Reading Bengali Story Books Online
Anna Ploof
More and more teachers and librarians want to reach their students and young patrons after hours by recording themselves reading books and posting them online for students to watch from home. They are concerned, however, about copyright law. Is it legal to publicly post these recordings? Can only certain books be recorded and posted?
Storytime is a quintessential service of public and school libraries, right up there with library lending. It instills an invaluable love of reading in children and contributes to early literacy and later success at school. One would be hard pressed to find a person who does not value storytime.
In addition to fair use, other factors can help you think through a copyright situation. The fact that hundreds of storytime performances can be found on YouTube and Facebook gives you an indication that the risk is low, and more significantly, a lot of people do not think that digital storytime is against the law. The public's behavior shapes the law and how we interpret it.
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StoryWorld ebooks are not passive read-aloud books. Instead, story narratives are supported by interactive and multi-sensory features that are especially helpful for ELLs and reluctant readers. Importantly, students can click any unfamiliar word or phrase to hear how it sounds, supporting word recognition and reading fluency.
Rooted in the mastery of one story a week, our method of Integrated Phonics creates an explicit, systematic, and content-rich approach to literacy that integrates the magic of stories with essential phonics skills.
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StoryWorld supports early literacy for all students in grades K-2 and includes special features specifically designed for ELL/MLLs appropriate for grades K-5. StoryWorld can be used for middle or high school students because basic vocabulary and English competency in all modalities apply to every language learner.
Yes. StoryWorld supports explicit instruction in the 5 Components of Literacy: phonemic awareness, phonics, fluency, vocabulary, and comprehension through the magic of stories and a blend of online and off-screen activities that engage all language modalities.
I must have been about seven when my father left Porbandar for Rajkot to become a member of the Rajasthanik Court. There I was put into a primary school, and I can well recollect those days, including the names and other particulars of the teachers who taught me. As at Porbandar, so here, there is hardly anything to note about my studies. I could have been only a mediocre student. From this school I went to the suburban school and thence to the high school, having already reached my twelfth year. I do not remember having ever told a lie, during this short period, either to my teachers or to my school-mates. I used to be very shy and avoided all company. My books and my lessons were my sole companions. To be at school at the stroke of the hour and to run back home as soon as the school closed that was my daily habit. I literally ran back, because I could not bear to talk to anybody. I was even afraid lest anyone should poke fun at me.
There is an incident which occurred at the examination during my first year at the high school and which is worth recording. Mr. Giles, the Educational Inspector, had come on a visit of inspection. He had set us five words to write as a spelling exercise. One of the words was 'kettle'. I had mis-spelt it. The teacher tried to prompt me with the point of his boot, but I would not be prompted. It was beyond me to see that he wanted me to copy the spelling from my neighbour's slate, for I had thought that the teacher was there to supervise us against copying. The result was that all the boys, except myself, were found to have spelt every word correctly. Only I had been stupid. The teacher tried later to bring this stupidity home to me. but without effect. I never could learn the art of 'copying'.
Yet the incident did not in the least diminish my respect for my teacher. I was by nature blind to the faults of elders. Later I came to know of many other failings of this teacher, but my regard for him remained the same. For I had learnt to carry out the orders of elders, not to scan their actions.
Two other incidents belonging to the same period have always clung to my memory. As a rule I had a distaste for any reading beyond my school books. The daily lessons had to be done, because I disliked being taken to task by my teacher as much as I disliked deceiving him. Therefore I would do the lessons, but often without my mind in them. Thus when even the lessons could not be done properly, there was of course no question of any extra reading. But somehow my eyes fell on a book purchased by my father. It was Shravana Pitribhakti Nataka (a play about Sharavana's devotion to his parents). I read it with intense interest. There came to our place about the same time itinerant showmen. One of the pictures I was shown was of Shravana carrying, by means of slings fitted for his shoulders, his blind parents on a pilgrimage. The book and the picture left an indelible impression on my mind. 'Here is an example for you to copy,' I said to myself. The agonized lament of the parents over Shravana's death is still fresh in my memory. The melting tune moved me deeply, and I played it on a concertina which my father had purchased for me.
There was a similar incident connected with another play. Just about this time, I had secured my father's permission to see a play performed by a certain dramatic company. This play-Harishchandra -captured my heart. I could never be tired of seeing it. But how often should I be permitted to go? It haunted me and I must have acted Harishchandra to myself times without number. 'Why should not all be truthful like Harishchandra?' was the question I asked myself day and night. To follow truth and to go through all the ordeals Harishchandra went through was the one ideal it inspired in me. I literally believed in the story of Harishchandra. The thought of it all often made me weep. My commonsense tells me today that Harishchandra could not have been a historical character. Still both Harishchandra and Shravana are living realities for me, and I am sure I should be moved as before if I were to read those plays again today.
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