After the video we will brainstorm what the students have learned, or what they already know about pigs. I have some butcher paper with the topic in the middle ready to go and will record what students say. Before they begin raising their hands to tell me the answers, I ask them to turn to a partner and share ideas. This way my students who are learning English or need time to think, can hear an answer given by another student before answering. When we are done, it looks like this:
From here we begin to make lists. They have already generated some things when they brainstormed, I put the brainstorm paper next to my list paper. Now we begin to categorize them by what pigs, "have", "like", and "are". Again, before I pick students I will tell them, "We are going to list what pigs have, tell your elbow partner something pigs have." I ask students to answer in a complete sentence. As they say their sentence, I point to the word "Pigs", the word "have" then write the word they are say. In doing this we are checking that it goes under the right list. We do one list at a time. Sometimes, I will fold the paper in thirds and only have the one list visible. When we are done the completed list may look like this:
I put the subject in black and make each list a different color. Then we practice by reading the sentences we can make. So a simple sentence that may be made would be "Pigs have curly tails." I model this by showing students how I write the black word and then pick a list, first copy the word in the rectangle then pick one word under that. This way students do not just copy everything. I can now easily teach students who get how to make a simple sentence to make it more complicated for example, Pigs are omnivores, smart, and cute. I can also teach students to add because. Many of my student's know how to spell "because", I sing a little song to the tune of "Twinkle, Twinkle, Little Star". It goes like this: "b-e-c-a-u-s-e, I can spell because." It's simple, but for some reason catchy. Those students who are ready may write something like, "Pigs are omnivores because they eat meat and vegetables." I encourage students to sound out all words by themselves. This gives them sound practice and I can also see who is having sound/letter confusion. This simple method has proven helpful to my little writers. I hope you give it a try and you find it helpful for your littles, too.
If you're interested in giving it a try you may want to visit my store.
Or try these specific resources from my store: Martin Luther King Writing
