Input-Based Children's Books!

Hello everyone! My name is Caitlin McKinney, and I am really excited to be writing as a guest blogger for The Deskless Classroom.

About Me:

I teach 5 different levels of French in a public high school. I am one of six French teachers in my district and currently the only French teacher in my building. I am just wrapping up my ninth year teaching and have been teaching with Acquisition Driven Instruction (ADI) for 5 years. ADI to me refers to a collection of teaching strategies that uses comprehensible target language in an interesting, repetitive manner so that students acquire the language (rather than relying on memorization of vocabulary and grammar rules).

The Challenge: Ending the Year and Testing and Block Schedules

It’s the end of the year. What that means in my district is that we are in the middle of standardized testing season.

Instead of our typical 50 minute class periods, 5 days a week schedule, we are on a block schedule.

For those of you that teach on blocks, wow! It’s a challenge for me and my students. My students are not at all accustomed to listening to French for 105 minutes, so this is always a struggle, especially with my lower levels.

Past Plans for Block/Exams and the End of The Year

In the past I have used this time (or at least part of it) for a class project in which my students write, illustrate, and publish their own children’s books in the target language.

Note from Elicia: this book project thing is *not* a project that is aligned with acquisition driven instruction- that's my personal opinion (and it is my blog!). 

Rethinking, Reflecting

I was recently perusing The Deskless Classroom when I saw Elicia’s post about classroom projects. The whole time I was reading her analysis and critique, I was nodding my head.

• Was the task above my student’s proficiency level? Yes. 
• Was the project focusing more on output? Yes. 
• Did I spend a lot of time doing error corrections? Absolutely.

Even so, I was in desperate need of a class period where I could be hands off, and my students were in desperate need of a quiet creative outlet.

Then it struck me: Why not make an input-based project?

Input-based Children’s Books!

Instead of having my students write a children’s book, I would have them create a wordless picture book for their class and then USE THOSE BOOKS FOR INPUT.

Even my level ones could benefit from all of the great things that come with projects (e.g. an outlet for creativity, an opportunity for student input, and just plain novelty) in the classroom routine - without having to worry about their proficiency levels.  

Plus, I can break up our long class periods by using their wordless picture books for picture talk! 

To create the actual book, I plan to add words to the text as we created the story together using a Write and Discuss format (read more about that here: Write and Discuss). Since this is something we do regularly, it’s easy to incorporate.
Note: If you ever get a chance to see Caitlin present about Write and Discuss at a local or regional conference, you should! -Elicia

Translation: One day, Jimmy is sitting next to his dog and he thinks "I want to go to the park one day."
Here is an example of one page from a level 1 student after I went through the write and discuss / picture talk process. I loved that I could add dialogue for another repetition of first person perspective! 

By the end of class, the book *should* be ready for printing.

And the best part? I don’t have to sit down and edit it, because as we are co-creating the text and I am writing it up, I’m editing in the moment! 

There is no extra step of editing student work!

Oh, the other best part, and the thing that’s most relevant to this blog, is that students are getting input, that they understand, about something that is super interesting and engaging to them: their wordless books and their friend's wordless books. 

Afterwards, I can simply send the fully illustrated, co-created story to the printer and add it to my library the next day.

What do you need?

• Educator’s Account in Canva- FREE
• Time  (60 minutes or more) for students to create wordless books
• Time to conference with students as they are working to create their wordless book
• Time to picture talk and add text (after they are created)

I decided to upgrade my Canva account to an educator’s account for free. (Click for more information on getting a free Canva educator's account.) This allows both myself and all my students access to all the educator features in Canva, which means that students have a lot of images and graphics to use!

Canva allows teachers to create an assignment and assign it to a class, so I used that function and created a blank assignment using a storybook template.

We use a Learning Management System (LMS) like GoogleClassroom so I posted the link there for students to join the Canva environment.

Guidance for Students

On our first day, students joined my class in Canva. 

