Indonesian Folktale – Kancil dan Buaya

I have been focusing on this folktale this term with my year 1-3 classes. The first and last time I taught this story was back in 2015 and it has been fascinating looking back over my lesson plans from that time as it was the first year I taught using TCI.

I’ve been having so much fun with this story that I want to share with you a few of the pre story ideas I came up with for the story. Probably though, before I go any further, I should share with you the TCI version of the folktale that is based on the one that Annie, Sharon & I co-created in 2015.

Ada kancil.

Kancil tinggal di hutan.

 Di hutan ada sungai.

Kancil berjalan kaki ke sungai.

Kancil lapar.

Kancil lihat mangga dan mau seberang sungai.

Kancil tidak bisa berenang.

Kancil lihat buaya di sungai.

Buaya lapar.

Kancil berkata, “Halo buaya. Ada berapa buaya di sungai?”

Buaya berkata, “Kurang tahu.”

Kancil berkata, “Ayo buaya, antri. Saya mau menghitung.”

Buaya antri.

Kancil seberang sungai dan melompat dari buaya ke buaya dan menghitung.

 Satu, dua, tiga, empat, lima, enam, tujuh, delapan, sembilan, sepuluh!”

Kancil putar dan lihat buaya.

Kancil tertawa! Ha! Ha!

Buaya marah. Grr. Grr.

Kancil senang sekali makan mangga.

Kancil terlalu pandai.

Translation: There’s a mouse deer. The mouse deer lives in the forest. There is a river in the forest. Cancel walked to the river. Mousedeer is hungry. Mousedeer saw a mango and wanted to eat it. Mousedeer can’t swim. Mousedeer saw that there were crocodiles in the river. They are hungry. Mousedeer said, “Hallo crocodile. How many crocodiles are in the river?” The crocodiles said, “Don’t know!” Mousedeer said, “Line up so that I can count you.” The crocodiles lined up. Mousedeer jumped from crocodile to crocodile and counted. One, two, three, four, five, six, seven, eight, nine, ten. Mousedeer turned and looked at the crocodiles. Mousedeer laughed. Ha! Ha! The crocodiles were cross. Grr. Grr.  Mousedeer happily ate the mango. Mousedeer is too clever!

Prestory telling:

My structures for this story have been:
Kancil- mousedeer
bisa – can/able to
seberang sungai – cross the river

Other structures that were covered through TPR & brain breaks include:
berenang – swim
tertawa – laugh
antri – line up

structures not covered; just translated whenever it was said;
kurang tahu – don’t know

 

To introduce the kancil/mouse-deer, I googled pics of them which I shared with the classes. There are also a few great youtube clips. This is one of my favourites:

 

Easily the best fun I had was introducing the structure ‘bisa’. My first lesson was a hoot thanks entirely to Ibu Anne. I added to my powerpoint, pictures of people doing things and then asked the class, “Siapa bisa….” ( Who can…?) When students put up their hand to indicate that they could do the said skill, I stated, “Bu Cathy mau lihat!” (I want to see it), Students happily got up and demo’d their skill in front of the class. The actions included playing violin, playing drums, gymnastics, singing (I gave them a microphone for this!), dancing (firstly waltz, secondly floss, thirdly line dancing) and then finished with flying! The flying was hilarious. In between 2 lines of  students, I placed a chair at one end and I stood at the other end with my arms out-stretched, asking, “Siapa bisa terbang ke Bu Cathy?” (Who can fly to Bu Cathy?) Everyones hand went up! Students  then one by one, volunteered to stand on the chair and fly to me! After each effort, I would sadly state, “Oh, tidak bisa terbang! (Oh, can’t fly!)” This was such a great lesson! The creativity of students to fly to me was awesome!
For the followup lesson focusing on ‘bisa’, I struck gold when I popped into the performing arts classroom and discovered receptions students learning how to do pair balances with our brilliant Performing Arts teacher, Natalie Bond. Here are a couple that I have used successfully:

https://twitter.com/chsinfantjunior/status/921033969570865152

http://year4sedgeberrow.blogspot.com/2013/09/enjoying-gymnastics.html

Google ‘simple pair balances’ and there are heaps! I have to add here though, that I was very fortunate in that Natalie did all the teaching of how to do each safely, how to work out who does what and that they each needed to take it in turns if one partner had to do a different action to the other.

My next target structure that I introduced was ‘seberang sungai’ (crossed the river). I intentionally added this into the story because it is a phrase that is so easily adaptable. It could become seberang {ruang} kelas (cross the class {room}) or even seberang jalan (cross the road). After much thought and research on the internet, I knew I wanted to have the students crossing a make believe river. Most ideas I found required equipment/props I didn’t have or would be bulky to pack up & store between lessons. I hit upon an easy yet successful substitute by fluke during one of the lessons. I noticed that as students stood up to move to one side of the ‘river’, there were cushions on the floor! Light bulb moment! I asked my star student (the one sitting on the Kursi Luar Biasa) to spread the cushions throughout the river and then told the remaining students they were all kancil who wanted to ‘seberang sungai’. I explained that they had to jump from cushion to cushion and if they fell in the river, they became a crocodile. (kancil melompat dari cushion ke cushion. Kancil jatuh di sungai, jadi (become) buaya di sungai). I add the English after words not yet acquired. This was so engaging, that students sat quite patiently waiting for their turn to seberang sungai! It also gave me heaps of opportunities to say ‘seberang sungai’ over and over again.

