] |
| |
|
Standard
1.3.2 [The student]
understands the daily life, history and beliefs of a country
as reflected in dance, music or other art forms.
Standard 1.3.3 [The student] understands the cultural
traditions and contributions of various societies. |
| |
Theater/Skills
and Techniques |
| |
|
Standard
1.1 The student acts
by developing, communicating, and sustaining characters in improvisation
and . . . informal productions. |
| |
Theater/Creation
and Communication |
| |
|
Standard
2.1 The student improvises
. . . creates simple scenes that have a setting, dialogue, and
plot. |
| |
Theater/Cultural
and Historical Connections |
| |
|
Standard 3.1.3 [The student] understands characters,
situations, and dramatic media from the stories and dramas of
various cultures. |
| |
Theater/Aesthetic
and Critical Analysis |
| |
|
Standard 4.1.1 [The student] portrays imaginary sensory
experiences.
Standard 4.1.3 [The student] understands appropriate audience
responses to dramatic presentations.
|
| Back to educational
benefits menu |
|
Click here to
go to Shows Now on Tour page |
| |
|
|
| Florida Sunshine State Standards: Grades
3-5 |
| |
Language
Arts/Reading |
| |
|
Standard
1.1.2 [The student]
selects from a variety of simple strategies . . . context clues
. . . retelling, and using visual cues, to identify words and
construct meaning . . . |
| |
Language
Arts/Writing |
| |
|
Standard
2.1.1 [The student]
prepares for writing by . . . focusing on a central idea . .
.
Standard 2.1.2 [The student] drafts and revises writing
. . . that has a logical organizational pattern, including a
beginning, middle, conclusion and transitional devices; demonstrates
a sense of completeness or wholeness.
Standard 2.2.5 [The student] creates narratives in which
ideas, details, and events are in a logical order and are relevant
to the story line. |
| |
Language
Arts/Listening, Viewing and Speaking |
| |
|
Standard
3.1.1 [The student]
listens and responds to a variety of oral presentations.
Standard 3.1.4 [The student] listens attentively to the
speaker, including making eye contact and facing the speaker.
Standard 3.3 The student uses speaking strategies effectively. |
| |
Language
Arts/Language |
| |
|
Standard
4.2 The student understands
the power of language. |
| |
Language
Arts/Literature |
| |
|
Standard
5.1.2 [The student]
understands the development of plot and how conflicts are resolved
in a story.
Standard 5.2 The student responds critically to fiction,
nonfiction, poetry, and drama. |
| |
Science/Processes
that Shape the Earth |
| |
|
Standard 4.2 The student understands the need for
protection of the natural systems on Earth. |
| |
Science/How
Living Things Interact with Their Environment |
| |
|
Standard 7.1
The student understands
the competitive, interdependent,
cyclic nature of living things in the environment.
Standard 7.2 The student understands the consequences
of using limited
natural resources. |
| |
Science/The
Nature of Science |
| |
|
Standard
8.3.3 [The student]
knows that before a group of people build something or try something
new, they should determine how it may affect other people. |
| |
Social Studies/Time,
Continuity, and Change [History] |
| |
|
Standard
1.6.5 [The student]
knows how various cultures contributed to the unique social,
cultural, economic and political features of Florida. |
| |
Social Studies/People,
Places and Environments |
| |
|
Standard
2.2.3 [The student]
understands how human activity affects the physical environment. |
| |
Theater/Creation
and Communication |
| |
|
Standard
2.1.1 [The student]
knows how improvised dialogue and scenes are used to tell stories
and create characters. |
| |
Theater/Cultural
and Historical Connections |
| |
|
Standard
3.1.3 [The student]
understands how theater reflects culture through universal characters
and dramas from various cultures. |
| |
Theater/Aesthetic
and Critical Analysis |
| |
|
Standard
4.1.1 [The student]
knows how theater uses visual elements . . . sound . . . and
movement . . . to communicate.
Standard 4.1.4 [The student] articulates emotional responses
to . . . dramatic performances.
|
| Back to educational
benefits menu |
| Click
here to go to Shows Now on Tour page |
| |
|
|
| ESOL (English for Speakers of Other
Languages) Strategies |
| |
These
are excerpts from a list of instructional strategies identified
as effective in second language learning. We feel that the following
strategies match up with our approach in Kaleidoscope presentations
and teacher packets. |
| |
|
|
| |
Teaching
Story Structure |
| |
|
...The
teacher uses cueing strategies (changes in voice for various
characters and changes in facial expression).... |
| |
Repetition |
| |
|
Words
and sentences are repeated. |
| |
Demonstration |
| |
|
The
teacher models a word, sentence, or action. |
| |
Description |
| |
|
Describing
an action or object. |
| |
Pantomimes |
| |
|
Silent
actions and imitations which show emotions and feelings. |
| |
Dramatization |
| |
|
The
teacher dramatizes a story or allows the students to act out
a story. Choral speaking, singing, puppetry, dance and movement
are also ways to dramatize |
| |
Participation |
| |
|
Students
participate in group activities. |
| |
Sequencing |
| |
|
Students
put pictures or objects in proper order. |
| |
Semantic
Webbing |
| |
|
Students
learn how to perceive relationships and integrate information
and concepts within the context of a main idea or topic. |
| |
Chunking |
| |
|
Use
“chunks” of language in meaningful, appropriate, and
playful context. |
| |
Problem
Solving |
| |
|
Students
learn to restate the problem, brainstorm, look at the problem
in different ways, identify models, state possible cases, determine
hypothesis and draw conclusions. |
| |
|
|
| Back
to educational benefits menu |
| Click
here to go to Shows Now on Tour page |
| |
|
|
