Storytelling and Other Magical Moments

In order to give a focus to some regular (and lengthy) storytellers, I searched for ways to keep stories moving and also help give them a beginning and a middle and an ending. I read about creating "story bracelets" or "story beads." Story Beads The green bead (go) signifies the beginning of the story. Once upon a time... One day... Once there was a girl... A long long time ago... The middle beads signify the other parts of the story. Other ideas and plot of the story. Then, And Next, Next, And then... The red bead (stop) shows the author/storytelling that the end is near that he/she should end the story very soon. Story beads have really helped students keep track of their ideas and have added to their vocabulary related to story crafting.

Once some of our storytelling activites and engagements started taking up space and my materials started overflowing in my classroom I started to create a collection of boxes. Beautiful boxes that would consolidate imagination into a small focused area. I searched for them at second hand and antique stores all over Switzerland. Within these boxes I added pieces of fabric "mats" that would enhance and add to the setting.   I then added a few characters (animals and people). Lastly I added a few bits as a provocation for a story (a jewel, car, tree, a wand, a flower or swords). These boxes were a hit from the start with in my EAL classes. Once my students became confident with creating stories they presented boxes to their homeroom classes and were the experts. What fabulous language opportunities I was able to witness!  Below are my first two.

As my team of teachers planned this past school year we often used In Pictures and In Words , by Katie Wod Ray, to look for new illustration techniques and also to focus in on where our students were and think about what we could do next.  Below are some of the most valuable technique and tools used to provide different focus on illustrations this year. Details of Expression and Feelings Details of People (See other blog post) Details of Characters Using Favorite Characters  Details of Characters Using Favorite Pop Culture Details of Weather Details of Time, Light, Day, Seasons Details using different tools (Black fine tipped pen, crayons, marker, water colors) Details to show Motion and Sound  Designing Placment of Words and Pictures Using Size of Words to Convey Mearning Designing Print to Convey Meaning and for Visual Effect Designing a Cover Zooming on a Specific Detail (Animals) Using Borders, Boxes, Charts, Graphs, Maps and other Graphic Features U...

Thoughout the school year I always hope to provide provocations for storytelling in many ways.  For me, watching students take loose parts, found objects and at times random pieces of "stuff" to create stories is an amazing and intricate process. They must choose. Think. Choose. Think. Then tell. While hoping to create something fun, cool, unique and interesting, with unusual choices of materials.  Infusing materials of all textures, quality, size and shape have also allowed for integrating discussion about our Unit of Inquiry, How the World Works .  Below are images of story scenes. Each scene had characters, beginning, middle and an ending. The Penguin and the Pool The Princess Fights the Baddies The Alien Builds a Home (and Eats a Butterfly) Butterfly Hotels

The magic blue jewel.  I decided to take a deeper look in to MAGIC and what it means for language development, storytelling and imaginary play in kindergarten.  The WORD Magic has come up over and over this school year and has allowed for wonderful authentic storytelling opportunties.  I wanted to listen to the conversations about magic and figure out what it meant to say MAGIC so often.  Below are some images of magic that came through during play and storytelling experiences. The magic blue fire is stronger than the orange fire in this volcano. This is a magic car. It can go SUPER FAST! Trying to get the ball to roll to the magic yellow mountain. The magic key was found under a hut in the blocks area. The magic rainbow forest. What I realized... Magic fueled their imagination. It created a world that they would love to be a part of. It brought chaos. It brought crazy. It brought laughter, noise and fun when playing and telling st...

And then there was Blood. As we entered our new unit of inquiry thinking about Who We Are, the enthusiasm for storytelling had surfaced and could not be contained. Those who were originally hesitant to tell stories or share anything understood now that this was a safe environment to take risks, try new ideas and play, whilst telling stories and developing new language skills. During our first brainstorm about the unit, the concept of blood, injury, emergencies and hospital rose to the top of their interests and thus entered their play naturally. I took their lead and began listening to their stories.  It started with real injuries and the boys arguing who was stronger and who have more courage. Everyone expressing loudly "I never cry!" and "I am the strongest!" and "Even if I broke my head I never cry." There were also stories of compassion. Stories about students taking care of their friends at outdoor learning or helping a younger sibling a...

Princesses and Castles. This is how it all started. A simple backdrop that gave one student with very limited English a "private" quiet space to practice language.  The language and the world she loved. It was a world full of, "Wa-su-ponee-tie (Once upon a time)" and "Dey-lii-happy-ezer-afer (They lived happily ever after)" two of the few sentences she spoke. So I went with it. She would sing and try new words, ask and point to things around the class. Princesess, Frozen, Elsa, Anna, Cinderella, witches, unicorns, jewels, love, kisses, marriage, death and horses. She would sing her stories loudly and other students would watch. They were not as interested in princesses, but in telling their own stories around the castles was definitely cool. Storytelling with a simple castle scene. She was able to focus on the language she wanted and needed to be successful, intrinsically motivated and have fun. Others didn't want to tell stories with a ...