My follow up for ‘seberang sungai’ was to show a few pictures I found on the internet of Indonesian students crossing rivers to get to school which provided great opportunities for PQA.

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I also found a few pictures of crocodiles crossing rivers at Cahill Crossing in the NT and then cheekily finished up with this picture:

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Students were indignant when I circled ‘kancil seberang sungai’ and laughed when I explained that there is a make of car in Indonesia called a ‘kancil’!!

Look what I have also just found!! How cute! Screen Shot 2018-10-09 at 7.32.11 pm.png

 

I enjoyed introducing  ‘berenang‘, ‘antri‘ & ‘tertawa‘ – via TPR & Brain Breaks.

‘Tertawa’ (Laugh) is in a great Indonesian song/rhyme that has been a huge hit with students of all ages. I found it on youtube originally but have adapted it significantly from a CI perspective. It goes like this:
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Here is my 2017 year 2/3 class demonstrating it:

 

Antri (line up):
For this, I incorporated ideas I learned while observing Annabelle Allen at iFLT 2019. I simply ask the class to ‘antri, tinggi sampai pendek’. (line up, tallest to shortest). This is very hard for students to do without talking, so once again, I used Annabelle Allen’s technique of stopping them and demonstrating ways in which they could achieve this using the Indonesian they know, then letting them go again. The first time I did this, I had to stop them several times to give kudos to those students who were using Indonesian – such a positive way of getting in those sneaky reps! Other ‘antri’ ideas include;
-hari ulang tahun (birthday months) – although I did have quite a few students who didn’t know theres!
-mau punya buaya (wants to own a crocodile)
-nama, A sampai Z (by name, A to Z)
If you can think of any more – please add the ideas in the comments below. One I planned to do but abandoned because I anticipated too much English discussion was foot size. I think this would work better with older students!

 

Berenang (Swim) is easy to incorporate into TPR & mata-mata (spy). In terms 3 & 4 for mata-mata I have been trialling a variation of this to keep it novel. Students love this part of the lesson and woe betide if I forget it! It isn’t strictly great TCI as it is largely listen and repeat, but for junior primary aged students, I have found it a terrific way to begin my lessons and get them thinking in Indonesian and can also be an impressive demonstration for visitors of just how much these young’uns have acquired!
So this term, I have a slide in my powerpoint of the language we are focusing on currently. It looks like this:
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I limit the number of words so that it isn’t too overwhelming for the students with poor literacy. I then ask them each to choose one word for which they know the gesture. I remind them that they are not to speak, the class speaks. The mata-mata take it in turns to gesture and the class calls out the Indonesian word that it represents. Overall this has been a successful adaptation however there have been a few students, generally those with poor literacy skills, who misunderstand the instructions and make up their own gesture. Unfortunately this results in everyone calling out a random word, often in English! I am hoping that with lots of modelling and student demonstrations, this will gradually decrease!

Storytelling: 
I told the story towards the end of the term several times. The first time using pictures on a powerpoint and the second using student actors. The best thing about this story is that it easily accommodates an entire class of actors. I randomly choose the kancil using my class collection of paddle pop sticks, and the remaining characters in the story are acted out by whoever wants to. The remaining actor parts include:
hutan (forest)
sungai (river) &
buaya (crocodile).
I do not limit the. numbers of any of the above parts because any variation becomes an almost parallel story!! The first class acted out the story so well, I asked them to do it again the following lesson do that I could take photos of them to make a class book. The book looks amazing! My kancil was very expressive.

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It’s now the school holidays, and I am looking forward to planning fun activities based on this story for next term that will provide plenty of opportunities for assessment ready for the upcoming term 4 reports.

 

 

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Observing Ibu Anne’s Circus

I am here in Victoria this Easter enjoying a well earned break with Ibu Anne. Today was the last day of term here (SA has 2 more weeks) and I’ve taken heaps of notes while observing her lessons. If ever you are in Victoria and want to see TCI in a junior primary setting, I highly recommend a visit to her school. Her students impressed me constantly with their confident comprehension of Indonesian and at times it was hard to believe that her students are Prep’s – Year 3!

Here are my notes for each year level:

Prep Classes:-

With her Prep classes, Anne is trialling a system whereby each step of her lesson is prompted via a powerpoint page. I really liked how this worked. The first page incorporates an app Anne has discovered that allows you to add voice to a photo of a dog. Anne began her Prep classes with either a photo of her dog Kasper or a student’s dog singing her welcome song! The classes absolutely loved singing along with the dogs!

The second page was calling the roll and with this year level, Anne simply encouraged them to answer with ‘ada’ & ‘tidak ada’ (here/not here).  No wonder the students at her school have acquired ‘ada/ tidak ada’ so solidly! She calls the roll using class dojo, marking the absences immediately and at the end, asks, “Berapa tidak ada?” (how many students are away?) which provided her with an excellent opportunity for students to count together with her!!

