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PQA Revisited
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6 thoughts on “PQA Revisited”
Steven, you are the man! Great idea.
Being a newbie, could you, please tell me how you manage the pacing so that your artists have time to draw and you say you read the text to them – when do you write it? Like Tina during a retell?
As we are creating the story, I actually repeat the input of descriptions across the room. I say “It is a red dinosaur, right artist?” I also check with the artist while students are summarizing the description or story when there is a natural break. I say that it is commercial art not fine art. I also allow them to work on it until the end. On day, two if they are not finished they read the story then go right back to work on the art work while the rest of the class does some reading activities. Then I can do the great reveal. I let them know when we are going to reveal the art. That way they have a deadline. This slight pressure really speeds things up.
Steve,
I just love the idea of turning willing kids into Star for the Day based on any old tidbit of info or anecdote, like “I got my ears pierced!” or, “I lost my tooth!” from my elementary world.
I am definitely going to try it. I think that done well it sends such a fantastic and reinforcing message of safety, celebration, sharing…
Thanks for sharing it here! Since I also always felt that Special Person interview were too language intensive for my wee ones, I can see that this would afford fantastic personalization and community building!
I remember in a workshop that Ben said, “We turn a statement into a story by asking ‘where’ or ‘with whom.'”
Thanks for sharing this, Steven. I have 100 min classes and I like to start with 10-15 minutes of connecting with kids. The first few months have been lots of mixing English with Spanish during this time. Again, with the purpose to connect with kids and have some fun getting to know each other. As I reflect on this, I realize I’m doing this not only for students to feel uplifted and important but also for me to build a desire to want to work with them for the remaining 85-90 minutes, as funny as that might sound. It’s really only after I feel like the class is in a playful mood with me do I work up the gumption to WANT TO carry them through a good story.
Some good conversations during this “warming-up-to-play” time of class have come from the image of slipping on a stairs during a morning snow, dropping a cup of coffee from Starbucks, scoring a 3 pointer at the basketball game, getting a new hair style, and working late last night at Jewel Osco.
I’m going to have to keep in mind the Invisibles Questioning Sequence next time I try to spin a story with them during this time.
Love this:
…it’s really only after I feel like the class is in a playful mood with me do I work up the gumption to WANT TO carry them through a good story….