REFLECTIONS & PRACTICUM

Dec. 2, 2013    LLSS 315 Fall 2013   

Rehearsal for Chautauqua Family Storytelling Night

Spelling: Chautauqua

• 1. UNM Coaches: Chautauqua Characters

  2. Storytelling Rubric for rehearsals

  3. Check Program Draft

  4. UNM coach Photos

 NEED:

• 1. Individual Young Storyteller Photos (Camera)

  2. Character Illustrations

DECEMBER 9  6-8pm

Chautauqua Family Storytelling Night at McKinley Elementary School Gym

Arrive at 5:30pm- Greet parents/family members of your young authors.

Dec. 9 Family Storytelling (Chautauqua) Night

Ms. Roberts' third grade storytellers performed their Chautauqua family Characters during their Family Storytelling Night. Seventeen of 23 students came with their family members this evening. It was a successful and gratifying culmination of our storytelling project. UNM Coaches assisted their storytelling mentees to the microphone and it was obvious their was trust, mutual respect, and confidence with each other. There are many stories at the end of the night and I hope we all will continue to tell these stories as we remember just how special this night was to all of us. We began this storytelling project with the premise that the students' family stories were the content and context for our teaching. We validated that their stories are worth telling, remembering, and I hope telling again and again. The Daily Times Education Reporter Joshua Kellogg covered the event and spoke to UNM Coaches, Ms. Roberts and some of the young storytellers. The article is below in the attachments.

SPRING 2013

May 3

Confirmed preparations with Betty O'Jaye and Roxanne Lee at Navajo Prep School. Ms. Smallcanyon and I saw the space in the Student Union building where they Authors's Chair will take place on May 9. Invitations and posters were given to students t APache Elementary as well as Navajo Prep Schools. AUthors worked on their final drafts and it feels a little premature for their final stories but time dicates finality so we can get the galleys prepared with title page and artwork in order to give to Erin McGinley at Farmington High School. As the instructor of technology and the coordinator of the copy center, Ms. McGinley has offered to print our books for no fee for a second year. We are so grateful for this act of generosity by Ms. McGinley and FHS. I have a lot of work to do to get the pdf file to Erin by Monday morning, May 6, by 8:30am. I still need to stop by Ms. Smallcanyon's classroom at 7:30am to take pictures of two new students whose pictures I did not have. This process from start to finish has been exciting as well as intense. This year, because of testing, we had less time in which to work with the young authors,however, they accomplished their writing goal. Each student has a family story related to food. Each student brainstormed their story ideas; edited and revised a story draft; participated in a peer writing group conference.They will share their stories this Thursday, May 9.

April 25

Young authors were randomly divided into groups for their peer writing conferences. UNM Coaches made copies of their mentees story drafts to share. There were five students in each writing group with each reading their story draft while the other members read along. AT the end of the story, each member in the group shared a STAR (something they liked) and a WISH (questions, suggestions for improvement) about their story. Each author received the written comments made as feedback. Authors will use this feedback to work on revising and editing their stories for their final drafts. UNM coaches commented how articulate peers were in sharing feedback about each other's stories. I was hoping that authors would scaffold on what they learned last Fall in their Chautauqua storytelling project. Clearly, students were comfortable in recognizing things that worked in the story and suggestions, questions, clarification to consider for improving the story. You could see that students were recognizing themselves as authors and were validated in their sory writing. It was an uplifting experience to hear the group of fourth grade authors share with insight and respect their thoughts about a story. A very gratifying day. The efficacy of this peer writing group experience will be how each young author considers the comments they received as Stars and Wishes and revise their story for their Final Draft due May 3. Also we cannot forget the illustrations for their story.

April 18

 UNM coaches we were anxious to see if students would interview their family members. Two of the five young authors in my writing group did ask questions and returned with a recipe and family information. We took it from there beginning their drafts with character description. I typed up their inchoate drafts to build on today. A's story draft is framed out and he will use his story for his own reading progress. I m looking forward to these young authors finding their voice and style in which to sharetheir family food story.

Also it is Poem in your Pocket Day, April 18. Wewill celebrate it with a dramatization of I've Eaten Many Strange & Scrumptious Dishes in my Time by Raold Dahl (from James & the Giant Peach). This theme fits in deliciously with our food focus.

Then we go back to working on drafts of their stories. Students will record themselves reading their story drafts as a strategy to develop their writing independence. We will conduct peer conferences next week!

April 11

Reflection: We planned on beginning the brainstorming processof students thinking of potential choices for their stories about food and familymembers. After sharing within their group possible family members, students chose one and explained why. Students then began tofraft their interview questions to ask the familymember. UNM coaches intended to conduct mini lessons about interviewing but we did not have enough time. It was a fast and focused time.It is important to set a fast pace so students do not have time to lollygag. As UNM coaches we need to set the pace and tone that we are about work in a comfortable way, yet focused with purpose and intention. We have a short window for writing and producing their individual books and anthology in preparation for the Author'sChair on May 9 at Navajo Prep. We shared previous student books and anthologies for students to see and read what their finished products would look like. Letting students know that their stories are not only for them and their family members but for other students in the school to read. One student suggested that we give a copy of their anthology to the Farmington Public Library. That is a great idea. I think he should be the one to give it to Flo Trujillo, Youth Services Coordinator.

Food is a universal topic that all students can tap into their prior knowledge with gustatory delight. Reading from several cookbooks, there are short excerpts about stories connected to the recipes. Similar to the memories we have with stories and the people who read them,food is connected to those who make it or fix it. It will be interesting to see how students take to this writing journey.

Lesson Plan: Stages of Writing & Story Elements (see attachments below)

Anthologies & books will be available for students to read each week.

In Writing Groups:

1.      UNM Coaches share Family Food Story edits

2.      Share what students have (interview questions, etc.) & begin FIRST DRAFT

Handouts: Story Elements & 6 Traits writing rubrics for UNM Coaches*& Mentees so they know writing expectations (see attachments below)

UNM coaches will type out their mentees' drafts weekly so young authors will keep refining their stories. Story Elements and 6 Traits writing will be our rubrics for assessment in addition to writing workshop process.

April 4  (9:25-10:45am)

Plan for Practicum:

Introduction (Frances)

In Writing Groups:

1. UNM Coaches share Family Food Story

2. 4th grade mentees Brainstorm potential family food stories & share within groups (20 min)

3. Each student reflects on their choice of family member/food story and why (10 min)

4. Students develop interview questions for chosen family member

As class watch 2 videos

AT & T Commercial 1

AT & T Commercial 2

MINI LESSONS:

Joy& Kelly: What Ifs & Questions

Cheri& Nikki: Interview Do's & Don'ts Role Play

In Writing Groups students confirm interview questions & discuss problems in ascertaining interviews.

Assessment:

I CAN prepare, conduct and complete an interview with a family member to tell a food story.