After the roll, Anne turned off the smart board to focus on the retelling the harimau (tiger) & Elsa story. She began this with ‘mata-mata’ (spy), using the 2 pandai (clever) students (1 laki-laki/boy & 1 perempuan/girl) selected during the previous lesson and invited them out to the front with her to choose two new pandai students while Ibu Anne revisited all the structures from the current story. I love using ‘mata-mata’ with preliterate students as it is a terrific brain break on one hand and a useful way to observe & assess levels of acquisition. Once or twice I have assumed a class was familiar with a structure only to discover during mata-mata, they definitely hadn’t!

After mata-mata, Anne then used colourful magnetic pictures attached to the smart board to retell the story, Elsa dan Harimau that the students found highly engaging. I don’t think we utilise puppetry enough anymore! It is novel for youngsters today! She then retold the story using the magnetic pictures, encouraging the students to gesture and speak with her.  fullsizeoutput_141c.jpegNext, Ibu Anne asked for two actors to come out and help her retell the story once more. The tiger mask was a huge hit and enabled her to have several pairs act out the story, one after the other! I love the “Aduh” (Oh no!) at the end of the story because it allow the entire class to join in the finale. Ibu Anne finished by showing her video of this story on her Youtube channel which again was the same story presented slightly differently which maintained student interest! Wow – how many reps of the story did Ibu Anne manage? Amazing.

As the class had been sitting for quite a while by this time, Ibu Anne did the following brain break: she played a familiar Indonesian children’s song and asked the students to walk around the room while it played.  When the music stopped, she asked her students to freeze and listen to her say one of the following words from the story: harimau, pohon or rumah. If she said rumah (house), students had to stand and make a triangle roof over their heads with their arms, if Anne said harimau (tiger), they had to drop to their hands and knees and if she said pohon (tree), they had to stand up tall with their arms out, hanging like branches. I really enjoyed the added bonus of having an Indonesian song incorporated into this brain break because it allowed a break between the actions!

The target structure Anne revisited next with her Prep classes was “Ada apa?” (What is there?) She had a calico bag full of  objects (all cognates). She pulled each one out, one by one, stating ada truk (there is a truck), ada burger (there is a burger), ada es krim(there is an ice cream) etc, before setting each down on a table where the students could see the display. Each item provided a perfect opportunity for reps of ‘ada’ (there is)! Once the bag was empty, the class and Ibu Anne counted the total number of props together – altogether there were 15. Ibu Anne then put the items back in the bag and asked the class again, “Ada apa?” to see if they could remember them all.  Each time, a student correctly remembered an item, she drew a picture of their answer up on the board, circling each while incorporating ‘ada’, counting the total after each correct suggestion. The students thoroughly enjoyed counting the drawings together.

Ibu Anne then handed out a worksheet with pictures of a variety of cognates and students had to listen and circle only the ones that Ibu Anne pulled out of the bag. Students then coloured all the pictures that were circled. Ibu Anne recommends using pulling out exactly the same objects for each class to make marking easier.IMG_6075.JPG

Kelas 1

All year one classes are held in the Indonesian room. Class teachers bring their students to the room where Ibu Anne greets each student as they enter her room. Students then walk to the front of the room and sit quietly waiting for her to finish. Ibu Anne follows the last student into the room and with this class, she picked up her ukulele and began playing it. This immediately and beautifully focused the students however as the ukulele was out of tune, Ibu Anne quickly and surreptitiously tried to tune it but the students collapsed about with laughter. Even to their ears, the ukulele sounded strange. Once tuned, the ‘duduk diam dengar’ (sit down, be quiet, listen) song sounded gorgeous on the ukulele. It was a highly compelling way to begin a class.

Roll
I loved how Ibu Anne sings the Selamat siang song (see kelas 2 observations for details) with her older students. It begins with the usual Selamat siang, Apa kabar, baik, baik saja, lumayan, kurang baik and then included lapar sekali, sedih sekali, marah sekali. The success of this song was evident during the roll call as many students used this language.

After mata mata, Ibu Anne worked on the song, Aku Seorang Kapiten, for an upcoming competition for Victorian students. This competition isn’t compulsory for her students, but hopefully many will bravely try out and blow everyone away with their proficiency. I can’t remember what else students have to do, but if you are interested in learning more about it, ask on one of the Facebook pages!

Kursi luar biasa
Ibu Anne has created a Kursi Luar Biasa powerpoint for each year level, each one building on the language they have acquired from the previous year level. All slides provide many opportunities for the student being interviewed to shine. Students can either tell the truth when answering questions such as:
Tinggal dimana? (Where do you live?)
suka makan apa? (What do you like to eat?)
Mau apa? (What do you want?)
Siapa nama? (What is your name?)
Apa kabar? (How are you feeling?)
Punya binatang apa? (What animals {pets} do you own?)
On each page, Anne has pictures that incorporate everything a student of that age would relate to. I learned about LOL dolls, magnetic slime, 3D pens just to name a few! Also on the pages were a few quirky pictures to keep it compelling.

