The Magic of Short, Silly Stories for Novice Learners
As teachers, we’re always looking for fun ways to help our students feel confident and engaged in learning a new language. Short, silly stories can be a big help, especially when they use high-frequency words and repeat simple structures. The key is to keep things simple and fun, and that’s exactly what these stories do. They use everyday words, straightforward structures, and most importantly, they allow students to use their creativity and put language into context.
Here’s why these little stories are so effective for your students:
High-Frequency Words Are Easier to Remember
When you use stories filled with everyday words like hay (there is/are), quiere (wants), va (goes), and tiene (has), you’re helping students acquire the most common building blocks of the language. The more students hear these words in context, the more they start using them naturally — without even realizing it. This is key to language acquisition. It’s like sneaking vegetables into mac and cheese… but with words!
For example:
Hay un perro que canta (There’s a dog that sings)
Hay una vaca que baila (There’s a cow that dances)
Hay un gato que corre (There’s a cat that runs)
These are the words students will use most in real conversations, so it’s great to get them familiar with them early on.
Repetition = Confidence
One of the best ways to support language acquisition is through repetition. When students hear the same sentence structures over and over, it helps them understand the patterns of the language. Repeating simple sentences builds confidence because they don’t have to figure out how to create new structures every time.
Imagine you’re using a story like this:
Hay un perro . El perro canta.
Hay un gato. E gato baila.
Hay un pez. El pez corre.
Students will start recognizing the pattern and feel comfortable predicting what comes next. This is a great way to support their language development and make them feel like they own the language.
They’ll even start joining in, repeating the sentences with you, and getting excited about what happens next. You’re creating a space where they can succeed with minimal effort.
Silly Stories Provide Context
Let’s be real: when a story makes us laugh, it sticks with us. Kids (and adults!) love silly stories. A llama in pajamas or a robot who thinks it’s a chicken? The stranger and funnier, the better!
Why? Because humor and unexpected twists make the story memorable. Students are more likely to remember vocabulary, sentence structures, and grammar rules when they’re laughing along the way.
Here’s a Quick Example:
Title: La Vaca Baila (The Dancing Cow)
Hay una vaca. (There’s a cow.)
La vaca baila. (The cow dances.)
La vaca baila en la casa. (The cow dances in the house.)
La vaca baila en la escuela. (The cow dances in the school.)
La vaca baila en el parque. (The cow dances in the park.)
¡La vaca baila en el supermercado! (The cow dances in the supermarket!)
Super short. Super silly. Super packed with high-frequency words. Yes, that’s a story! It has a character, an action, and changing settings. It’s perfect for early language learners—repetitive, fun, and easy to understand.
Your students will remember the words because of how fun the story is. And, as a bonus, you can play with the story to add new places and actions every time.
Easy to Model
Your students might need to see a few examples of stories before they begin writing their own. They could also work with a story that’s already written and focus on illustrating it. I always show my students at least four short stories that use the same structures to inspire them to create their own.
Want Them To Write Their Own Stories? Follow These Steps:
The best part about silly stories is how easy they are to create. I recommend starting by writing a story together as a class—this way, you’re modeling the process for your students. Here’s how you can get started:
- Pick a character — it could be a dog, a turtle, a robot, or even a potato!
- Pick a simple action — like singing, running, dancing, or eating.
- Repeat the action in different places, or add funny twists to make it sillier.
- Keep your sentences short and predictable.
Here’s a basic recipe to follow for your own story:
Hay un/una [character]. (There’s a [character].)
El/La [character] [action]. (The [character] [action].)
El/La [character] [action] en [place]. (The [character] [action] in [place].)
¡El/La [character] [action] en [even sillier place]!
Here are some examples of work from third-grade students. A few of them even chose to write their own original stories, while others decided to read the stories and illustrate them. Both are valuable ways for students at the novice level to demonstrate their comprehension and creativity.
Next time you’re planning a lesson—or just need a quick five-minute brain break—choose a fun character like a dinosaur, a robot, or even a dancing banana, and let the silly storytelling begin!
The best part? If you practice this with your students often enough, their stories can become fantastic sub plans—especially for students in third grade and up. Just provide a simple template for them to create and illustrate their own stories, and you’re all set!
Of course, it’s important to bring stories into the classroom where students can learn, see themselves reflected, and feel connected. But there should also be room for fun!