___I Chose a family member to tell a story about food

___I have my interview questions ready

___I feel confident about interviewing my family member about my food story

___I have thought about problems that may stand in the way of interviewing my family member

___I will have my interview questions answered for next Thursday, April 11.

Feb. 28

Ms. Smallcanyon's fourth graders were happy to see us and were wondering when we would return to their classroom again. This time we came with new UNM Coaches to work with them on a new writing project. The idea of working on a family story related to a recipe will be a new experience for all of us. I wondered how to present this project to pique their curiosity and interest. Talking with Ms. Smallcanyon prior to this session, confirmed that food is a universal theme and a natural one for such a writing project. Armed with written anthologies and individual books from previous semesters, students could see for themselves what other fourth graders accomplished at the end of the writing process. When I shared that copies of these anthologies are in the classroom library and the school library for other students to read, one student suggested that they could also be sent to the Farmington Public Library. An excellent idea.

I read three stories related to recipes from The Joy of Cooking cookbook and a Native American cookbook asking students to guess what their new writing project would be about. By the end of our time together students shared that they knew what recipes and who they wanted to write about.

I also wanted to share with them that Andrea Kristina's Bookstore and Kafe, who hosted their Chautauqua performances, was not in business any longer but we had a new location for their Author's Chair. Apache Elemenatry School Principal suggested that we ask Navajo Preparatory School Principal Betty Ojaye if we could host our May 9 Author's Chair there. When I met with Ms. Ojaye and Student Services Director Roxanne Lee, they were very receptive to the idea and were gracious and generous in making it a special occasion for the fourth graders.

UNM Coaches introduced themselves via their I AM poems and reciprocally students introduced themselves with their I AM poems. Ms.Smallcanyon matched up UNM Coaches with fourth graders as noted below. Next week, March 7, UNM Coaches will introduce mini lessons on interviewing skills and the do's and don'ts of interviewing. Students will draft their interview questions in preparation for the chosen family member and secure the recipe.

March 7

1. Introduce Mini Lessons: Oral History, Interviewing Skills, Note taking slikks

2. Decide on FAMILY HERO & Recipe? and WHY

Students will share their brainstorming of potential hero characters with their peers. Then they will decide on their chosen family character. The mini lessons about interviewing skills will be presented by:

Joy & Kelly: Obstacles& Questions

Cheri& Nikki: Interview Do's & Don'ts Role Play

Students prepare Interview Questions & with UNM Coaches and mitigate potential obstacles through problem-solutions

After testing (April 4) students will share their completed interview questions with their UNM coaches. This will begin their story drafts. UNM coaches will type out their mentees' drafts weekly so young authors will keep refining their stories. Story Elements and 6 Traits writing will be our rubrics for assessment in addition to the writing workshop process.

•  Oral History links (under Other Resources is a reference in planning your mini lesson presentations)

• Possible Videos:

  1. Jaden Smith

  2. Autistic Child

  3. J.K. Rowling

__________________________________________________

FALL 2012

Kick-off Project on Sept. 24 with Beatrice.

Dec. 10 Chautauqua Family Storytelling Night.

Sept. 24: Beatrice enjoyed sharing his story with you and the fourth graders. S/he enjoyed the questions and comments after the presentation. The fourth graders are natural storytellers. Our goal will be to guide them into becoming better and entertaining storytellers!

Thank you for being so flexible during our getting to know you portion. Enjoy learning more about how to effectively work with your young storytellers.

August 22:

Met with Principal Debbie Braff, 4th grade teacher Alberta Smallcanyon and Curriculum coach Kristi Dickson to discuss practicum project. I will collaborate on a unit plan following the Farmington Model of Instruction (FMI) focusing on fourth grade listening, speaking and presentation skills. Since we will no longer be able to use the Village Square, we will pursue the potential of Andrea Kristina. Storytelling coaches will have the opportunity to create lesson plans using the FMI. Debbie Braff suggested retelling stories of family characters who have overcome challenges. This focus will encourage fourth graders to inquire about their family members, ask questions and be naturally curious. I think this will bring about a depth of family storytelling that we have never pursued before in our practicum.

I am thinking about developing the story of my grandfather, Bernardo Vitali, who wanted a bicycle when he was in his 90s. It was my Dad who finally surprised his father on his 99th birthday with a beautiful, blue, adult tricycle with a white basket on the front.

During our practicum, we will be able to meet as a class at 8:15-9:20am in Apache Elementary School Conference Room.Then conduct our storytelling practicum in Ms. Smallcanyon's fourth grade from 9:25-10:45am (1 hr & 20 min). We will debrief following the practicum by returning to the conference room from 10:45-11:30am.

Goal: Establish a foundation of naming Story Elements (see powerpoint below) in building vocabulary and assessment for Chautauqua stories. Fourth graders will be coached in writing a class story, so we can practice with and reinforce the story elements.

Each With the assistance of UNM coaches, 4th graders decided on El Diablo, a German Shephard dog, as the character and each group contributed to the story elements below.

Story Elements:

§Dialogue-Character’s voice and language

§Character Description

§Setting & blocking-place of story and how movement unfolds

§Monologue & Dialogue – what character thinks and feels & what character says to others

§Experiences-smells, tastes, sounds as if the listener were there

§Figurative language-descriptive language in telling your story

§Flashbacks –remembering the past

October 1-8:

Your LESSON PLAN-------

• • Objective 1: Draft I AM (From) POEM with your mentees.

Work with the students on drafting their own I AM (from) Poems. These will not be finished products during this one meeting. Let them know that these are just the begining of their ideas and they will be editing and revising them. Editing involves mechanics of writing-punctuation, spelling, grammar. Revision involves organization, style, content. They will share their drafts with each other eliciting feedback from each other as writers do. Nurture them as writers, reminding them that good writers share their drafts with other writers to receive feedback to go back and improve their writing. Share how you revised and edited your own I AM (From) poems. They will be refining their final drafts of their I AM Poems during the next several weeks. Make sure they keep their drafts in their folders so they can go return tho them week after week. If you want, you can type their poem drafts to bring back next week, Oct. 8.

Share your I AM poems with your youth storytellers. This will be another way to get to know your students and develop a bond with them.

• • Objective 2: Web/Map out choices of three potential Chautauqua Characters.

This will be a visual map or web of their thinking about ideas for three possible characters. You are helping them think out loud about family characters who they can story about. The most important part of this process, after they map out their ideas about their three characters, will be in sharing (talking out loud) with you and their peers. (You will take note of how much details, interest, enthusiasm,etc. students demonstrate in the sharing of each of their potential characters.)

• 1. After each young storyteller shares the three character choices and a little about each character,

  2. Leave time for questions or clarification by peers or yourself.

  3. Finally ask each one to decide on THE Chautauqua character

  4. AND SHARE THE CHOSEN CHARACTER WITH THEIR PEERS.

It is in the conversational TALKING and THINKING where their ideas are congealed. As Donald Norman says, "The stories we tell not only explain things to others, they explain them to ourselves as well."

They will be writing and recording their ideas in their notebooks/folders. DO NOT USE ANY OF THE HANDOUTS IN THEIR FOLDERS YET. This is a free thinking-unrestricted-brainstorming stage.