Brainbreak
This year level also enjoyed writing their names with their right and left hand, left/right siku (elbow), hidung (nose) & (pusar) belly button. Lots of laughter.

StoryTelling
Ibu Anne showed a PowerPoint that she had made called, “Buaya Suka Makan Donut” (The Crocodile Likes to Eat Donuts). The ingenious part of this powerpoint were the video clips embedded into each page of the naughty buaya snatching donuts from various staff members including the principal.  The students loved watching the expressions on the faces of the principal & their teachers and requested watching it again and again! I highly recommend copying her idea!!

Assessment
Anne had planned an assessment task based on this great story, but with a school wide subway lunch delivery, the class had to return to their room early. This is the task Ibu Anne had planned to do: Anne had drawn up a grid and in each box was a different pic from the Buaya (crocodile) story. Students would need to look at each one of the pics which were in no order. To demonstrate that students could retell the story in the correct order, they needed to write a number in the box by each drawing. IMG_6227.jpg

Kelas 2:-
Anne began her lesson with the Selamat Siang song that included panas sekali, capai sekali, dingin sekali, marah sekali, sakit sekali before finishing with sampai jumpa.

Here is the song – (sing to the tune of Frere Jacques)
Selamat siang
Apa Kabar
baik baik saja
lumayan
kurang baik
senang sekali
marah sekali
sakit sekali
dingin sekali
panas sekali
terima kasih/sampai jumpa

English translation: 
Good day
How are you?
Just fine
ok
not so good
very happy
very cross
very unwell/sick
very hot
thank you/goodbye

Then when Anne called the roll, the students confidently answered with a variety of answers fluently. When discovering that a student was absent, she would ask the class, “kenapa?” (Why?) If students said, family holiday, she would ask, “Liburan?” (Holiday?) If they again answered “Yes/Ya”, she would walk over to the dimana poster and point and pause before asking ‘Di mana?” (Where?) I loved this as it provided the perfect opportunity to get reps on ‘dimana’ as well as saying the names of various countries in Indonesian. It was interesting to hear the number of students who were currently holidaying in India, Queensland, Malaysia and Japan. Totally represents the multicultural population at Annes school!

Mata-Mata
It was great to see Sharon’s ‘mata-mata’ happening in Victoria slightly differently to the way Sharon and I do it (and we both do it slightly differently as well!) My students enjoy mata-mata (spy – along the lines of the Indonesian police) and it was great to see a way to keep doing it yet with a twist. Anne uses the 2 winners from the previous lesson to be the next mata-mata; a boy and a girl. The girl must choose a boy and the boy must choose a girl. I am definitely going to incorporate this into my next lesson plan. Currently my students choose their friends which are generally the same gender – so this idea would encourage them be more selective! I also loved the way Anne asked the mata-mata, “Ada laki laki/perempuan pandai? Siapa nama?” (Was there a clever boy/girl? What is their name?) Great way to sneak in a “siapa nama” rep!

Anne did a brilliant brain break with this class which she acquired from a colleague, Jodie Underwood.  All the students stood up and followed Anne’s instructions:
Tulis nama pakai tangan kanan (Write your name with your right hand)
Tulis nama pakai tangan kiri (Write your name with your left hand)
Tulis nama pakai siku kanan (Write your name with your right elbow)
Tulis nama pakai siku kiri (Write your name with your left elbow)
Tulis nama pakai hidung (Write your name with your nose)
Tulis nama pakai pusar (belly button) (Write your name with your belly button)
By the end of it, everyone was in fits of giggles and totally relaxed. It was so lovely.

Kursi Luar Biasa (The Awesome Chair)
Anne has made up power-points for each year level; each incorporating the language she needs reps with. The questions circle suka (like), nama (name), apa kabar (how are you), mau (want) and have really significantly helped her students to acquire this vocabulary. Anne has painted a chair in brilliant eye catching colours and patterns which a student sits on to answer Anne’s personalised questions.
After asking the person in the kursi luar biasa the questions, Anne then invites the other students to say one thing that they heard about that person. This is such a great opportunity for the 4%ers to shine and also to measure student acquisition. Anne accepts answers both in Indonesian and English, praising both with the English restated in Indonesian. She then adds tallies to the kurang pandai/pandai (clever/not so clever) points; 2 points for Indonesian and one for English. Separately she notes who spoke in Indonesian correctly and after the  lesson, takes a photo of her notes to add to her assessment checklists.

StoryTelling
After Kursi Luar Biasa, Anne showed the class a powerpoint she’d made about Pak Eh-Eh (Mr Pooh). The story itself was very short – perfect for this age group – and had them 100% engaged! In Anne’s story, Pak Eh-Eh went to the Western Treatment Plant (local) searching for a friend. I loved how Anne explained simply what happens at the plant while getting heaps of reps of eh-eh! It was a great story to introduce the structures teman (friend) & banyak (many)!

Anne finished this lesson by showing the class her YouTube channel (Indonesian Fun For Juniors) and encouraging students to watch the Pak Eh-Eh video and others over the holidays.

