Activity Description

Preparation:

1. Create a pretend television set
   1. Obtain a cardboard box that is big enough to fit a students head in
   2. Fold in the flaps of the box
   3. You may need to cut down the sides of the box in half or more if it is a deep box
      • The goal is that when students place the box in front of their faces, their peers can easily see them and it appears that they are “on television”
   4. Cut out a large window from the bottom of the box to serve as the television screen
   5. Using markers or paint, add buttons and decorate your box so that it looks like a television
   6. Use pipe cleaners or an old wire coat hanger to create antennae
2. Create or obtain a remote control
   1. Any old or broken remote control can suffice
   2. Alternatively, you can create a remote control from a small box or piece of Styrofoam
      • Use stickers or markers/paint to create the buttons
3. Decide on a discussion topic for the day
   1. This should be a topic that students are very comfortable with and motivated by so that they can speak freely and enthusiastically
   2. For example, events that have happened in class or their favorite foods

Implementation:

1. Introduce the pretend television set
   1. Review all of the parts of the television and what their function is
      • For example, the on-off button, the screen and the antennae
2. Present the remote control
   1. Explain that it will be used to control the sound volume of the students who are on television as well as change the channel when it’s a new students’ turn to be on television
3. Explain how students will have a chance to be television stars
   1. Describe how one student at a time will have a chance to be on television and talk about the topic of the day
4. Introduce the topic of the day
   1. Ask your topic question in an open-ended manner so that it does not elicit a yes-no or brief response
      • For example, say “Tell me about your favorite thing that we did today” as opposed to “What is your favorite game?”
5. Model the activity
   1. Put your head behind the television screen and speak about the topic loudly, fluently and in complete sentences
      • Give an example that is just slightly above the level of your students
6. Invite a student to be on television
   1. Remind the television star that you will be turning up the sound volume so that all the students can hear them speak
   2. Encourage students to speak in complete sentences and to add as much detail as possible
   3. Restate the discussion topic and invite the student to start
7. After a student says something, repeat back what they said and add a little extra information
   1. For example, if a student says “I like song”, you could say “Your favorite part was the song.” If a student says, “I liked it when we painted”, you could say, “Carla liked to paint pictures. Tell me about what you painted!”
8. Once the television star has finished his/her talk, invite the audience to clap, change the channel using the remote and invite the next student to have a turn being on television

Adaptations For

English Language Learners/ESL:

- If possible, allow students to speak in their first language while they are on television and have another student help to translate into English
- Support students by scaffolding their talk and provide them with sentence starters and other prompts
- Provide pictorial prompts to elicit talk

LD/Reading & Writing Difficulties:

- Support students by scaffolding their talk and provide them with sentence starters and other prompts

Cultural Appropriateness & Diversity:

- It is of utmost importance that the discussion topic chosen is relevant, meaningful and interesting for all students
- Topics can be strategically selected to provide an opportunity to celebrate student diversity

Differentiated Instruction:

- The discussion topic may need to be modified for certain students so that it is relevant, meaningful and appropriately challenging

Related References

Evidence:
Kalmar, K. (2008). Let's give children something to talk about! Oral language and preschool literacy. Young Children, 63, 88-92