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Part II of CI Liftoff

CI Liftoff Day 2

On the second day of the CI Liftoff workshop, we continued to work on one word images and telling a story with an outline for a story instead of starting with specific targets.  Tina shared a great amount of knowledge, and I am excited to watch more on her YouTube channel.  You should check it out to see even more live examples!  Here are some of my take-aways from the second day:

  • For one word images when you are creating characters, avoid any predetermined character such as Spongebob or Princess Poppy.  (I am watching Trolls for the 50th time this summer it seems…)  They already have personalities, so students wouldn’t be inventing anything.  Tina suggests talking food that is always a hit.
  • I noticed that both Ben and Tina would add a few details as they wrote a story.  This would help make the story more complex and to me helped to keep the story engaging.
  • One of my absolute favorite things that I learned was the role of the videographer!  (Seriously- if you take ONE thing from this post, I think this is the BEST!)  Ben and Tina suggest having someone film all of the recreation of the stories with actors.  It is always their role to record everything.  Then at the end, they put together the video for the class to see at the end of the year.  What a wonderful way to end the year!!!  I am obsessed (and bummed that I didn’t think of it sooner when I seriously had one of the most amazing videographers in my class!)
  • Lynne (from EdCampCIVa!) suggested keeping all of the stories and then having students illustrate them at the end of the year as a form of review of all of the topics.  I thought this idea was wonderful especially for teachers who need to teach topically and align with other textbook teachers.
  • I want to explore more about story listening/telling.  Tina did a wonderful example where she drew on the board while describing what is happening.  She suggests retelling a story that students already know in the beginning in level 1 such as the Three Little Pigs or Goldilocks.  Then, you could expand to non-fiction.  I think that this would incorporate nicely with the news that I like to use in class.
  • Next year, I also want to look into Project GLAD.  Project GLAD is a strategy for ESL students to teach them non-fiction topics.  I think this will incorporate nicely with upper level classes instead of more basic story listening.  (If you use it, let me know other resources to look up!)
  • In addition, Tina suggested some great ideas about upper level FVR.  She mentioned having students take notes on sticky notes to prepare for a scaffolded writing assignment.  I have found that light accountability helps for my FVR (booksnaps or even talking to a partner.)
  • Finally, I learned some great ideas to help students when they get stuck writing: they can use a brand name instead of a word that they don’t know, add a new character to their writing, start describing the weather or personality etc that has been practiced extensively and finally- making sure students can hear the sentence all the way to the end before writing it.

I realize that the whole targeted-untargeted debate still continues.  I enjoyed learning that it was feasible for me to do more untargeted stories and still be successful.  I also think that for me this can be a good addition to my program.  I will continue to update how it goes as my year starts.


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