Kelas 3 –

Ibu Anne started her year 3’s with a powerpoint that had her dog, Kasper, singing her welcome song (see kelas 2 for lyrics) to the class. Her students went into raptures, but not as much as Ibu Anne did when one student shared that she too has a schnauzer – a mini salt & pepper schnauzer named Abbie. Ibu Anne then dug deep to re-channel her thoughts away from Abbie and back to the lesson! (If you ever want to see this – just casually drop the word schnauzer into your conversation with Ibu Anne and watch the dreamy transformation appear on her face!)
Ibu Anne’s roll calling procedure differs slightly for her year 3 students. Whereas with her younger students, Ibu Anne calls the roll; her year 3 students take it in turns to call the roll. I love how they use a long pointer with a pointy finger on the end to point to the names as they work through the names on class dojo. I also loved how when the student reached his/her name, the class together asked the student, ‘Apa kabar’!

The brain break Anne then did was the “buka tutup” (open/closesong. It’s super awesome observing students in another school having fun with songs my students also enjoy!

Free Write Assessment Task
I was really pleased Ibu Anne included a demo of how she does free writes with her students. My students struggle with free writes and I also struggle with presenting them in ways that don’t instantly raise up their affective filters.
Ibu Anne began by having the class watch the Buaya Makan Banyak Donut video. She then asked the students to brainstorm for words from the story and wrote them up on the board with cute pics to support comprehension. The students found this incredibly helpful for many reasons. A student I stood behind was not a risk taker with her spelling and while happy to write, baulked at writing words if she wasn’t 100% confident with the spelling! Other students appreciated it because the words became writing prompts for parts of the story they had overlooked!
Anne next showed the class her free write master sheet and explained how to use it;  write one word per line and not to miss any lines as this helps when counting the total number of words.
She further added that students were to use only the words that are in their brain; they were not allowed to ask for the translations of any unknown words and that everyone will start writing at the same time and to keep writing until the timer goes off. If students finish the retelling, they could start writing a new story or make up their own sentences using the words in the board.
Ibu Anne next explained that there are different ways to write free writes:
Level 1 – put the brainstormed words into sentences.
Level 2- retell the story.
Level 3 – retell the story with added original ideas.

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Sharing
After 10 minutes of quiet writing, Ibu Anne stopped the class and invited them all to “Duduk di lingkaran’ (sit in a circle). Students brought their writing to the floor where they sat in a sharing circle and Ibu Anne explained the ‘Ripple Effect’ ( Robyn Cotter). She invited students to each read one of their sentences out aloud into the silence. She further clarified that if it’s quiet, just start reading. Do not speak if someone else is talking and finally, you can only read once.
This was absolutely beautiful. Students took it in turns to read and listened respectfully to each other. They stopped if they heard someone speaking at the same time and waited for the next silence. Next Ibu Anne encouraged those people who hadn’t had a go yet. She explained to the others who were keen to read a 2nd sentence, that there were still people in the class who had yet to read and then encouraged the others who had not read yet to have a go. It was unbelievable the number of quiet ones who were empowered to share into the respectful silence. One of the last sentences shared was about their class teacher made us all laugh! Buaya makan Bu Kip (The crocodile ate Mrs Kip)!

As the free writes were collected, students got quite restless so Ibu Anne silently held up a sign that said: ‘please show me that you are ready to listen’. Students were instantly intrigued and focused on reading the message. They then re-settled very quickly. A terrific quiet way from ( Robyn Cotter) to engage and refocus literate students! I highly recommend it!

 

Thank you so much Ibu Anne for encouraging me to visit your school so that I could observe you once again. I’m especially grateful considering that it was the last day of term 1 for you and that you were dead on your feet. Considering all of this, I was blown away with the high level of student engagement in all year levels!  Not bad (actually it was impressive) for the last day of term 1. I love how you have incorporated student interests into Kursi Luar Biasa e.g. current popular toys, running competitions and popular hobbies e.g. naik skuter! The slide in your kursi luar biasa PowerPoint asking the awesome student if they can run fast (bisa berlari cepat?) and then challenging them to a race at the front of the classroom in front of their classmates – (allowing them to win) is ingenious!!
I learned so much from this brief visit; from both the teaching observations and from our many conversations where we shared and built on our ideas. I enjoyed implementing many of the above ideas into my teaching and it gave me the energy to get through the last 2 weeks of our term 1.

Terima kasih dan salam hangat,

Bu Cathy

PS; Acknowledgement to Ibu Anne for the title of this post!!

 

 

 

Erin Gotwal Part 1 & 2

Here I sit, planning my 2nd week of lessons for my junior primary classes. I must keep in mind that many students are preliterate, especially the brand new reception students (5 year olds)! I have been searching online for activities suitable for preliterate students and stumbled across these 2 inspiring videos.

While Erin’s students are definitely not new reception students, I love how she supports everything she says with text and/or illustrations. This reduces the cognitive load for her very young students by supporting comprehension. Ingenious.

