0:00:00.000,0:00:02.816
>>Oscar: One time, I went to Legoland.

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>>Student: Oh!

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>>Noelle: Because our class[br]does storytelling, story acting,

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our students know and[br]respect each other more.

0:00:10.936,0:00:14.846
It's a language and literacy practice,[br]really, but it does so much more.

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It helps the kids with their[br]social emotional development.

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It's really community[br]building within the classroom.

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>>Student: I went to Legoland.

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>>Sarah: Amigos is a two way[br]immersion school

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for students, in Cambridge, [br]Massachusetts.

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

0:00:43.736,0:00:47.056
and strengthening oral language[br]skills, and the students' ability

0:00:47.056,0:00:51.256
to tell stories, understand the shape[br]of a story, and be able to share

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that with oral language in[br]both Spanish and English.

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>>Student: With my mom, my dad.

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>>Oscar: So storytelling, story acting,[br]we first ask a child to tell us a story,

0:01:02.506,0:01:04.956
and it could be a personal[br]story of theirs,

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or something that they have made up.

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

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we are actually seeing a visual[br]representation of their story.

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>>And there was petals.

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

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we're working with elements of a story.

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>>You can use Legos to make a car.

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Students: Brrmm, brmm

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>>It has setting, characters.

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>>Student: A brother.[br]>>Noelle: Brother.

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>>Noelle: Each day, a different student[br]has a turn to tell a story to me.

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>>It was a family of turtles.

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>>Student: Yeah. [br]>>Noelle: Ah, okay.

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So there was a family of turtles.

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

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

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>>Student: The shark.

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>>There's a shark in your story? [br]>>Student: Yeah.

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>>Noelle: It just probably[br]takes five or ten minutes.

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They tell me the story.

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>>Student: Then I [speaks Spanish].

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>>Noelle: And often because[br]we're a bilingual school,

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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 [br]in Spanish.

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And then we clean up the mats,[br]we get in our circle,

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and then I call the student[br]up to sit next to me.

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>>There was a family of turtles.

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>>I read the story aloud.

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>>Do you want to be the baby? [br]>>Student: Uh-huh.

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>>Noelle: And then they are responsible[br]for choosing who the actors are.

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>>Student: Do you want [br]to be the mommy?

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>>Noelle: We just go in a circle.

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

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>>Do you want to be the sister?[br]>>Student: [speaks Spanish]

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>>Noelle: And they put them [br]in their places,

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and then I read the story[br]for a final time,

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and they act it out.

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>>The turtle said "Hi!" to the girl.

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>>Student: Hi. [br]>>I'm not the girl, she is.

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

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>>For the very shy kids, it gives[br]them a structure and a platform

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and rules to be able to do that.

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

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

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

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So it depends on the child.

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

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>>Wow, look at the shark.

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Look at the shark!