Meaningful Collaborative Conversation
I ask the students about the places we make friends.
I ask: Where do you make friends?
I give them time to think about where they make friends.
I say: Turn and talk to your partner about where you make friends. I suggest the linguistic pattern: I make friends at ____. Or A good place to make friends is ___.
As students are talking, I assist and prompt where necessary. Because my students are second language learners, they often need help with generating a sentence in English. It isn't uncommon for the students to tell me their sentence in Spanish and I translate it into English for them. After they hear it in English once, I have them echo me in English so they practice using their English in a nonthreatening situation. Because it is a small group and I am talking with just them in a quiet voice, they are often more receptive and participatory.
Release of Responsibility- We do together
Students will sequence The Lonely Prince events with the teacher’s guidance. I use smaller versions of the large sketches we used for the whole group sequence previously. Students place the events in order in a flow map. I still do it with students, but at this time of year they are beginning to need less guidance.
We orally go over the events what each drawing depicts. We sequence them one at a time, from beginning to end of the story. I do mine on the document camera and students follow right along with me.
Review events with students sitting on the carpet with me
First, I review what event each sketch represents. I ask: What does this sketch represent? This goes fairly quickly, as we have done this previously.
I say: Boys and girls, what do we usually do first when we are putting our events in order on our flow map? (cut out all of the events) Cut out your events first. What do we do next? (glue them in order)
I model cutting out each event and placing it in front of me. I ask: What always goes first in a story? (title) That’s right. I am going to glue my title in the first box. I glue the title in my first box modeling that we use just a small dot of glue.
I say: When you get your events, I want you to go sit in your seat, cut them out like I did and glue the title in the first box. Any questions?
Sequence of events- guided whole group
When I see that students have cut their events and glued the title, I call their attention to my flow map that is projecting on the document camera. I prompt: Look at all of your events from The Lonely Prince. Look for the one that happened FIRST in the story and hold it up in the air so I can see it. As students are doing that, I am walking around to check their choices. I do not give corrective feedback right away, because I want them to participate without feeling threatened that I am going to call them out for having the wrong picture in their hand.
When everyone has a picture held up, I go back to the document camera and say: Boys and girls, you should be holding the picture of the prince sitting thinking about having friends. It looks like this. I show the the correct picture by placing it on the document camera.
I continue: Let's glue that picture into our next box on our flow map. First you should have the title. Next should come this picture. (displaying the correct event on the document camera)
We follow this same format for all of our events. When we are done we practice retelling (A retell is verbal where students (in kindergarten) rely on pictures to summarize the story ) the events by 'reading the pictures.' Depending on the level of English I have in my class, I have students generate a sentence for each picture or I generate the sentence and students echo me.
Eventually students will be retelling stories by themselves, but they need a lot of practice and direct instruction before I release the responsibility of the retell completely to them.
This follows the pattern of our reading series. We sequence events whole group on day 4 of the text then the rigor is upped and kids sequence on day 5. It is an formative assessment tool for me to see who can follow directions, understands the story and the importance of event sequence.
Write off the map
Using the tree map we created yesterday, the students write two new sentences from their map. I briefly review how we write off of the tree map. I have my tree map on the document camera and say: Let's write our ARE sentences first. I touch, you read. I first touch the "My friends" and students read "My friends." I move my finger down and touch "are" and students read "are." I prompt: Let's read that together so it sounds like a sentence. I touch, you read. I move my finger under the words "My friends are" and students read the words.
I ask: What is our first word? (friendly) I prompt: Everybody say "My friends are friendly." Students echo. I continue: Excellent. Now let's write that! I write on my paper on the document camera as students write on theirs. As I am writing, I remind students: Boys and girls, you have the words you need for your sentence right here on the map. (I touch the words MY FRIENDS ARE FRIENDLY) You can use those or you can look at my sentence.
I follow the same pattern for the rest of the words on the map. Depending on time and ability level, I may only write 3-4 sentences. My main goal is to give the kids guided practice with writing off of a tree map.
If I have a capable class, I might challenge them to write one sentence on their own!
When we are done writing, we read the paragraph as a whole group. I generally use the "I touch, you read" prompt so the students are doing the reading. If they need help with a word, we echo read it. (I say the word and kids repeat) This gives the kids practice with fluency, blending and sight word recognition. These are all very important Common Core standards for Kindergarten!
What I like about it!
What I like about this tree map is its versatility. You can use it for any topic and you can make it as complex or basic as you need for your instruction!