Erin uses so many techniques that are perfect for R-2 students. Watch and enjoy!

https://app.schooltube.com/video/2a8bccee1acf1ede4018/Erin%20Gotwals%20Part%201

http://bit.ly/oZbYDO

PS. If the links don’t work for you, google Erin Gotwals part 1 & Erin Gotwals part 2.

Year 1/2 Retells – Belle Mau Punya Teman

This week Vicki, one of my awesome colleagues and the one who owns beautiful Belle, fullsizeoutput_b14decided to show her class my video about her animals. Soooo clever. Vicki has spoken constantly about her animals to her students throughout this year and therefore was delighted when I created a video about them.

Before Vicki began playing the video to her class, she explained where the video was shot and then said added that there was just one problem; the video is all in Indonesian and Vicki doesn’t speak enough Indonesian to understand it! Vicki then played the video and afterwards asked her students to write a retell to explain to her what the video was about.

Most wrote in English but a few chose to write their retells in Indonesian!! For most students, this was the first time they had seen the video and their retells demonstrate high levels of comprehension. Those who chose to write in Indonesian also did an excellent job. One of Vicki’s students, Taylah, follows my channel and had watched the Belle video several times during the holidays. I bet you can pick which of the following is hers without even needing to read her name!

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Wow TPRS Sounds Awesome But Where do I Start? 

Over the past 2 years that I’ve been using TPRS in my Indonesian classroom, I’ve used many different stories, most of which have been suggested by Catharina, our wonderful mentor. We are so fortunate to have been introduced to such a highly experienced Early Years TPRS mentor who has a wealth of story recommendations focusing on any given target structure! Any story recommended by Catharina is a guaranteed ‘home run’!

After all the workshops or the conference I attended or presented at, the inevitable question from interested participants was always; “Where do we start?” This was where Catharina was initially extremely helpful for us when we first began TPRS. Each time we reached a road block and became puzzled about our future direction, she would gently and positively guide and nudge us back on track with constructive feedback, sharing ideas and activities from her own classroom practise.

This post hopefully will give you an idea of where to start if you are at the beginning of your TPRS journey. I teach students from Reception (Prep/Transition) to year 7 and as most TPRS stories are written for middle years students, the cohort we initially had the greatest difficulty adapting TPRS to were the junior primary students, hence my focus in this post. However, don’t change the channel just yet, because first time learners are largely the same regardless of their age. The major difference, I’m sure you will all agree,  is their attention span! Everything else remains identical. 

My stories are in Indonesian (what a surpise) however they can easily be translated (back) into other languages using google translate. We received them in a variety of languages before translating them into Indonesian incorporating high frequency vocabulary where possible and eliminating any language we felt our students were not ready for or that did not work in Indonesian. Also, if the story is too simplified for your cohort, add detail and language to ensure it is more suitable yet remember to always keep it comprehensible with no more than 1 – 3 (unfamiliar) target structures. NO MORE THAN 3!

The first ever story we started with is Catharina’s adaptation of Jim Tripp’s, “Nice to Meet You.” This story is without doubt, in my humble opinion, the best place to begin a CI journey for either students for whom this is their first ever contact with the language you are teaching OR for a teacher who lacks confidence in his/her CI skills &/or language skills & is about to begin their first ever CI unit of work.

The original story:

Target structures: 

-meets

-My name is ______ 

-gets really nervous 

-nice to meet you 

Lindsey meets Channing Tatum. Lindsey says to him, “Hi, my name is Lindsey.” Channing Tatum says nervously, “Nice to meet you.” He gets more nervous and says, “My name is Luke Skywalker.” Lindsey says to him, “Nice to meet you Luke.”

The simplified adapted version:

Target Structures;

  • berkata,
  • nama saya,
  • siapa nama?

Other: di, dari, astaga (point & pause only)

Taylor Swift di MacDonald’s.

Bu Cathy di MacDonald’s

Tayor Swift berkata, “Nama saya Taylor Swift. Siapa nama?”

Bu Cathy berkata, “Nama saya Bu Cathy.”

Taylor Swift berkata,”Bu Cathy? Bu Cathy dari PEPS?”

Astaga!

Autograf!!

(Taylor Swift faints)

Suggested sightly more difficult version:

Kemarin, Taylor Swift di Macdonald’s.

Kemarin, Bu Cathy di Macdonald’s juga.

Tayor Swift berkata, “Nama saya Taylor Swift. Siapa nama?”

Bu Cathy berkata, “Nama saya Bu Cathy.”

Taylor Swift berkata,”Bu Cathy? Bu Cathy dari PEPS?”

Astaga!

Autograf!!

(Taylor Swift faints)

As you can see the original version is not suitable for young learners because there are significantly more than 3 target structures for students to acquire. I also like the way Catharina has tweaked it to make it more appealing. Adding a faint at the end is ingenious! I have story asked this story with staff too at a staff meeting! It is such an awesome story for beginner learners and appeals to all ages with its simple language and unexpected ending!

Once you have chosen your new story and identified the target structures, you are ready to start. At the conference, Terry began by story asking mini stories based on each of the target structures, focusing on one at a time. I personally prefer a technique I read about on Ben Slavic’s website called Visual Personalised Questions and Answers (VPQA).  This has been very engaging for my students and is also helpful for teachers new to circling and story asking because VPQA provides teachers with our own personal brain break!! It relieves some of the stress by giving a tiny breather in which we can regroup and get the TPRS juggling balls back in the air again. 