These are the two goals to accomplish on Monday morning with the 4th grade young storytellers. I will talk with Ms. Smallcanyon before Monday. Enjoy the company of your young storytellers. REMEMBER TO REFLECT on your practicum experience and post to your individual webpages on your Practicum page. (see my Practicum page.) 

On October 8, we will introduce Story Elements and draft a collective (class) story together that illustrates and reinforces each of the story elements.

 October 15

Thank you for your great coaching last Monday. The success of the students' productivity and understanding of the storytelling elements/concepts could be attributed to your wise guidance.

REMINDRER:

1. Since we have begun our practicum at Apache Elementary school, we will be meeting at 8:30-9:20am & 10:45-11:30am in the APACHE SCHOOL Conference Room each Monday from now on.

2. The Chapter Presentation is attached, so please print your own copy and note the changes in the some of the dates. I avoided scheduling any presentations on Dec. 3 since we may be busy with last minute preparations for Family Night.

3. Midterm Reflections posted by October 5. Refer to the Five Dimensions of Learning as a guided prompt for your reflections.

4. Record and post your weekly Practicum Reflections (how the session went and next week plans) to your webpage. Avoid using students names. Abbreviations or first initial of names are alright.

OCTOBER 15 Practicum Lesson Plan (please print out for next Monday)

Goal 1. Complete final draft of I AM poem (or begin I AM poem if student has been absent).

Goal 2. Choose one Family Character to begin crafting Chautauqua Story

 1. Share collective story: Bob, the Eagle (Review Story Elements)

• Identifying & reinforcing story elements

• Sing Chautauqua song

Chautauqua tells a story of who you want to know; that's the way it goes.

Act like them, become like them, and share it in a show.

That's the way it goes.

2. Return to your I AM (from) Poem Drafts

·         Allow them time to read them over first editing/revising if they want

·         Then read aloud their poems to each other.

·         Invite feeddback: questions, clarification, elaboration after each sharing

·         Give students time to return to their poems to complete their last revisions/editing before giving to you to type. Make two copies- one for them and one for you.

3. Brainstorming Family character choices (Keep this fast and moving. If they know they have a lot of time, they will dilly dally; if short amount of time, they will stay focused.)

·       Webb, graphic organize their thinking about 3 characters with some details

 ·        Share with each other their three choices

·         Invite questions, clarification, elaboration by listeners

After all have shared, ask young storytellers to think about who they will choose as their Chautauqua family character to work on their story-to become like them, act like them, and share them in a show on Dec. 3!

Sharing an email message from Ms. Smallcanyon October 8, 2012

I sure enjoy your teaching. It's been a while since I was in your class and to see your enthusiasm still there is what teaching is all about. I love your excitement about the Chautauqua and definitely the students got a better understanding of what it is. Thanks for that clarity. I also wanted to let you know that my students are always ready and excited for UNM to come into our classroom. It is a good break to have different teachers. You have a wonderful group of students, future teachers, who are engaging and hard at work with their tasks. This is a good experience for the students. Thank you.

October 22

Our debriefing after our practicum last week was significant as you share approaches, frustrations, questions, ideas reflections about your teaching and students. This is the art and craft of teaching. As teacher practitioners we are poised to always consider what wedo and the efficacy of the interaction with students. Remember since this is more than an assignment, our thinking and approach is different also. In honoring the stories that children bring to school, we must build our relationship and trust with them so we they can teach us how to best advance and support them in the goal of creating the best telling of their story. Consider what we learned in PART 1 of our text about field dependent and relational learners and the need for authentic learning. Simple, direct conversations with your mentees, where you are genuinely curious and interested in their story-not just to have something for them to put down on paper, but to intently and intensely listen to ask the questions of detail, clarity, elaboration that will help their story come alive.

On October 22: From this point on, you will be providing your own lesson plans for your mentees. Let's plan on a peer conference on Nov. 12, where each student will share their story draft and receive feedback from peers. They will use this feedback to revise and edit their story drafts. Please feel free as coaches to take their written drafts and type them each week, remembering to double space and use Times New Roman font 14 point.

I AM poems drafts can be typed and printed out for students. Please be their editor to correct spelling and punctuation, grammar, for the typed copy should reflect the writing you want reinforced as they read it over. Encourage students to still make revisions, noting that writing is an ongoing process. New students can listen to their peers' I AM poems as a model for their own.

Now that most young storytellers have chosen their Chautauqua character, they can use the story elements as a guide to begin.

1. Character Description - a good place to start by describing the character in all kinds of ways and levels. Probe for not only what the character looks like, but from the affective and emotional level, also.

2. Setting - where does the character live, have lived. There may be multiple settings. Again probe for description, stretching them for elaboration through questions and your curiosity.

3. Experiences - in order to get to the heart of what the story will become, mentees will need to talk, write about all kinds of memories, events in the beginning. Encourage them to describe favorite memories and why, noting details. One event or experience may become the focus of the Chautauqua story. However, you will not know this at the very beginning. Again, approach this as a process and do not be too quick to write the story to finish it. Honor that this process takes time and each week new developments may take form and shape as the story emerges.

4. Flashbacks, Monologue and Dialogue could follow next.

5. Figurative Language - Do not worry about descriptive language and figurative language until the story details are in place. Save this story element for last as the aesthetic part of refining how students will tell their story. Now you can begin to focus on word choice, more interesting ways of expression. This is the time you will work with Dictionaries and Thesauri.

6. Invite young storytellers to illustrate their stories (storyboard it) as a way of remembering it.

7. All storytellers will provide a picture/photograph/illustration of their Chautauqua Character.

We also brught in books with storiesabout families and individualfamilymembersfor students to read and to identify story elements. These sotries can also be used when one finishes earl

October 29

One Storytelling Coach was absent, so while one coach worked filled in, I worked with her two students on their character choices. This coach had provided her lesson planfor me to follow. Each read aloud their I AM poem and we discussed any changes, revisions or editing. There was a minor spelling error that the student pointed out. The other student was happy with her poem as is. Students discussed their chosen character: a father and a mother. We talked about character descriptions, then moved on to specific events and special memories. I pulled like taffy basic details that were descriptive of their family characters.It made me think how we may take for granted that which has become familiar and reinforced why this project is so valuable. One of the main things I want to protect 4th graders from is this project becoming like mundane school workdisconnected from their lives. The approach is fresh where they talk about themselves, their family, that which is familiar, drawing from their storied lives AT SCHOOL. There is a lot of talk at first as we frontload playing and brainstorming their ideas first.

