Wednesday, October 12, 2016
Retelling Stories using Nonlinguistic Representations in a Dual Language Classroom - day 2
Last week I wrote about a lesson I taught in my 4th grade Dual Immersion classroom on retelling stories. This was a two part lesson and on day one, the class listened to a read aloud of a chapter of The Trumpet of the Swan by E.B. White in Spanish. In order for my language learners to understand the text and use key vocabulary, I had them use non-linguistic representations, or drawings to sequence key story events. I then discussed my plan for the next lesson which would entail students working in collaborative teams to retell the chapter with their best Spanish vocabulary and grammar, along with a presentation to other class members to practice speaking and listening skills. I left the readers of the blog post with a cliffhanger... would the second part of the lesson work out as planned...
It actually basically did go as planned. I knew that there would be some issues. If there weren't, then the lesson would have been too easy. I had taught this lesson three times before, so the students knew the routine and expectations pretty well. The only difference was the chapter, content, and vocabulary. For this reason I chose this class session to step back and play the facilitator role. I walked around and observed how the students interacted with each other. I wanted to ensure that everyone was participating and on task. They were, for the most part. The cooperative learning structure that I used which ensured that every student was responsible for one sentence gave every student the leadership role and ownership for a fourth of the paragraph. Most team members listened, evaluated, and improved upon the leader's content, grammar and vocabulary. Teammates were kind when telling another that their sentence didn't make sense or that better vocabulary could be used, and the leaders took suggestion humbly.