Short Stories 2.7

When using short stories in the classroom, we can either read the story to our pupils, or let them read the story silently. There are benefits in both approaches. The latter requires pupils to use their reading skills, and each pupil will need a copy of the story. Pupils with more advanced language skills and patience can read a story on their own. However, for KS1 pupils, (but we shouldn't exclude KS2 pupils), reading aloud to them furnishes a lot of academic advantages. See the ten reasons.

Here is a list of strategies for reading aloud. Click the ones that you think are good practices and compare your answers to the suggested answers afterward.

	Use a variety of tones and facial expressions when reading a story.
	Adjust your pace of reading according to the plot of the story.
	Pronounce each word distinctly to indicate the consonant and vowel sounds clearly.
	Have pupils take notes while you are reading.
	Pupils must sit still and be very quiet before you start reading.
	Start your reading programme with short selections that involve interesting characters and strong action.
	KS2 pupils can be exposed to classics such as Oliver Twist or Little Women.
	Read the story as naturally as possible.
	You must read the story in advance in order to provide a smooth, comfortable presentation.
	Stories filled with descriptive passages, intricate characters and complicated plots are good reading materials because they can attract pupils' attention easily.
	Big picture books are good choices for young children only.
	We should only select stories which have familiar backgrounds or are of the same culture as our pupils.
	All selected stories for reading aloud should have some moral lessons.
	Dramatization can be used to a certain extent to arouse the interest of children.
	It is important that we finish a story in one sitting.