CoL Teacher Inquiry: A magical moment for story mapping!

It was a magical moment for one of the tamariki in my class this morning. Linked to the image of the story map below you'll find the audio clip of her using her story map to retell the story "How Maui Fished up the North Island". She's an ELL children who began her schooling last year as a very softly spoken and shy girl. It was magic to see her hand shoot up into the air this morning when I asked who would like to use their story map to retell the story to the class. She got up and confidently shared the story in her own words. There's still lots to work on for her but self belief and the support of her very encouraging classmates is pushing her to give it a go and talk more in class which is causing her language to grow everyday. 

Click on the her story map to listen to her retell the story or read the transcription below! 

"He went to the fire place where you talk for the biggest fish and then and then the brother say you can't come because Maui because you done annoying and then Maui had a plan to go on the boat and then Maui and then the fourth brother found Maui and then got the fish on the hook and then found a bigger fish!"

On reflection, when thinking about my inquiry for 2023 the use of a story map to support oral narrative has shown for this child and for other in the class that is can be a great way to scaffold them by giving them the support they need using pictures they have drawn to orally retell the story. 

To create the story map, I modelled it one the board using the BSLA story elements cards of 'characters, setting, problem, plan and ending' and I then modelled retelling the story in my own words using my story map and trying to use the target vocabulary (that has been explicitly taught). Here is what this looked like (very messy but entirely authentic!); 

Looking ahead, next time I will begin introducing the story map alongside the story at the beginning of the week and continue to use this story map throughout the week rather than using only at the end of the week. I will also record the target vocabulary on the story map and work with the tamariki to draw a picture to help support the meaning of the target vocabulary. This story map can then be displayed in the classroom for the children's to refer to. I think it is really important that the story map is hand drawn and a "work in progress" as they is a great example the to the tamariki. Thinking back to the explicit teaching of the target vocabulary, I will be getting the children to clap the syllables in the words as a way to draw their attention to these words and to the correct pronunciation of these as I have noticed this is something many of my learners have been struggling with. 

Kia kaha!