I do not know if I adequately nore effectively convey this, but I invite UNM coaches to another way of interacting and connecting with students. Different language learners many times do not feel as comfortable with field-independent delivery methods. Since we are using stories, their stories, as the content and context for teaching, as Christensen describes, this allows formore informal give and take emphasizing oral and speaking skills.This also allows us as coaches to differentiate our learning as needed for each young storyteller. If they are not as confortable writing, we can scribe for them. Again, the focus is on the telling of the story and not the written narratoive. Yes, the written narrative will guide their stotelling framework, young storytellers will use it as a reference as they focus on becoming the characterand telling the story as a Chautauqua. not to see this as an assignment but as a natural way of connecting with students

November 5

Worked individually with one student today who needed more one-on-one time. As we began talking about his story, I realized we had a connection. I knew his father who was a student at Lake Valley Navajo School when I taught There. I still have close ties with the community and residents. This student had recently transferred from Lake Valley and was still adjusting to Apache Elementary School and living in Kirtland. I actually had a picture of this student's

November 12

Peer Conferences beginning with Fishbowl strategy to model process. I had prepared the peer conferening handout for recording group members' Stars & Wishes. Justine suggested that we set up the fishbowl and conferences in the classroom in which we we re meeting instead of the 4th grade classroom. A great idea and weall sprung into action staging the spacefor the conferences. It was also suggested that writing group members come into the room and sit together. After the fishbowl, writing groups will be ready to begin. One suggestion that Anissa offered,which I will use next semester is this: as the inner circle of the fishbowl proceeds, the outercircle of listening participants can talk among themseles to critiqueStars and Wishes. I appreciated this modification so as to let young authors immediately engagein practicing the process as opposed to addresing the whole group.

Leticia was courageous enough to share her draft of her Chautauqua character, her son,Paul. After the Fishbowl of the writing group and stars and wishes, students commenced into their own writing groups. Students picked up on the process the more they engaged in listening and responding to each other's stories. It was a powerful example of young voices offering their insight basedon their knowledge of story! Thank you all for particpating and believing in the process.

Much to do now as we prepare for the culminating Family Night at Andrea Krsitinas. Cameras were distributed to take home so all students could take pictures of their respective Chautauqua characters. Letters about the project, although a little late, were distributed to students to give to their parents/guardians. Invitations will be given out Nov. 26 and programs and a powerpoint of the Storytelling Chautauqa Characters will be prepared for Dec. 3. I will make final arrangements with the manager of Andrea Kristinas for Dec. 3.

We will also need to take individual pictures of students to make I AM poem bookmarls to give students as mementos on Dec. 3.

NOVEMBER 19           Only Practicum today at 9:25-10:45am

Suggestions from Peer Conferences will be worked into draft revisions and editing today as young authors refine their story drafts in preparation for their storytelling presentations.

Chautauqua pictures will be developed & ppt. created for storytelling night presentation.

Character illustrations- on reverse:

·        Name of Character

·        Young storyteller

Individual photos for I AM poem book marks.

At the end of practicum today, take drafts to type final draft stories at home.

UNM Storytelling Coaches, also post your final drafts to your google page-Chautauqua Character.

Nov.  26: Practice delivering story

Dec. 3: Dress /Pant Rehearsals

Andrea Kristinas  5-7pm Family Storytelling Night

Invitations will be sent out on Nov. 26

Students returned cameras with pictures of their Chautauqua characters on them. I will get pictures developed and returned for Nov. 26's practicum session. We will prepare the program, organize the pictures for their powerpoint presentation. I will ask Jasmine and Tobias to introduce the project on Dec. 3and to assist with the powerpoint presentation. Students worked diligently with their UNM Coaches. I wanted young storytellersto connect the comments they received from their peer conferences about their story drafts (Stars & Wishes) in revising and editing their final stories.Coaches will take their final drafts to type and return to them next Monday. November 26, we will practice their delivery and storytelling. On Dec. 3, we will have our Dress/Pants rehearsal. Invitations will be distributed to young storytellers also on Nov. 26 for students to give to parents/guardians. Anissa and Sofia assisted  with taking photos of the young storytellers to make I AM poetry bookmarks. Fourth grade teacher Ms.Smallcanyon shared her reflections of the students and coaches progress below.

After the practicum, I spoke with Christy and Bjorn at Andrea Kristina's Bookstore and Kafe where our Family Night will be hosted. Bjorn's children attended Apache Elementary School and is happy to accommodate this culminating project.

 Reflection fromMs. Smallcanyon (Nov. 19, 2012)

This has really been an exciting time to see these students grow in group discipline and personal growth. I can see their stories coming to completion and see the enthusiam in the Coaches eyes as they reveal the work the students are doing. It's been a step by step progression beginning with deciding on a story line and picking their Chautauqua character. I have listened to some of the stories and saw them in their folders also. My students can write a story! They come up with too many excuses not to write and here at the closing of this semester of Narrative Writing I have found a new kind of life in story writing. These coaches have been valuable in listening to them and helping them get the stories on paper. Thank you so much UNM for this program of student interaction and learning how to coach a student and learning about a student at this age. I am excited to read some of the completed stories and I know that all your efforts will make the Chautauqua storytelling time great. This is a new period of public speaking for some of the students so they will learn to build up courage as they face their parents and fellow students.

 November 26

Family Night Preparation

8:30am

1.     Photos for I AM Poem bookmarks from laptop – Check names

2.     View Chautauqua Character presentations from previous years

3.     UNM Chautauqua Character Photos send as attachments to fvitali@unm.edu

by Wed.,  Nov. 28.

1. I AM Poems & Final Draft Stories send to fvitali@unm.edu  (I will email to Ms. Smallcanyon)

2. Update Program with Chautauqua characters

3. Other questions, considerations, details

9:25am

7.     Student Pictures - Brandon

8.     Invitations for students to give to their family members

9.     Check pictures of Chautauqua Characters (on ppt.)

10.                         Collect Chautauqua Character ILLUSTRATIONS

a.     Student Name & Character Name on reverse

11.                         Practice storytelling/oral presentations today. Introduce Storytelling Rubric to storytellers.

a.      (Remember in practicing, storytellers do not have to remember words verbatim, just essential details and organization of events of their stories. Beginning and endings are of particular importance to practice.) 

DEC. 3

Dress/Pants Rehearsal during Practicum 9:25-10:45am

In Classroom?

Arrive to AKBK between 4:45-5:00pm

Presentation begins 5:30-6:30pm

Refreshments following presentation-UNM coaches help serve cookies and lemonade

Nov. 26-30

Visited the fourth grade classroom and talked about the Family Storytelling Night. Ms. Smallcanyon was very supportiveand as a teamwe encouraged students to bring their family members and Chautauqua Character. Perhaps we can honor the chosen Chautauqua characters during the evening with a special recognition. A bookmark with their story, perhaps.

Ms. Smallcanyon drew a map of where Andrea Kristina's Bookstore & Kafe (AKBK) is located so students could tell their parents. We talked about what a reception was; the significance of the work that they were doing; how it was time to share it with their audienc; and the importance of sharing their stories with others. Their stories were gifts to their family members.

This bookstore is not  a place that their families would normally frequent, so it was even more significant to host it there. The owner of AKBK was very generous in offering the space and lemonade refreshments for the reception.

Dec. 3 Reflection from Ms. Smallcanyon to you:

...I liked this part of teaching where you're really working with the students, getting to know their personalities and then learning how to work with each one. This has been a learning time for you as new teachers. You had only two or three students to work with, it becomes more challenging with a classroom of kids, but you will learn....