If the target structure is ‘berkata,’ I start by  creating a powerpoint. I begin with a google image search for quirky images that will appeal to my students and give me opportunities to ask my students personalised questions and answers. This upcoming week, my reception students will be revising Nama saya (my name is) & Siapa nama? (what’s your name?) while introducing ‘berkata’ (said/say/says). Using Ibu Sharon’s awesome idea, I have found pictures of characters familiar to my young students (Elsa, Pikachu, Donkey, Bob the Builder – to name a few) all of whom have a phrase that they are known for saying. E.g. Elsa berkata, “Let it go.” On each page is a picture of the character with his/her/its given phrase. This allows me to ask, “Siapa nama?” and then circle the name (Nama saya Elsa? Nama saya Bob the builder atau/or Nama saya Elsa?) I can then circle the target structure; “Dory berkata, ‘Keep on swimming” atau Elsa berkata, “Keep on swimming”? Because each picture is different, VPQA keeps them on the edge of their seat wondering what the next picture will be! While PQA & VPQA is technically personalised questions about the students, at this early stage, to keep the language in bounds it may be necessary to restrict the circling just for now to just ask about the characters on the screen. I would definitely not recommend using any new question words this early in their learning! The language used must, must, must be in bounds. To ask, “Pak Taylor berkata apa?” will immediately raise their affective filter and could potentially derail that lovely calm, comprehensible atmosphere you have created. If Pak Taylor does have a phrase that he is well known for, then ask, Pak Taylor berkata, “Let it go?” atau Pak Taylor berkata, “Howzat?” Ya, Pak Taylor berkata, “Howzat!” (Does Mr Taylor says, “Let it go” or does Mr Taylor say, “Howzat?”) Stick to the language they know!! It is too early (especially for very young learners) to toss them new and unfamiliar vocabulary. 

Once I feel that students have  largely acquired the target structures, I move to story asking. I don’t worry too much if there are students who have not fully acquired the target structures yet for several reasons. Firstly we will hit them (oops – the target structures!) repeatedly during the story asking process and secondly most target structures will be repeated over and over in future stories. This would have to be the single best factor of TPRS and is why it triumphs over the way I used to teach. The structures we target now are specifically chosen for communication in a classroom context (and hopefully useful on their next family holiday to Bali) and thus will be used often unlike previously where from term to term, my thematic vocabulary was rarely revisited.
The above stories are the skeleton and all the words underlined are the words you can ask for student input depending on their age. Usually I ask for an ‘aktor’  and then ask the class, “Laki laki atau perempuan?” before asking, “Siapa nama?” However for my young (brand new to school)  reception students, I have planned to tell their first ever  story to them using cut out pictures with magnets on the back moving them around on my mobile white board. Then, once they are more familiar with me and my teaching style, I will ask for their input — usually they’ll be ready by the next story!

When planning for young students, the best advice I ever received was to plan activities so that the students move up, down, up, down throughout the lesson. The younger they are, the more frequently the teacher changes the activity. Thus, once the story has been asked (a ‘down’ activity), it is time for the students to stand up and do an ‘up’ activity. This can either be a brain break, TPR or could be an activity based on the story. My favourite activity post story asking is called ‘all the worlds a stage”. Students get into pairs and duduk (sit). I then explain (in English for now but soon will be in Indonesian) that one of them is Pak Hudson (our school principal) and one of them is Superman (the 2 characters in our story). I will then say, “Superman berdiri. Superman duduk. Pak Hudson berdiri. Pak Hudson duduk.” This incorporates TPR and also ensures that each pair has agreed on who is each character. At this point there will inevitably be a pair who both want to be the same character. At this point I promise the whole class that we will be doing this activity twice and the second time they will be changing characters. I then allocate characters to the pair who need help, reassuring the one who compromised, their turn is coming next! Depending on their level of compliance with my decision, I distract them totally by choosing them to be my demo pair which is usually a highly successful tactic! I then say the first  line from the story and ask them to act it out, giving them pandai points for great acting, for only acting out what I said and for not going ahead or adding in their own details. All very important information that needs to be clarified right from the beginning. If my demo pair demonstrated that they understood the task, I invite all the Superman’s and Pak Hudson’s to berdiri and then we begin again right from the beginning. It will probably be chaotic the first time we do this activity, but it is well worth persevering because later in the year with practise it becomes smoother and is such an excellent ‘up’ activity while getting in heaps of repetitions of the story and with comprehension checks!

One final note: If you absolutely need to say a word students have yet to acquire, say it in English for this first story. This is how I tackle the ‘other’ word list. I need these words for the story but they are not target structures. The first time I story ask, I say the ‘other’ words in English. Then slowly introduce them in Indonesian, quickly followed by a comprehension check. If the comprehension check is met with blank confused looks, I know immediately they are not ready for it yet – the students need more repetitions of the story – and I’ll try again later. 

