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>>Oscar: One time, I went to Legoland.

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>>Student: Oh!

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>>Noelle: Because our class
does storytelling, story acting,

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our students know and
respect each other more.

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It's a language and literacy practice,
really, but it does so much more.

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It helps the kids with their
social emotional development.

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It's really community
building within the classroom.

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>>Student: I went to Legoland.

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>>Sarah: Amigos is a two way
immersion school

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for students, in Cambridge, 
Massachusetts.

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

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and strengthening oral language
skills, and the students' ability

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to tell stories, understand the shape
of a story, and be able to share

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that with oral language in
both Spanish and English.

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>>Student: With my mom, my dad.

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

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and it could be a personal
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
do the story acting,

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we are actually seeing a visual
representation of their story.

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>>And there was petals.

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>>We're actually working with
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.
>>Noelle: Brother.

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>>Noelle: Each day, a different student
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. 
>>Noelle: Ah, okay.

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So there was a family of turtles.

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>>I take the story dictation
during rest time.

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

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>>Student: The shark.

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

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>>Noelle: It just probably
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
we're a bilingual school,

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it's really a motivator for the kids
who are just learning Spanish

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to try to tell the story 
in Spanish.

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

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and then I call the student
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? 
>>Student: Uh-huh.

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

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>>Student: Do you want 
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,
but more of just whose turn it is.

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

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>>Noelle: And they put them 
in their places,

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and then I read the story
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. 
>>I'm not the girl, she is.

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

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>>For the very shy kids, it gives
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
ate all the turtles.

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

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"This is my turn. I've been 
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
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!