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(Oscar) One time, I went to Legoland.

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(child) Oh!

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(Noelle) Because our class[br]does storytelling, story acting,

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

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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 social[br]emotional development.

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

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(child) 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

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by really developing and strengthening[br]oral language skills,

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and the students' ability to tell stories,

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

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

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(child) 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,

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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 do[br]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 language,[br]but at the same time,

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we're working with elements of a story.

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(Oscar) <i>You can use Legos to make a car.</i>

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(children) Brrmm, brmm

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It has setting, characters.

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(child) 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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(child) 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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(child) The shark.

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There's a shark in your story? [br]&gt;&gt;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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(child) 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]&gt;&gt;Student: Uh-huh.

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

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(child) 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](child) [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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(child) 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!