For Teachers

How can Spellbinders help me and my students?



  • Supports your delivery of the ELA CCSS.
  • Is backed by independent research and teacher observation.
  • Trains and places volunteers as oral storytellers in local classrooms – yes, telling, not reading.
  • Provides 20 to 40 minute storytelling sessions based upon your needs as a teacher.
  • Returns each month so that children form long-term relationships with caring community members.
  • Gives you a fun, engaging and effective tool for your literacy building efforts.
  • Has more than 20 years of success in schools.
  • Is a Colorado-based nonprofit with Chapters across the nation.
  • Has nearly 400 volunteers nationwide paired with more than 2,000 classrooms.

Why oral storytelling?

  • Listening and speaking are core skills that cross all content areas.
  • Oral storytelling requires students to visualize and imagine. This supports reading comprehension and evokes critical thinking skills which are essential to all higher learning.
  • Tales from around the world expand a child’s world view.
  • Fables and folktales evoke grit, resiliency and perseverance as they show dragons can indeed be slain and that heroes and heroines can come from the most unlikely places.
  • Efforts that bring community members into the school increase hope and engagement in students which is linked to academic achievement. (Lopez, Shane. Hope, Academic Success and the Gallup Student Poll. Gallup Inc. 2009.)
  • Kids LOVE it! Making it a great stealth, literacy-building tool.

“Spellbinders’ storytelling reinforces our teachers’ efforts to foster a love of literature by complementing almost every component of our literacy efforts.”

— Diana Sirko, Superintendent of Schools, Roaring Fork School District RE-1

Dear grand bear – your storys inspire me to wright more and tell storys. I love your storys they make my minde run free   …”

— student, age 9

“Fairy tales are more than true; not because they tell us that dragons exist, but because they tell us that dragons can be beaten.”

– G. K. Chesterton, philosopher


“I love it when you tell us your stories.  To me your stories are more than a story. It is like a movie to me, or more than that, like I’m in the story.” 

— student, age 10 (grammar edited)


“Researchers have found that potential employers want their employees to have mastered two aspects of literacy often omitted from school curricula: listening and speaking.”

Cooper, J. Literacy: Helping Children Construct Meaning. Boston: Houghton Mifflin, 1997.