Time has surely gone by fast since September, when UNM came to work with my students here at Apache Elementary I am excited as their teacher to see the final results after weeks of Narrative writing. I peeked inside the folders at the stories and could see the teacher notes - this is being a teacher. Whether it was correcting mistakes, moving parts of the story, or looking to add more detailed information - it has been a learning and growing time for each student and for the Coaches. I hope more than anything the students will do their part in memorizing their stories so that Chautauqua Night will be an absolutely AWESOME night for Coaches, families, and the chautauqua characters that will be presented.

Alberta Smallcanyon, Apache Elementary, 4th Grade Teacher, asmallcanyon@fms.k12.nm.us

DEC. 3

The Dress/pants rehearsal went well; at least I thought so. However, UNM Coaches were unsettled. They were frustrated with me that morning for not giving them enough preparation about what was going to happen. They felt I had usurped the authority I had so willingly gave them. They criticized the way I sppoke to one of their mentees about the difference between reading and telling their story, pointing out that he was the only one I had singled out that morning. (I did talk to the young author and explainedmy intention was not to embarass him but to make his story the best story possible that he could tell. I made sure to reassure him that his story was a gift and that I was trying to help him wrap it better in the telling.) There were concerns voiced about the time, going over our scheduled program time allotted. Honestly, their discontent of so many issues was overwhelming and I tired to address and recognize their concerns while at the same time reassurong them that this was a dress/pants rehearsal. My inner voice conceded that they had misgivings along the way; I was not meeting their learning needs during the practicum experience. I felt that we had squandered a half an hour of our time this morning when they were visiting and not seeming to want to come together to start what I considered an incredibly important day to prepare for the dress/pants rehearsal. I am misreading their behavior still. What I realized is that UNM coaches were protective of their individual mentees and I respect that and I appreciate that. In future dress rehearsals I will be sure to talk about the procedures and process before so they can own more if it. I recognize that this cohort of UNM coaches were more independent of my leading them and I should have delegated more responsibility at this dress/pants rehearsal stage, so I did not own it totally. They demonstrated this during the Family Night, pitching in for a smooth performance.

There are some disconnects and I think I have not built the trusting relationshipof which is so important to me with students and within our program philosophy, and teaching, in general. So this is where I continue to build a trusting relationship trying to understand my students better. I do believe that there may be misunderstandings and misperceptions that I am operating under with students and perhaps, vice versa. This is what our course is all about in understanding linguistically diverse students, in my case, teacher. This gives us opportunity for rich dialogue and discussion in debriefing and unpacking what happened. These are the difficult conversations I hope they will continue to have in their teaching career. And so it is wise to start with me, their instructor, to help me better understand them through their lenses of perception in meeting their needs as learners. I did not provide that for them this semester. Students were kind enough to say that their frustrations were in part due to being so everwhelmed with all their course and life responsibilities.  

"We don't see things as they are; we see them as we are" I am reminded of Anais Nin's words.

The evening perfomance of the Family Night, was a success, I believe. See the Family Night reflection with attachments . UNM coaches and students performed and it was a wonderful culmination of our time together in Ms. Smallcanyon's 4th grade classroom. We achieved our goals! Only five students could not attend (out of 19).

Congratulations, UNM Coaches!

__________________________________________________________________________________________

SPRING 2012

Feb. 9 UNM Coaches & 4th Graders Get-together

Our practicum is a writing workshop project where students will interview a family member they consider to be a hero to them.

We will coach student authors through the writing process of conducting interviews, revising and editing drafts to the finished product of producing a book of their story. On May 10, students will read their story at the culminating Author's Chair, where family members and their identified family hero will be invited to attend.

As we prepare for our practicum, we will review some of the oral history websites at https://sites.google.com/site/unmelds/other-resources as resources for guiding and supporting students through the writing process.

■Planning Interviews

■Script for Interviews

■Art of Interviewing

■Fifty Questions for Oral Family Interviews

■How to Interview a Relative

We met at Apache Elementary School at 8:30am in the Village Square to begin our introductions with Charlotte Bradshaw's fourth graders. UNM coaches and fourth graders shared their I AM poems as a way to introduce each other and learn about one another.

We followed the schedule below:

ROUND I - 4th graders share I AM Poems/family w/ UNM Coaches: (4 groups of 6 students rotate w/ 2 UNM Coaches in each group)

• 8:30-8:55

• 8:55-9:20

• 9:20-9:45

• 9:45-10:05

ROUND II-UNM Coaches share I AM Poems w/ 4th graders: (4 groups of 6 students rotate w/ 2 UNM Coaches in each group)

• 10:45-10:55

• 10:55-11:05

• 11:05-11:15

• 11:15-11:30

Feb. 16

Harriet Tubman made an appearance to assist students in practicing interviewing skills. Students then began to brainstorm choices for their family hero.

Feb. 16  Brainstorming & Interviewing Harriet Tubman

Harriet Tubman helped introduce interviewing skills. Unfortunately Ms. Tubman did not have time to answer all their thoughtful questions. Next week (2/23), I will make sure I retrieve their questions and send them to Harriet to answer and then return the responses to fourth graders. After Harriet left, UNM coaches invited students to brainstorm by webbing three to four family heroes with descriptions of why. Fourth graders will share with their peers their family hero webs and then choose one family hero to interview, write their story, revise and edit up to the published version. On May 10, fourth grade authors will read their stories for their family members and heroes during an Author's Chair.

To assist students with the skills they will need for the project, UNM Coaches will be presenting mini lessons on Oral History Interviewing:

FEB. 23

Today we connected Harriet Tubman to Chautauqua storytelling project from last Fall. Harriet wanted to collect the remaining questions from students that she did not have time to answer last week.Anthologies were distributed so students could see what their finished product could look like. I wanted to set the tone that they had important work to do as authorsMini lessons for interviewing skills presnted by: 

Phyllis & Florence: Interview Skills

Anna Marie & Amanda: Interview Prompts and Question

• Share published stories from last Spring so they can see what their finished product will look like.

• Continue completing Brainstorming of family characters and share with each peers.

• Decide on FAMILY HERO and WHY

MARCH 1

Students will share their brainstorming of potential hero characters with their peers. Then they will decide on their chosen hero character. The next mini lessons about interviewing skills will be presented by: 

Alecia & Miranda: Obstacles & Questions 

Lacey & Friends: Interview Do's & Don'ts Role Play

Students prepare Interview Questions & with UNM Coaches and mitigate potential obstacles through problem-solutions

On March 8 students will share their completed interview questions with their UNM coaches. This will begin thier story drafts. UNM coaches will type out their mentees' drafts weekly so young authors will keep refining their stories. Story Elements and 6 Traits writing will be our rubrics for assessment in addition to writing workshop process.

• • Please refer to our Oral History links on our Resources webpag resources in planning your mini lesson presentations or anything else you find that you can use.

