This activity was a fun write for all my students. It took a few days but that's how it is with second language learners. I also use a lot of scaffolding which helps everyone.
DAY 1: We start off with a circle Map (written on chart paper).
The smaller center circle says:
Things I Can Do
I Can.......
I have the bigger circle left blank so my students could give me about 8-10 things they can do. What ever they came up with I write on the circle map with yellow sticky notes. We review whole class all the things once I had gotten the 8-10 items they said.
That night I go home and google image most of the items they had suggested and add a couple of my own. I write each item on a word card and glue the image/picture I had found next to it. (ex: walk, run, jump, draw, put on a costume, read, learn etc.)
DAY 2: We go over our circle map saying the phrase, "I can ____." and used every word or phrase on the circle map they had suggested the day before.
I then introduced our Communication Guide (written on a separte sheet of chart paper) (we used similar guides when I taught Into English; an English as a Second Language Program). We use the Commication Guide by filling in the blanks. I also have Closings written out on chart paper (see below).
I do an example first using the Communication Guide. I use sticky notes for my/their name and put it right in the blank. Then I have a sticky note that says boy or girl and I/they put it in the next blank. Lastly I grab 2 things from our circle map relating to what I/they can do. I also tell them they must choose a closing to end the writing.
Once we have practiced filling in the Communication Guide whole class with me showing them how I would do it, I then have 2-3 students come up one at a time and complete the Communication Guide.
Day 3: Begins by reviewing both the Circle Map and the Communication Guide, as well as the Closings. Then again 2-3 students come up one at a time to fill in the Communication Guide to show how it's done. Then I have the class turn to a partner and orally read the Communication Guide filling in the blanks as we have been practicing. They then switch and the other partner reads theirs orally looking on the Communication Guide on the chart paper.
All About Me
My name is ________________________. I am
a _____________. I can______________.
I can ________________.
Closings (they must choose one to end their writing):
1. I am awesome.
2. I am wonderful.
3. I am _______.
DAY 3 or 4: We do a few more samples moving words into the All About Me communication guide and then I show them how to write it on special paper. The paper I use has name and date on top, a box for a picture and then lines to write their All About Me story. They must copy the communication guide: All About Me inserting their name, if they are a boy or girl and their own choice of words (from the circle map) for what they can do. And then a closing.
I do teach them that their title must be on the first line in the middle of the picture. They need to have a three finger indent for their topic sentence. I show them they must write to the end of each line and then start a new line at the margin. Finally they must have a closing. I do remind them their picture must relate to what they write.
This may seem like a very detailed process but many of my students are just in their second year of learning English if they went to Kindergarten, so their writing skills are not the best yet, but we'll get there!!!!
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