This is the very first TPRS story I started with and initially taught it to all year levels. It worked with all my classes. Now, though, I just use it with my reception classes. I still remain totally convinced that it is the best story to start with, regardless of the age of the students.

Do you have a favourite story you begin with? I’d love to hear it. Feel free to write it below in the comments!

A Great Reading Activity For Pre-Literate Students

Have you seen the oral cloze retell idea by Eric Herman on my TCI/TPRS activities page which is found on my homepage up the top in the header?

Here it is:

On subsequent retells you can erase more and more words to give more advanced students a greater challenge and eventually erase the entire story and have superstars retell the entire story without any written support.

Example:

There is a boy. His name is Bob. He likes pizza.

There is ___ boy. His name __ Bob. He likes _____.

There __ ___ boy. ___ name __ Bob. He ____ ____.

There __ ___ ___. ___ name __ Bob. __ ____ _____.

 

I tried it today with a year 1/2 class as well as a reception class and it was awesome!

I began by asking 2 students to act out the story while I retold it. By now, I’ve lost count of the number of times they have heard it, but it never hurts to get in one more retell!! I then dragged over my mobile white board and asked the class to tell me the story again. It was brilliant how well they could retell the story! I wrote down the first 5 sentences on the board.

Buarlapar.

Buaya lihat Elsa.

Buaya mau makan Elsa.

Elsa berlari ke Horseshoe Bay.

We all then read the story together using hand gestures. At the end of the first reading, I rubbed out one word and in its place I drew a contrasting coloured line. We then read through it again together, however before we all read it, I explained that the next person to rub out a word would be someone who is both reading and gesturing beautifully. Boy – that ramped up the participation and engagement!!

We continued this until there was nothing left of the story and all that was there were red lines where the words used to be!! Both classes absolutely loved it and were so fluent by the time we rubbed out the last word!

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Reading With Pre-literate Students

After watching Carol Gaab, I tried something new with my junior primary students this week that I would like to share with you.

Last week with my younger students, I started the Carol Gaab story that Bu Anne posted about on her blog. I have tweaked it slightly to minimize the amount of new vocabulary. Instead of a harimau (tiger) I have a buaya (crocodile) because most students know buaya from our kancil and buaya unit last year. I also believe that tree, mountain  (&?) are very low frequency nouns in a classroom, so I changed it to Horseshoe Bay, sekolah (school) & kelas (class).

My version goes like this:

Buaya lihat Elsa

Buaya lapar.

Buaya mau makan Elsa.

Elsa berlari ke Port Elliot.

Buaya berlari ke Port Elliot.

Elsa berlari ke sekolah.

Buaya berlari ke sekolah.

Elsa berlari ke kelas.

Buaya berlari ke kelas.

Buaya makan Elsa.

To support this story and its new target structures of ‘buaya’ (crocodile) & ‘berlari’ (run), I searched for a well known rhyme that I could adapt. Browsing on Pinterest I found the 5 Little Monkeys rhyme! This not only provided me with the perfect vehicle for ‘berlari’ & ‘buaya’ but also gave me the opportunity to introduce ‘jatuh’ (fall) & ‘menangis’ (cry). Here it is:

Lima buaya berlari di kelas.

Satu jatuh dan menangis.

Bu Cathy berkata, “Kasihan!”

Tidak pandai berlari di kelas.

Thinking back on our conversations with Catharina, the various posts I’ve read & my recent talks with Bu Anne, I liked the idea of introducing jatuh & menangis which we hear often in the junior primary classroom, especially after recess & lunch!

On Monday, I began introducing the rhyme but students weren’t particularly engaged and I considered disregarding the whole thing but yesterday morning as I turned on my computer at school, I remembered something I had seen Carol Gaab do. She had replaced the words of the story with illustrations. I immediately did the same using clipart images. Not only did it look more appealing to me, but it did for my students as well.

buaya 1

buaya 2

Then when I added acting into the equation, I was blown away with the increased level of student engagement. I firstly trialled the idea with a reception class, most of whom are pre-literate. They loved it and all read along with me! I then asked them to ‘cari empat teman dan duduk’ (find 4 friends & sit) doing a comprehension check firstly that they understood that you + four friends = groups of 5 and then they acted it out in their groups. Sharons ‘mata-mata’ (spotter) concept was brilliant here because invariably there were a few students above the multiple of 5. They went from feeling rejected to feeling very special when I asked them to be my mata mata! At the end of each acting of either the first half of the rhyme or the entire rhyme, each mata mata could choose a new mata mata and swap with that person.

One more point I’d like to add is that of hand gestures. Our PLC members work at schools that are not particularly far from each other and we have a few students moving between our schools for various reasons. We have discussed several times how much smoother the transition would be for those students if our had gestures were similar. One idea that appeals to us all is the use of AusLan or ASL. When looking for gestures for sekolah, kelas, menangis & jatuh, I investigated several websites. I believe that all gestures mustache  be meaningful as they are clues which help students comprehend. The sekolah and kelas AUSLan & ASL signs were not useful at all.


So I asked students and we made up our own for sekolah & kelas. However I found great ones for jatuh and menangis.