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(Oscar) One time, I went to Legoland.

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(child) Oh!

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(Noelle) <i>Because our class[br]does storytelling, story acting,</i>

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<i>our students know[br]and respect each other more.</i>

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<i>It's a language and literacy practice,[br]really, but it does so much more.</i>

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<i>It helps the kids with their social[br]emotional development.</i>

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<i>It's really community building[br]within the classroom.</i>

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(child) I went to Legoland.

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♪ (music) ♪

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(Sarah) <i>Amigos is a two way[br]immersion school</i>

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<i>for students, in Cambridge, [br]Massachusetts.</i>

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At Amigos, we look to support biliteracy[br]in the early years

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<i>by really developing and strengthening[br]oral language skills,</i>

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<i>and the students' ability to tell stories,</i>

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<i>understand the shape of a story,[br]and be able to share that</i>

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<i>with oral language[br]in both Spanish and English.</i>

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With my mom, my dad.

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(Oscar) <i>So storytelling, story acting,[br]we first ask a child to tell us a story,</i>

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and it could be [br]a personal story of theirs,

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or something that they have made up.

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<i>And then when it's time to do[br]the story acting,</i>

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<i>we are actually seeing a visual[br]representation of their story.</i>

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(Oscar) And there was petals.

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<i>We're actually working with language,[br]but at the same time,</i>

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we're working with elements of a story.

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(Oscar) You can use Legos to make a car.

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(children) Brrmm, brmm

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<i>It has setting, characters.</i>

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(child) A brother.[br](Noelle) Brother.

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(Noelle) <i>Each day, a different student[br]has a turn to tell a story to me.</i>

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(Noelle) It was a family of turtles.[br](child) Yeah.

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(Noelle) Ah, okay.[br]So there was a family of turtles.

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<i>I take the story dictation[br]during rest time.</i>

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<i>It's a quiet time,[br]so I call the student over.</i>

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(child) The shark.

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(Noelle) There's a shark in your story? [br](Child) Yeah.

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(Noelle) <i>It just probably[br]takes five or ten minutes.</i>

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They tell me the story.

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(child) Then I-[br](in Spanish) I need four people.

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(Noelle) <i>And often because[br]we're a bilingual school,</i>

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it's really a motivator for the kids,[br]who are just learning Spanish

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to try to tell the story in Spanish.

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<i>And then we clean up the mats,[br]we get in our circle,</i>

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<i>and then I call the student[br]up to sit next to me.</i>

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There was a family of turtles.

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(Noelle) <i>I read the story aloud.</i>

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(girl) Do you want to be the baby? [br](boy) Uh-huh.

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(Noelle) <i>And then they are responsible[br]for choosing who the actors are.</i>

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(girl) Do you want to be the mommy?

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(Noelle) <i>We just go in a circle.</i>

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<i>So it's not popularity contest,[br]but more of just whose turn it is.</i>

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(girl) -Do you want to be the sister?[br](in Spanish) -Yes.

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(Noelle) <i>And they put [br]them in their places,</i>

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<i>and then I read the story[br]for a final time, and they act it out</i>

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The turtle said "Hi!" to the girl.

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Hi. [br]- I'm not the girl, she is.

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Oh, so if you're a turtle,[br]then you have to go like that.

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<i>(Noelle) For the very shy kids, it gives [br]them a structure and a platform</i>

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<i>and rules to be able to do that.</i>

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And then the shark[br]ate all the turtles.

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<i>For other kids, it gives them[br]that much-needed like</i>

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<i>"This is my turn. I've been [br]wanting this all day long!"</i>

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<i>So it depends on the child.</i>

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<i>But it is very powerful for everyone[br]to have that kind of spotlight on you.</i>

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<i>Wow, look at the shark.</i>

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<i>Look at the shark!</i>