After that, I really didn’t give them a whole lot of guidance. I simply said, you need to create a title page with a French title (this was the only language requirement) along with 10-20 illustrated pages that tell a complete story. The story is required to have a clear beginning, middle, and end. Students had about an hour to make their books and submit them. As they turned them in, I was able to conference with them and make suggestions about how to make their stories more clear. I also took this opportunity to preview the stories and make sure they were appropriate and didn’t rely on stereotypes or offensive plots.  Keep reading to learn about how I figured out that I needed *more* and *more specific* guidance for my students. 

Requirements for the Wordless Books

• Title Page with a title in the Target Language.
• 10-20 illustrated pages.
• No words (other than the title) 
• The story has to have a clear beginning, middle, and end, and tell a complete story.
• It must be submitted by the end of one block period. 

Creating the Text

The next day in class proceeded as normal. After doing some of what I had already planned, curriculum-wise, I displayed one student’s story on the board. 

We talked about what we saw and how the characters were feeling, and eventually a story emerged.

I wrote the text of the story that we came up with in the target language, making sure that all students were understanding. 

Note: For a great primer on the skills that Caitlin used, take a look at this blog post: How to teach such that they understand, by Martina Bex -Elicia

What was really cool is that several books already had blank speech bubbles in the illustrations. This provided the perfect opportunity for scaffolded partner speaking opportunities and collaboration

Translation: There is a dog who is named Todd. He wants to shoot the ball. Even the simplest designs can be a source of rich input for storytelling. This is an example of one of my students who doesn't love artistic pursuits. He made a minimalist illustrated book, and after a little bit of coaching on how to tell a complete story through illustrations, we were able to write a great story in class. 

I simply had students turn to a shoulder partner and give suggestions for what the characters could be saying in French, and then we chose the best/most interesting/funniest options and I added them to the text.

The results

The process has been going very well. The student buy-in is great and my classes are excited to share their creativity and humor!

The Reflection and Lessons Learned

I am learning some lessons along the way.  First, I need to be more clear in my instructions about avoiding stereotypes. I had a few students who were required to start over but thankfully I had that class time to review them before sharing them on the screen.

This next section is more-or-less a transcript of Caitlin and me (Elicia) talking through these messy topics because a) it made more sense to make it a dialogue, b) it was a really interesting discussion and one that is SUPER relevant to teaching and moving towards equity in our classrooms, and I am so thankful to Caitlin for engaging in this type of deep reflection and making her thinking public. T/W: Discussion of violence, guns, fatphobia, and gun violence. 

Elicia: 

Caitlin, can you tell me more about these stereotypes? What did students do that you had to redirect? 

Caitlin: 

Violence. I realized that I needed to do some self-reflection about how much violence I was comfortable with seeing in my class stories.

Storytelling with high school students can often lead to endings that are violent. For example, all the characters die or solve conflicts with violence.

Elicia: 

In middle school too!

Caitlin: 

I allow a certain degree of this in my class, but what I realized-when I was seeing these fully illustrated texts- is that my comfort level with violence changed slightly when presented with images.

While I might say “he attacked the monster” during storytelling, seeing one character shoot another with a gun in an illustrated text elicited some different emotions for myself.

Elicia:

Oh wow. Yeah. I have to say that for me, as a survivor of a school shooting, that would freak me out. My students all knew that guns were only to be discussed in context in my classroom (and pretty much that never came up) and never included in stories, but I imagine other teachers may not be so…specific! 

Translation: Now the mean bully can no longer bully others.
This was a book illustrated by a level 2 student about a school bully. This is about the level of violence I allow them to include. It is not uncommon for characters to die in their stories, but I carefully consider how much violence is acceptable, and then I communicate those expectations. 

Caitlin: 

So in the middle of the project, I asked students to avoid using firearms and come up with a weapon that was more school friendly, such as enraged unicorns, poisonous marshmallows, or an army of piranhas. I would probably have even more stringent guidelines about violence if I taught younger children.

Elicia: 

I love these examples! In my classroom, I started every year with “the world is a pretty dreadful place sometimes, so in this room, we are going to celebrate puppies, rainbows, unicorns, and glitter. While bad things do happen and are real, when we are telling stories and creating in this classroom, it’s going to be all puppies and rainbows.” 

