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From Speech Bubbles to
Quotation Marks
From Speech Bubbles to
Quotation Marks
Kindergarten
Writing Unit
Kindergarten
Writing Unit
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Introduce Concept of Speech Bubbles Through a
Story
(Kindergartners LOVE the Elephant & Piggie Series!)
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The speech bubble concept was introduced through the story. It
was then followed
by a discussion about how speech bubbles tell the reader what a
character is
saying. We brainstormed as a class to determine what Piggy might
say to Gerald
about spring (current season). Students then returned to their
seat to complete a
speech bubble on their own.
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Student LearningStudent Learning
These student work samples are a result of the pre-writing
activity to
prepare students for the transition from speech bubbles to
sentences with
quotation marks. The samples above display the wide range of
abilities in
a kindergarten classroom. Students then sat in a circle to share
with the
class their thoughts on what Piggy said to Gerald (an
essentialKindergarten skill is being able to read what you
wrote).
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Revisit the concept of a speech bubble through another
Elephant & Piggie book the next day. Discussion about
the
speech bubble included reiteration of its use as a tool to
tell the reader what the character is saying.
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Students were prompted to point out the differences between
the
worksheet on the left and the one on the right. Both worksheets
include
What would Piggy say to Gerald about spring? as well as the
picture of
both characters, so what is different? Student responses
included ideas
such as the one on the left has a speech bubble and the one on
the righthas words. (Image was projected on Smart Board.)
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We continued to have a discussion about the differences until
one student suggested,
They are the same. One is telling what Piggy says with a speech
bubble and the otherone is telling in a sentence. When asked about
how the sentence shows that Piggy is
saying something, the student responded, Because of those things
around the
sentence. I then provided students with the term quotation marks
and explained that
quotation marks wrap around what a character is saying much like
a speech bubble. We
used our example from the previous day to display this transfer.
Quotation marks were
highlighted for emphasis and we practiced forming them in the
air with our fingers.
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Students were given back their speech bubble papers from the
previous days lesson
and were instructed to return to their seat. In a whole group
setting, I dictated to the
students every element of Piggy said to Gerald, ____ . This
included capitalization
directions, spacing reminders, addition and explanation of the
comma, and the
beginning set of quotation marks. From this point, the students
were instructed to
independently insert into the sentence what they have written in
the speech bubble witha friendly reminder about ending quotes and
punctuation.
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Student GrowthStudent Growth
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Student GrowthStudent Growth
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These are samples of the final product of the lesson. Although
the varying
ability levels are still present within the progression of the
slides, the concept of
the use of quotation marks is included in each of the samples.
The overall goal
of transferring the use of a speech bubble to a structured
sentence thatincludes quotation marks was met.