MARCH 8

Students committed to their Family Hero and drafted questions to begin their interview. I filled in to work with fourth grade students this morning and observed how focused they were in writing their questions and talking about their plans to interview their chosen family members. Lacey the role modeled the Do's and Don'ts of Interviewing: being respectful, attentive, prepared, accurate with information shared. Lacey even demonstrated on how to take an intervew sesion on her cellphone! As we take the time to build a strong foundation for students leading up to their family member interviews, it is always interesting to see how their stories evolve from this inchoate stage to the final bound book.

Next Thursday, March 15, fourth graders will return with answered interview questions and will begin drafting their Hero stories.

We met at ENLACE after our practicum. Although arriving a little late, Mabel Gonzalez, ENLACE Director/Coordinator, was gracious and understanding. Anna Marie brought in homemade pretzels for our snack and we shared them with ENLACE staff and students. ENLACE staff Carolyn Martinez and Lourdes also shared their roles and spoke along with Mabel about their mission, grass roots presence in serving the community. ENLACE is a statewide organization focused on programming and initiatives that support Teachers, families, students. ENLACE also serves as a political arm advocating to sustain policies that support families and communities. ENLACE has partnered with the Farmington Public Library's Prime Tine intergenerational reading program, Parents as Teachers, local schools, community centers and UNM. Although 10 years young, their dedicated future initiatives in meeting the needs of Latino/a families as well as other families that have been underrepresented in colleges and universities, drives what they do. They are a passionate, motivated staff who conitnually give back to their community. As teachers we can now share with other parents, the resources of ENLACE. Thank you, Mabel, Lourdes and Carolyn! A Photo Thank you for Mabel, Carolyn & Lourdes.

MARCH 15

Only three to four students completed their family hero interview. UNM coaches discussed what we would disco

FALL 2011

Sept. 19

Beatrice kicked off our Chautauqua Storytelling project today. Students had an opportunity to meet with their potential UNM coaches as they traveled from coach to coach getting to know each other.

We will meet at Apache Elementary School next Monday, Sept. 23, to begin work on our Storytelling Chautauqua project. We will create a class story with the story elements as the rubrics for evaluating their final stories.  We will also use a rubric for evaluating their story delivery, which will come later.

I will be writing the proposal to present at the NM Council of Teachers of English Conference (Oct. 29) in Albuquerque. If you cannot make it, you can still participate because I can audio tape or videotape to be shown during the conference. Our proposal invloves how we are using students' family stories as the content and context for teaching. We honor their funds of knowledge and the stories they bring into the classroom as valuable curriculum for learning. So we validate, recognize their family stories as just as rich and meaningful as the stories they read from the school library. I will ask Mrs. Bradshaw if she could present with us on Oct. 29!

Your experiences working with your mentees will provide valuable insight as we progress in the process. In this way, we will be learning beside one another and relying on each other for support, advice and suggestions as we prepare for the following week. This is as authentic as it gets! I hope this writing workshop and creative process will become part of your future teaching, in recognizing students as authors and storytellers who write for a purpose and who share their work with others.

Sept. 26 

Today we wanted to establish a foundation of naming Story Elements (see powerpoint below) in building vocabulary and assessment for Chautauqua stories. Fourth graders were coached in writing a story as a class, so we could play with and reinforce the story elements.

Each With the assistance of UNM coaches, 4th graders  decided on El Diablo, a German Shephard dog, as the character and each group contributed to the story elements below. 

story elements:

§        Dialogue-Character’s voice and language

§        Character Description

§        Setting & blocking-place of story and how movement unfolds

§        Monologue & Dialogue – what character thinks and feels & what character says to others

§        Experiences-smells, tastes, sounds as if the listener were there

§        Figurative language-descriptive language in telling your story

§        Flashbacks –remembering the past

 October 3

8:30am We will share our collective story. UNM coaches will work with students on:

brainstorming (webbing) possible Chautauqua family characters-share with their peers

I AM (from) poems

Six word Autobiography

Read Polacco Stories, Goat in the Rug among others for examples of family characters or

Character, Plot, Setting Activity

Let the fun begin!-

Remember to post your weekly reflections for 9.19 and 9.26 on your webpages

10-11:30am

We will return to our UNM classroom to meet with our guest speaker Jac Fourie on listening and communication.

 UNM coaches began their learning interactions with their mentees today. They are seeing how each student is different and finding ways to relate and connect with their students. They realize the importance of establishing this connection first and then learning with their mentees will be more effective and successful. Honoring where their mentee is and then working with them for the next six weeks to the completion of their Chautauqua character will become a transformational journey for all involved.

October 10, 17, 24, 31

Our Family Night has been changed to Monday, December 12 from 6-8pm. This will allow us one extra week of coaching. Mrs. Bradshaw has reserved has reserved the Village Square for our event. I observe you coaching your mentees with focus, objectives and goals and caring. Most of your students' I AM poems are completed now and Emily has offered to make the Bookmarks, which we will be given out during our Chatauqua Family Night (12/12).

Thank you for your thoughtful midterm reflections. Some notable takeaways from your thinking and learning :

• 1. the importance of re-phrasing and explaining directions and concepts in different ways to allow for multiple ways of understanding.

1. The use of wait time when asking a question

2. The importance of reflection for students in their own progress.

3. The innovative ways you are adapting your instruction from what you are learning from and about your students, such as

   1. • Using Thesauri

      • I AM Poem templates

      • Writing your own Definitions of Story Elements for your students

      • Giving student choices with consequences

      • Setting high expectations

      • Adapting graphic organizers for organizing their story ideas

      • Recogizing, honoring and adapting for individual differences

I appreciate your responsibility to your mentees in being prepared each week. Bringing Halloween treats for the students was a delicious treat for them and showed that you cared. I left you alone during your practicum time on Vov. 7 so to not be in your teaching way. Please know I am availble to help any of your students individually. I will not consider this a sign of not being able to coach your own students but of your ability to utilize available resources for the benefit and success of your students. So let me know how I may help you or your students.

We will be ready for a peer writing conference soon and we will fishbowl the concept to model it first. This an important part of the writing process when these young storytellers listen to each other's story drafts and provide insight with what they liked, questions, or ways of improving to consider for future editing and revisions.

Your A quality chapter presentations have been very engaging and reflect depth of understanding as well as integrating effective ways to engage and assess our conceptual knowledge. Thank you for stimulating us on many levels. We look forward to the remaining chapter presentations.

November 14

Prepare for Peer Writing Conferences (Fishbowl)

November 21

Peer Writing Cnnferences

Meet for Practicum only from 8:15 (30)-9:30am

Happy Thanksgiving

November 28

December 5

December 12

Chautauqua Family Night at Apache Elementary School

SPRING 2011

We kicked off our family heroes storytelling project with UNM coaches sharing their family hero stories

with fourth graders.  Our schedule is below:

Apache Elementary Practicum- H.E.R.O.E.S. PROJECT

(Hearing Eclectic Renditions of Everyday Stories)

Telling tales about heroes in our own families

Schedule:

Feb 10 (UNM coaches will share stories of family hero with 4th graders)

8-9am Round Table sharing of family Hero stories

9-10am Do Si Do Get-to-know you table visits (index card selections)

10-10:45 4th graders go to P.E. &

10:45- 11am Drum Roll-Meet your new UNM coach

Feb. 17 (Introduce Interviewing Skills)

Role playing & video excerpts

Feb. 21 (Brainstorm with students about family members & stories

Arrange interview process

Feb. 24-March 17 Writing Workshops

April 7-28  Peer & Coach Conferences/writing workshops

May 5 Author Chair Dress Rehearsal

May 11 (Wed.) Author Chair Family Night Presentation

Feb. 17

Fourth grade young authors came with their folders and writing implements and began to 

Brainstorm with UNM coaches about family members and stories.