It seemed to work for my context and students tended to respect that- and would even remind each other by saying “puppies and rainbows” if they felt like a suggestion was too violent.

And..sometimes I would let them end a story with someone eating someone else…as a surprise.

So other than violence, what else did you see that made you step back?

Caitlin: 

Well, one student made a story with an overweight character who was sad and had to lose weight in order to find a girlfriend who loved him because he was beautiful.

To be honest, the story just didn’t sit right with me, and I had a hard time communicating this to my student. What I ended up saying was that sometimes it is hard to balance humor and honoring the dignity of other people. I felt like his story leveraged a negative image of his character in order to get his readers to laugh, but there were more positive ways to be funny.

Elicia: 

Yikes! That’s a tough one. This is a great example of a stereotype that flies under the radar and is still socially acceptable, and it’s rooted in white supremacy and fear of the fat body.

Caitlin: 

Yes, in the moment it was hard for me to find the right words. In the end he chose not to change his story, and I felt a degree of helplessness, like I didn’t have leverage. So I simply didn’t use his story for my classroom library or as the text for our write and discuss as a class. I certainly didn’t want to give that kind of thinking a stage in my classroom, but I wish I would have handled it more directly.

Elicia: 

I really appreciate that you found a way to communicate this without shaming your student for his fatphobia. Talking about this stuff is really hard- especially if it is something that is personal- which it really is for me!

I think I would likely have made a different choice because I feel so strongly about this. And because I feel so strongly about it, I might have damaged my relationship with that kid because of my own emotional reaction, which is really interesting for me to think about. Would my own feelings have gotten in the way of helping that kid see their bias? Should they have? Hmmm…I need to think about that.

Was there anything else?

Caitlin: 

Yes. I had to give very clear expectations for the co-created story telling in class. Students had MANY opinions and reactions when they saw each other’s stories for the first time. Occasionally the laughter and side conversations took away from the input. For example, when the images were really outrageous or unexpected, there was an explosion of commentary. So much so, that I felt like students were no longer engaged with the language. I was getting frustrated (as many of us are at this time of year!). 

What ended up working was this: I had to give a 5 second countdown for giggling before we could refocus. This solved the issues in most of my classes.

Elicia: 

OMG I love this so much. The structured giggles and commentary break! When I taught 5th grade and had to teach health/intro to being a teenager, I had to do the same thing!

Translation: Now they are no longer afraid of Bart. Everyone hugs. Bart finally has a lot of friends. 
Sometimes students DO write a story with a happy ending! 

Back to Caitlin:

My favorite thing about this process was that after each story, we applauded the author and thanked them for their work. Every single one of my students was able to share something no matter their proficiency level, and I had so many great comprehensible texts to add to my classroom library.

During each class period, I had students begging for their story to be the next one. The only downside is that the school year might run out before we can experience everyone's masterpieces! Fortunately, I will have many of these students in class next year, so I can continue this process at the beginning of the next level for a review. For next year, however, I might want to move faster or start earlier if time allows.

Projects in World Language Classes: An Opinion

Let's talk about projects, shall we? 

It's something that comes up a lot.   I am basing this on the number of posts about projects in every language teacher forum, even those that are dedicated to comprehension based teaching.  
Important: I am writing this piece, on my blog, about what I think. I am not intending to judge anyone for their instructional choices. I *do* want to explore some ideas that have been sloshing around in my brain around projects and their various purposes. Again, I am not writing this to say that anyone is bad or less good or anything else. And maybe, you might find some ideas that support you in your journey to be a little bit more comprehension based and/or a little bit more equitable, which *is* what I hope to do. 

Some teachers build their whole language curricula around projects. Others use projects to manage an otherwise unmanageable set of school expectations and duties (e.g. coaching, directing a school play, etc.).  Others have such fond memories of their own projects in language class that they can't imagine not doing them! And, finally, some kids love them, parents and admin often love them, and they do seem to part of the unspoken list of "Important Things to Do In Language Class."

What are projects? 

