We know that children are active participants in their acquisition of language. Their language patterns are learned in social contexts while they are interacting with other children and adults. Studies continue to confirm that the development of vocabulary and syntactic complexity in language are more advanced in children who are frequently exposed to a variety of stories. Psycholinguists define reading as an active process based upon this interaction that is creative and predictive. When an audience listens to a storyteller, this type of thinking is demanded of them. The quality of that participation serves to enhance language usage. How does consistent exposure to a variety of stories improve the specific literacy skills of vocabulary, grammatics. length of utterance and sentence formation? How can we measure these gains qualitatively and quantitatively? What sorts of questions should we ask children to elicit creative and predictive thinking? This pilot study attempts to answer these questions and provide a framework for implementing the art of storytelling in individual classrooms.