Robin Chappele Thompson & Michelle Kay Compton 
StoryMaking [EPUB ebook] 
The Maker Movement Approach to Literacy for Early Learners

After studying the current research on literacy learning for young children, delving into the beliefs and schools of Reggio Emilia, and discovering the Maker Movement, the authors created Story Making. With great success, they implemented it in their diverse and large public school district.
Story Making shares the processes, first steps, next steps, uses for materials, and lessons learned so teachers can implement their own versions in their classrooms. The book shares practical suggestions, student samples, photographs, anchor charts, and other forms of documentation.

Tabella dei contenuti

Table of Contents


Introduction

Our Wonderings

Our Day Job

Our Journey

Layout of the Book

Our Wonderings

What Does it Look Like?

What Does the Research Say?

Voices from the Field

Special Rights




Foreword



Acknowledgements


Chapter 1: What is Story Making?

Our Wonderings

What Does Story Making Look Like?

21st Century Learning

What does the Research Say about Story Making?

The Maker Cycle in Story Making

Imagine

Play

Make

Inquire

Tinker, test, and iterate

Seek out resource

Hack and repurpose

Express intention

Develop fluency

Simplify to complexify

Share

Share

Summary

Voices from the Field

Special Rights




Chapter 2: An Environment Made for Story Making

Our Wonderings

What Does an Environment Made for Story Making Look Like?

Making an Environment for Story Making

Making Time for Story Making

Materials for Story Making

How Children Engage with Materials during Story Making: Maker Cycle

Imagine

Play

Make

Share

Tips

Spaces for Story Making and Corresponding Materials

Blocks

Sculpting

Housekeeping / Dramatic Play

Art

Collage

Weaving

Tools

Tips

When Do I Begin Teaching Story Making?

Voices from the Field


Chapter 3: Creating a Culture of Inquiry

Our Wonderings

An Inquiry Story in the Making

What does the Research Say about Inquiry

Rituals and Routines for Building a Culture of Inquiry

What does a Culture of Inquiry Look Like and Sound Like

Curious learners notice

Curious learners examine materials closely

Curious learners explore

Curious learners experiment and try new ways

Curious learners persist

Curious learners collaborate and contribute

Curious learners search for new answers

Curious learners reflect

Curious learners feel joy in making discoveries

Phases of Inquiry

Phase 1

Phase 2

Phase 3


Chapter 4: A Culture in the Making

Our Wonderings

What Does A Culture in the Making Look Like?

What are the Parts, People, and Interactions in a Culture of Story Making?

What are the Parts of a Culture for Story Making?

Story Making Happens in all Parts of the Day

Who are the People in a Culture for Story Making?

Phase 1

Teacher

Choose a Real Event that the Class Experienced

Provide a Beginning to Set the Scene

Make the Story Sequentially

Child

Family

Phase II

Phase 2

Teacher

Child

Family

Phase 3

Teacher

Child

Family

What are the Interactions between the Parts and the People: Maker Cycle

Having

Making

Doing

Being

Thinking

Knowing

Sharing

Summary




Chapter 5: How to get Started with Story Making

Our Wonderings

Make Break

What does a Beginning Lesson Look Like

What does the Research Say about Effective Instruction

How do I Get Started?

Story Making Lesson: Introduction

Story Making Lesson: How to Be a Story Maker

How do I Introduce a New Material?

Story Making Inquiry Lesson: Introducing Collage

What if the Materials do not Inspire my Children Yet?

Where do Story Ideas come from?

Tips for educators with ESE, ESOL or nonverbal students

What to expect during phase 1 of your first unit?

Summary




Chapter 6: Next Steps in Story Making

Our Wonderings

What does the next step of Story Making look like?

What does the Research Say about Effective Instruction

Next steps with Story Making

What new materials or areas should we include or change to re-engage the learners?

Story Making Lesson – New Materials in our Maker Station

How to Stay Organized

Story Making Lesson – Introducing Story Maker Folders

Making a Play

Story Making Lesson – Imagine Before You Play

What Books Could help us Teach Story Making?

Story Making Lesson – How to Start Your Story

Story Making Lesson – Illustration Study on Adding Details

Tips for educators with ESE, ESOL or nonverbal students

What to expect during phase 2 of your first unit?

Summary

Make Break?



Chapter 7: Ways for Children to Communicate Their Learning

Our Wonderings

What does the Sharing Look Like in Story Making

What does the Research say about Communication

Maker’s Talks

Tips for a Successful Maker Talk

Responding to Each Others Stories

Sharing our Stories through Writing

Story Making Lesson – Taking my Story to Paper

When is it Time for my Children to Write their Stories on Paper

Story Making Lesson: How to Publish

Broaden our View of Publishing to Share with Others

We Must Celebrate!

Tips for educators with ESE, ESOL or nonverbal students

What to expect during phase 3 of your first unit?

Summary

Make Break



Chapter 8: The Role of Assessment

Our Wonderings

What is Documentation?

What does Documentation Look Like?

How do I learn to Document and Begin to put it into practice?

First Steps

Deciding to document.

Exploring Technology Use

Next STeps

Observing

Recoding

Sharing

Voices from the Field

Summary

Appendices

Circa l’autore

Robin Chappele Thompson, Ph D, has worked in education for 25 years. She has a master’s degree in elementary education, English for Speakers of Other Languages (ESOL) endorsement, certification in K-12 reading, certification in preschool education, and a Ph D in curriculum and instruction with an emphasis in childhood reading and language arts. She has been a teacher, a literacy coach, a curriculum coordinator, and an instructor at the University of South Florida. Currently, Robin works as the director of early learning in the school district of Manatee County, FL where curriculum design and implementation for Pre K–2 has been a focus area for her work.