Brainstorm Activity: Think about possible character heroes using 4 square, webbing or listing. You also will have your own brainstorm map to share with students. After each student works on their brainstorm choices, they will share their choices with their peers. Part of the brainstorming thinking process is for students to talk about it with others. This will help cement their final choice. Peers may ask questions for clarification. Their homework for 2/24 is to choose one character as their hero. Even if they tell you they know which person they will choose, encourage them to take the time to think through the process.The next weeks we will work with them on interviewing skills; interview questions; drafting their story.

April, Jamie and Amber led the students in building skills they will need for the project:      Interviewing skills, asking questions, recording information

     UNM coaches presented a role playing skit (do’s & don’ts) and April showed a student-led interview with Justin Beiber.

Feb. 24

Goal: Choose Family Character and begin drafting interview questions

Interviews are based on curiosity, wanting to know and storytelling

Methodology:

Introduce Interviewing Skills: April S. & Whitney

Interview Prompts/Questions: Frances

Interview process: Obstacles/Questions: All

Guided Practice:

As a class choose someone to interview: then draft questions together

Individual Practice:

Students Work with UNM coaches on interview questions, logistics, obstacles

§         Can you record your sessions?

§         Family member write their responses to your questions?

We continued to build on their interviewing skills as April S. and Whitney shared more about interviewing skills:

• Be polite

• Be prepared

• Be patient

• Be professional

• Be proactive

Students shared examples of being polite:

• • smiling

  • bringing something to the intervewee

  • being attentive

  • staying calm

  • shaking hands (or giving a hug)

  • keeping eye contact (if appropriate)

  • using polite language

Next we collaborated on choosing someone to interview and decided on Jayden Smith, son of Will Smith. Students developed interview questions based on their curiosity and what they wanted to know about him. Students asked questions about some of the difficulties they anticipated interviewing their own relative and we talked about being proactive and problem-solved example some situations. 

 March 3

Warm-up activity: Video Excerpt of Interview

Students Work with UNM coaches on interview questions, logistics, obstacles, etc.

§         How are you going to record interview session? Take notes-someone take notes for you, tape recording, audio recording. Help children figure out what is doable for their circumstances and abilities.

§         Define obstacles preventing them from interviewing and problem-solve and have them commit to what they are going to do. Have them write out their procedure so they can refer to it.

§         Each student will write in their journal who they will interview, their questions, how they will record interview, how they will be proactive in dealing with obstacles.

Although there was only three of us today, we made sure all students were provided for. Thank you for looking out for each other. It does take a village to teach the students in the Village Square!-) 

We talked about the what ifs of students returning next week with their interview questions unanswered. Charlotte reassured me that she will remind students about their family interviews in homework assignments. Charlotte emailed me on Friday and reported that a majority of her students returned to school after conducting their family interviews. She was very proud of them and so was. We will begin our writing and the writing workshop process with students. Also as a way to ascertain assessment, we will use the Writing Scale and an oral language assessment during our work with the students. This way we may assess where they are and see their progress over time.

March 10-17

Our three students worked with Amber's three students today. We are in the beginning stages of taking the answered questions to the literary stage. I am still connecting with each student and learning how best to work with them. I transcribed their beginning stories from last week and we each worked on some revision suggestions as the opening and closing paragraphs with our H.E.R.O.E.S. theme: Why is this person impotant to you in the first paragraph and Why do you love this person in the last. I will adapt the last paragraph to Why is this person your HERO! I will type their stories before we meet March 31. (Spring Break during March 24). I talked to them about my expectations of them and their working habits. I will continue to push them to work diligently and independently so they can focus when they come in and then be able to share with each othertowards the end of our session. Some of them are still in the testing me stage.

March 31 we had a very productive session with peer editing. Our UNM coaches and I fishbowled my family story by sitting in a circle and inviting several 4th graders to join us. The remaining 4th graders gathered around us to watch as audience members. I had copies of my story draft for all fishbowl members. I read my story and then asked each member for a star-something they likes about he piece; then a wish-a suggestion for improvement; then a question - comething they did not understand that required more elaboration or detail. It was an effecive strategy before we all broke out into mixed groups led by Whitney to begin our respective peer conferences. Although some students did not have time to share, we can pick where we left off after the two week testing hiatus, We encouraged them to work on their drafts during the testing duration. Charlotte invited us to work individually with our mentees if we wanted to in the afternoons between 12:45-2:30 if we had time. When we return after testing we will be fast and furious refining their stories for their book, anthology and Author Chair on May 11! I am enjoying working with our UNM coaches for they are bringing much of their background knowledge in working with their mentees. The big question I have is how much of what they are reading from our course text, are they transferring to their work with their mentees. I will ask them!

April 21 We returned to work with our mentees after their testing window. They were happy to see us and we were happy to see them and continue to work on their stories. Charlotte said they are a little restless.

April 28 Students were quiet today. April celebrated her birthday with cookies for all of us. Fourth grade authors worked on their story illustrations and next week will be our dress and pants rehearsal. Students practiced their stories by taping themselves on the laptop computer. UNM coaches refined their stories for their final drafts. Lorien will be working on collating each student's story. as well as compiling the anthology for publication before our May 11 Aurthor's Chair for family and friends.

May 5 Videotaping for our dress and pants rehearsal today. I think I will set up the laptop computer and record  student authors from it instead of using the tradtional videoplayer. I must remember to bring speakers to attach to the laptop. I must also remember to take individual pictures to use for the cover page of the anthology. On Thursday night, we could arrange at Andrea Kristina's Cafe for students to come and read their stories at open mike. I will talk to Charlotte about it!

FALL 2010

Sept. 13 we kicked off our Chautauqua Storytelling Practicum at Apache Elementaty School in Charlotte Bradshaw's 4th grade classroom. Beatrice visited the students and shared his story with them.

For the next two months UNM coaches/mentors will work with the 4th graders on developing their Chautauqua family character and telling their story. The culmination will be the performance of their characters for their parents in December.

Sept. 20 we worked on a whole class story highlighting storytelling vocbulary:

                ·         Dialogue-Character’s voice and language

·         Setting & blocking-place of the story and how movement unfolds

·         Interior Monologue- what character thinks and feels

·         Authentic Experience-smells, tastes, sounds as if the listener were there

·         Character Description

·         Figurative language

·         Flashbacks

We created a group story about Bob, the Dog, which we will read, Monday, Sept. 27 and begin brainstorming ideas for students' family characters and creating their own I AM poems.

