You may remember from earlier in the year that Ms. Hocking’s Kindergarten class worked on a sequence of lessons in the library and in their classroom to eventually produce their own story inspired by art using Storybird. Now, even more of the Kindergarten classes are working on a similar sequence of lessons. We have spent time on the common core standard:
ELACCKRL7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
This has been done through wordless picture books, picture books where part of the story is told in text and part in pictures, and picture books where the pictures support the text. Students read these books in class lessons as well as in the library.
To prepare for Storybird, we started by using storytelling cards from a set of cards called “Tell Me a Story“. I chose a sequence of cards and then had the kids begin telling the story and linking the story from one card to another. As we transitioned to Storybird, I told them that it was like pulling illustrations from a big deck of cards and figuring out how the story connected together across cards. We wrote a Storybird together as a class to model the thinking it takes to select a sequence of pictures as well as create text that ties together the pictures.
Finally, in small groups with an adult, students wrote their own storybird. The role of the adult was to lower the barriers to artistic expression by helping students with things like typing, taking turns, etc. Today, Ms. Seeling’s class (Mrs. Boyle’s Class), created their stories in small groups. We had 5 groups led by me, Ms. Seeling, the parapro, a student teacher, and a parent volunteer. Here are their final stories:
Ms. Seeling also hopes to have some students make individual stories and then use Screencast-o-matic to record the students reading their stories. I love how each teacher and class is learning from what previous classes did and building onto what was accomplished.