The Sketch & Tell EduProtocol, originally designed to enhance comprehension and engagement through visual storytelling, has quickly become a favorite among teachers. In this blog post, we'll explore the creative ways two teachers have adapted this powerful protocol to fit their unique classroom needs. 6th Grade teacher Jeff Uruchurtu tailored the protocol to help students grasp prepositional phrases, while 8th Grade teacher Eduardo Lemus transformed it into an exciting scavenger hunt for vocabulary terms.
(Disclaimer: Both teachers gave me permission to use their names and show student work samples.)
Adapting Sketch & Tell for Prepositional Phrases (6th Grade ELA)
For Jeff, the challenge was finding a way to make the concept of prepositional phrases accessible and engaging to their students. After discovering the Sketch & Tell EduProtocol, they realized that this innovative approach could be the key to unlocking their students' understanding.
He began by introducing prepositional phrases and providing a few examples. Then, he asked the students to create a visual representation of these phrases using the Sketch & Tell method. Students were tasked with drawing simple scenes that incorporated various prepositional phrases, such as "on the table" or "under the bridge."
Once students had completed their sketches, they presented their visual narratives to the class, describing the action using the prepositional phrases they had incorporated. This exercise not only allowed students to practice their speaking skills but also provided them with a deeper understanding of the role that prepositional phrases play in sentences.
Following the presentations, students were asked to write sentences using the prepositional phrases they had explored during the activity. This step solidified their comprehension of the topic and demonstrated the effectiveness of the adapted Sketch & Tell protocol.
8th Grade teacher Eduardo Lemus, on the other hand, saw the potential for the Sketch & Tell Eduprotocol to enhance vocabulary learning in his classroom. Instead of merely introducing key vocabulary terms from a novel, he decided to turn the experience into an interactive scavenger hunt.
First, he provided the students with a list of essential vocabulary words from the upcoming novel. Next, he challenged the students to locate these words in the text and sketch a visual representation of the term based on its context. By doing so, students were able to explore the novel's setting and themes while developing a better understanding of the vocabulary terms.
After students completed their sketches, they shared their findings with their peers, explaining the context of the vocabulary term and its meaning in the story. This interactive approach encouraged students to actively engage with the material and make personal connections to the novel.
After implementing the Sketch & Tell Eduprotocol, the Mr. Lemus noticed a significant increase in student engagement and participation. Additionally, the use of visuals and sentence frames not only helped English learners feel more included, but also deepened their connection to new vocabulary, while easing their fear of public speaking.
Both Mr. Uruchurtu and Mr. Lemus successfully adapted the Sketch & Tell EduProtocol to fit their specific classroom objectives. By doing so, they not only enhanced their students' understanding of prepositional phrases and vocabulary terms but also fostered creativity, collaboration, and critical thinking. The flexibility of the Sketch & Tell protocol demonstrates its potential as a versatile tool in education, capable of meeting the diverse needs of today's classrooms.
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