Sept. 27 we shared our Bob, the Dog collective story. (See attachment below.) It just so happened that there was an article about the Sheriff's Department fundraising for a Police Dog. WHen we brought it to the attention of the 4th graders they thought of ways to help fund raise such as, selling chocolate candy bars, selling lemondade or beef jerky, hosting a car wash, or garage sale. One girl scout said she would take the idea back to her troop. I plan on contacting the Farmington police Department to see if their Police Dog and Partner would come to do a presntation for the 4th grade classes at Apache Elementary School.  However, this activity will have to be outside of the practicum experience. UNM coaches seem to be getting to know their students. They shared their I AM poems with their mentees today and then 4th graders began to draft their own poems. Next week we will brainstorm ideas about potential family members who we could become to tell stories and then settle in on the three promising characters from which to choose.

One strategy that we are becoming more comfortable with is scribing for students so they may concentrate on the telling of their story. Some students may benefit from this process while others can write on their own. If the objective is to tell the story, then it really does not matter who writes, for the emphasis is on the telling. However, UNM coaches act as scribes and can write the story told to them and then type it out for the students. We can then use the laptop computers with audio for students to practice reading their own stories. In this way using their own stories for the content and context is a powerful means for teaching and learning for student and teacher. Each week UNM coaches will read a children's literature story to help reinforce the storytelling vocabulary mentioned above and to marinate themselves in how others choose to tell their stories. 

During our October 4 practicum visit, UNM Storytelling Coaches read stories from: Goat in the Rug, Cloudy with a Chance of Meatballs, Don't Forget Winona, Strega Nona' Magic Lessons and Lemonade Club as a warmup. Fourth grade storytelling mentees are crafting their I AM poems and brainstorming about family characters. Today they thought about at least three characters whose stories they could tell. Next they will web their story ideas for each character and share their character choices with their peers. Finally they will choose one family member's story to focus on as their Chautauqua family character to perform. We will begin our reading and writing workshops as these young storytellers hone their stories keeping in mind story elements: character description, dialogue, inner monologue, descriptive language, setting, flashback.

Thank you, Suzie, for arranging a community visit to the Farmington Boys & Girls Club (FBGC). Enjoy photos of our visit and practicum.

October 11, I worked with Sarah's students on their I AM Poems and brainstorming their characters. Using the recorder on the laptop, noth students read their I AM poems and listened to the replay. I realized that this may be an effective method for listening to their stories. Aldo spole with principal, Debbie Graff, about the Canine Unit Fundraising project. I will need to contact the Farmington Canine Unit to arrange a visit to Apache Elementary School and to kick off the fundraising event. Perhaps we may be able to collaborate with a Girl Scout/Boy Scout Troop on this project

October 18, talking with Charlotte, our Family Chauatauqua Night is scheduled for Dec. 13 (Monday) 6-8pm. Coaches and students are bonding well and I floated in and out today since I was not needed.

October 25, students are bantering away with their UNM coaches about their story ideas. I overheard prompting:

...tell me more about that

...on your folded paper make a comic strip of your story and we will use that to write your story

...can I say mystory in Spanish?

...What did he do after that?

I worked with J. today and we recorded the beginnings of his story on one laptop. We then went to another laptop computer, which happened to be an older apple model, next to the laptop and I scribed as he told his story. Using simple text feature, we were able to play back what was said on the page. J. experimented with various voices and he did some of the typing himself. He was engaged and he talked comfortably. We will continue to work on refining more details next week, Nov. 1. I will purchase 3 cameras for each student to take 3 pictures of their Chautauqua Family Character. We will prepare pictures in a powerpoint (keynote) format so they will display during each storyteller's presentation. UNM coaches shared their own family characters with with their mentees. This learning alongside each other is a powerful means of sharing and interacting. UNM coaches will also perform their characters with their students during Family Night on Dec. 13.

Nov. 1 was an exciting practicum with students because we were introducing peer conferences. We decided to conduct a Fishbowl activity whereby we would demonstrate with our own story drafts how to conduct a peer conference. After listening to each story, we would share a star and a wish for the story. Jessica began with her story about Andrew her young son and Kim shared her story next about her daughter. Each UNM coach shared their stars and wishes for the stories. I invinted students to contribute their stars and wishes for the UNM coaches' stories. Next thing you know fourth grade students are asking if they can read their stories, too. We Fishbowled L's, D's and K's stories. Students shared their stars and wishes and wrote them on slips of paper provided so they could give them to the authors to read later when they revise their stories. It was an impomptu, spontaneous feel to the morning and it was productive energy! O believe students are feeling more like writiers.

We willcontinue to finesse the WISH to talk about content of their story. Currently, students refer to speaking up, couldn't hear you as wishes. A couple of students mentioned more details about the character. UNM coaches offered insightful critiques, also: instead of sounding like a list, describe your character more in context of her work as a teacher; perhaps focus on one particular event of the character.

This modeling along side the fourth graders was powerful and empowering.  For now this is where they are and through this process they will refine not only their Chautauqua family stories but also the process of giving feedback. UNM coaches shared the vulnerability of their incomplete story drafts and asked for feedback. This validated what authors do, no matter how old you are. Fourth graders were able to perceive themselves as authors and storytellers working on telling the best story they can and they will!

Nov. 8 Students were engaged in peer conferences. Slips of paper were being shuffled from one author to the next. Children reading their story drafts no matter how long or short. Wherever they were in their story, they shared. I sat in on UNM coaches Suzie and Kim's groups. Students read willingly without having to be coaxed. The stars and wishes I noticed were being written down without any talking. Talk is an important part of the process. So I butted in and asked if students and coaches were talking about their stars and wishes. I asked if we could share, even if it meant taking a little longer. Student talk is so rich. Student learn from one another. It also recognizes and validates that what they have to say is important and worthy of hearing. Plus, children listen to each other. They can say things in such a way that they get it when teachers may fall short of conveying the message!  As teachers we should learn to listen more to students for we could benefit from what they have to say. I saw students collecting their star and wishes responses and actually sifting through them carefully reading the responses. WOW! These responses become what UNM storytelling coaches will begin with next Monday. This becomes the guide for refining their stories and how to scaffold to the next level of their storytelling.

We will also start to transition from reading to telling their story. We do not want students to become too comfortable with reading their story since it will be performed as an oral telling- a Chautuaqua performance. UNM coaches will begin to focus on the telling of their stories, even it it requires them to scribe parts of the story for their students. The focus is on the telling of the story; not on the writing. That will come next semester!

Nov. 29-Dec. 6  Fourth grade storytellers continue to refine their stories and practice their delivery. Dec. 6 was dress/pants rehearsal. Storytellers presented their stories, some very shy with lots of encouragement, and then conferenced about feedback with their UNM coach. All in all, successful days confirming that young storytellers are ready. We made invitations and a flyer to give to their family members. (see below.) Enjoy the powerpoint documenting our Chautauqua proess from October through December 2020.