Regarding the most appropriate texts students can work with in primary education, the suggested text types are mainly:
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Developing didactic units from stories.
Stories, songs, rhymes play an essential role in our didactic units. Our objective is to develop receptive and productive skills. Oral or written production may revolve around the story song or rhyme we may be using. Listening comprehension and reading comprehension are essential items. These activities must be graded according to the levels defined in the contents for each course. All skills are taught jointly, but in the first years oral language predominates. Listening and reading comprehension are introduced in a more purposeful way around mid-stage and written production gains relevance in the final years.
Ellis and Brewster (2014) set up three steps for creating your own story-based syllabus:
They also established some points we have to take into account for selecting storybooks in order to be included in our syllabus:
Apart from choosing texts, activities also need to be taken into account, planned and designed in advance. These can be divided into three main types:
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