When I think about projects, I am thinking of things like:

• Students write, edit, illustrate, and publish a text to share or include in the class library. 
• Students make a craft of some sort, usually culturally relevant.  They might present about the craft as well. 
• Students research a topic and produce something- a written or oral presentation or product on that topic. 
• Students work together to create a skit  to perform in front of other students. 

Project Based Learning (PBL), a super hot New Thing, has a lot going for it too, and many schools are jumping on the PBL bandwagon to show how their students are using real world skills to solve real world problems.  Now, I have some love in my heart from project based learning as a general educator, and I have a lot of questions and critiques of it as well- again, as a general educator. Having watched my colleagues move to an integrated project based learning system (and being dragged along for the ride), I see how it *can* result in meaningful learning.  IN GENERAL EDUCATION CLASSES.  As a language teacher, I have a lot of concerns. 

A recent post in a language teacher group got me thinking about what the purpose of projects might be, why kids (and admin) ask for them, and how we can meet that purpose in a way that supports language acquisition.  

My Opinion: Most projects do not support language acquisition. Especially for novice and intermediate leaners. 

Teachers might choose to do them for other reasons, so again #nojudgement.  

 I have written before on this subject, but here's a summary of my thinking:  (excerpted from this article):

• Projects are usually not level appropriate.  Most teachers overestimate what their students can and “should be able to” do, and most projects involve specific, contextualized vocabulary that will require time to look up and memorize, as well as discourse beyond their level. A good rule of thumb is “if they struggle with the activity, the task is too challenging.”
• Projects are incredibly time consuming for both teachers and students, using time that could alternately be used to do things that help students acquire language (e.g. input). 
• If the students have to produce something to share with others, either it is fairly low quality (because they don’t have the language yet) or it requires a great deal of time- consuming editing and correction on the part of the teacher.
• Dr. Bill VanPatten talks a bit about project based tasks in chapter 6 of While We're on the Topic, and points out that project based tasks are not intended to practice language, nor are they appropriate for beginners. He gives some solid examples of tasks that might work in upper levels. He also speaks very specifically about Project Based Learning (PBL) in Target Language.  

Most PBL is beyond what students of language can do at the lower levels. Imported from educational contexts, PBL assumes ability with language. This is why it is a popular approach for learning science, history, and other subjects; speakers work in their first language to complete PBL projects, but beginning students don't have skills in the second language equivalent to their first language skills. So PBL in languages might be better for more advanced language proficiency levels."   (VanPatten, 2019)

• Research in second language acquisition (SLA) tells us that practice is unnecessary for language acquisition. Students do not need to speak or practice to acquire. They need to listen to messages and read messages, that they understand. 

What do projects accomplish?

This is some new thinking for me: to really consider what it is that projects accomplish. 

When kids/parents/admin ask for projects, what is the purpose? 

What need is not being met (or not being visibly met)? 

In asking for projects, stakeholders might be asking for:

• more "fun"
• opportunities to follow their interests and personalize learning
• opportunities to create with language
• more time interacting with peers

So my question becomes: are there other ways to directly meet some of those needs, while still giving students lots of input?

Yes! I think there are! My first idea is centered around reading, aka Free Voluntary Reading / Self-Selected Reading / Free Choice Reading. 

Personalize Learning & Following Student Interests

Free reading is a great way to let students personalize their learning, follow their interests, acquire vocabulary that is relevant to them, and of course, to differentiate. When one student is reading about music, another is reading a story about immigration, and another is reading about a favorite sport, students are personalizing their learning. 

And remember- you don't have to have a huge budget to buy readers in your target language. There are many ways to get free and low cost texts in your classroom. (Hint: a printer and dollar store page protectors can go a long way!)  

You can read more about how I set up my free reading program here,  and from Alina Filipescu here: SSR/ FVR Reading Program.  Bryce Hedstrom recently wrote an entire book about it (which I have not yet read but plan on it!): High Impact Reading Strategies 

More time interacting with peers

Letting students talk about their books with each other is a very simple, quick way to let students socialize. Yes, I *do* let them speak in the shared language (English, in my case) because I only want them to do this for a couple of minutes. The payoff is huge as they get excited about their books, hear about different books, and engage in the habit of readers everywhere: telling people about their favorites. Andrea Schweitzer has a great activity for this as well- you can read that here, on Martina Bex's blog: Speed Dating your classroom library.

What about Game of Quotes? This game, from AnneMarie Chase, is social, fun, and lets students feel like they are creating with language...while re-reading. It's brilliant.

More Fun

Have you ever played Game of Quotes? Go do that. Have you ever gotten pleasure from telling someone about a book that you enjoyed? Let your kids do that! 

Co-creating narratives (aka Asking a story, story asking, TPRS)

For some teachers, asking a story is really stressful and doesn't work for them. I get that, and also, it works for me and it one of my favorite things to do with students of all ages.   You can read more about story asking here and watch me do it with students here and here. 

When I co-create a story in class, I have a script outline (usually, but not always!). I ask the students for details about who the story is about, specific events in the story, and often the end of the story. Students contribute their ideas, and often these ideas are glimpses into what they are interested in. 

Personalize Learning and following student interests

When you co-create a story and are able to incorporate student interests in that story, it is all about them.  I know it seems like story asking is very teacher directed, but when student suggestions and interests are incorporated, the story really does become their story. From watching Storage Wars to riding on the backs of giant bison (a reference to some popular animated Netflix show), their ideas that are included (and even the ones that aren't included) create a sense that the language in the classroom is theirs. 

More time interacting with peers

I ask students to interact with their peers in a lot of ways, both during the process of story asking as well as after.  During story asking, I might let them turn to a shoulder partner to do a quick recap of what happened so far (in our shared language or in the target language, depending on the level), or to make a prediction, or to decide what happens next.  After the story is done, I might do any one of a variety of interactive activities.  Play doh scenes comes to mind, as do any of the small group variations of Secret Input. (You can even see a video of my kids doing some interacting here: Breathing Space, Resting Space.)  Some of my favorite activities from the SOMOS Curriculum, like Running Dictation, Write Draw Pass, Fan N Pick, and 9-Square and variationss all involve some level of peer interaction (depending on how you do it).  And don't forget all the input focused Kagan activities and cooperative learning that Martina has adapted! The Lucky Reading Game, from AnneMarie Chase, is a blast and is virtually no prep. 

Heck, I have even been known to let students write, with a peer, their own version of the story (I give them 20 minutes and very specific directions). Although they spend their time speaking English during the process, the payoff is a bunch of different stories that I can type up (correcting any irregular language), and that we can then read, illustrate, vote on (funniest, most probable, least probable, most creative, etc.), and add to our class library. 

More fun

Story asking is usually pretty fun, in and of itself. And playing with play doh? Yep, also fun. Any of the post-reading activities I listed above are pretty fun! Some are more prep, some are low prep, and some are no prep.  

Creating with language: Some musings 

Now, you may have noticed that I haven't really mentioned a lot about giving students more opportunities to create with language, although that may be one reason why projects are requested. 

Here's the thing: I think that it is possible to give students lots of opportunities to create with language, but I tend *not* to create activities that force them to do so.  The one glaring exception to this is when I ask students to do Timed Free writes (Fluency Writes).  Please read more about why I choose to do these, if you are curious. 

The reason I don't force them to create with language (with that one exception) is that I strongly believe that forcing them to create won't help them acquire, and it has the strong potential to raise their affective filter- that is- to make them stressed out, which will inhibit their acquisition. 

I will work on a future blog post about how I create opportunities to create with language at some point. Annabelle Williamson (La Maestra Loca) has a lot of brain breaks that support students creating language as well- take a look at her blog for some ideas.

One way that allows students to create with language is to give them rejoinders. 

I use rejoinders all the time, and I find that they are a great way to let students express themselves, even when they are beginning language students. For more about rejoinders, hop over to Grant Boulanger's blog and learn more. 

So, to sum up: when stakeholders ask for projects, it's worth it to ask ourselves: what needs are not being met that they think projects will meet? How can I meet those needs in a way that will support language acquisition?  

I hope this blog post has given you some food for thought!