The story structure of setting, characters, and plot fosters sense-making supporting learning and memory while contextualizing language learning. PBL Storypaths begin with the setting whereby the teacher introduces the topic through a compelling question and scenario that taps into students’ prior knowledge and experiences while building background knowledge for the unit. Questions thread together rich language descriptions with visuals linking the familiar with the unfamiliar to create a playing field in which all students can contribute. As students brainstorm features for the setting and then construct the setting, language is linked to the physical/kinesthetic creation either in two or three-dimensional objects. This initial art activity affirms that all students have agency in the creation of the setting for the story, thereby fostering engagement and motivation for learning.

Word banks are used throughout the unit to reinforce academic language. Once the setting is established, students contribute to a word bank to reinforce new vocabulary. Word banks can include illustrations/visuals and students’ home language supporting and extending all students’ language learning. Opportunities for students to use new academic language in role-plays reinforces and contextualizes new vocabulary as the episodes unfold and form the basis for using the four language domains of speaking, listening, reading, and writing.

As students imagine themselves as characters in the story, they are affirmed for their assets as they meld together aspirations and qualities they bring to their created role. Role-play throughout the story supports language learning by rehearsing roles with appropriate supports such as starter sentences and practicing oral language within the context of the story. As teachers have implemented PBL Storypaths in their classrooms, they have noted students’ language growth because they are motivated to play the roles they have created and have been affirmed for the assets they have described for their characters. In effect, character development blends together who students are as well as their imagination and creativity. Such learning opportunities foster a sense of belonging as each student has a role in the story.

Once the setting and characters are established for the story, students are invested in digging deeper into the knowledge and skills they will need to take the story forward.

• Activate prior knowledge. Tap into students’ prior knowledge to affirm what they know and can contribute. In some cases, it will be important to pre-teach new vocabulary introducing concepts with visuals that relate to the subject matter. Storypaths set in the past or in other regions of the world benefit from examples that draw on familiar and present-day experiences. Guiding questions are included to facilitate the instruction.

• Allow extra time for small group work. Language learning is enhanced when students have opportunities to work with partners and small groups. These situations allow students more opportunities to contribute to conversations and complete tasks. The Student Portfolio provides guidesheets to scaffold tasks and support language learning.

• Model tasks and thought processes. Modeling makes tasks and thinking processes more concrete. For example, if students are expected to write a short poem, model the process of writing a poem. Then have them refer to the model poem as they write their own. Such models are provided at various points in the unit.

• Allow use of the home language. For students who possess few English words, encourage them to complete writing activities in their home language. Watch for opportunities for another language to be used in the story. For example, characters working in a store who have another language to communicate with customers can be an asset. Look for opportunities to weave in such student assets to affirm and celebrate language learning. As students learn more English, they will begin to incorporate English into their written and oral language. This validates the students’ home language and their prior knowledge, and also recognizes their language assets.

• Encourage involvement in class discussions. Language learners may be reluctant to contribute to whole group discussions, so first have them discuss in small groups or with a partner and then encourage them to contribute in a way that is comfortable for them—words, phrases, simple sentences.

• Modify assignments and assessments. Students can use many different modes to communicate their understanding of unit concepts. Illustrating, cutting-and-pasting vocabulary activities, using graphic organizers such as timelines, and completing sentence stems are all excellent and valid methods for responding to content. Students can also work on and present material with a partner or in small groups whenever possible.

When critical incidents are introduced, students work collaboratively with their peers to problem-solve, imagine, and implement resolutions to the story. These engaging activities highlight how  story impacts understanding by linking together learning experiences that otherwise may feel unconnected yet together are so fundamental to the human experience: the power of story. The strategies described above also apply to grappling with critical incidents and suggestions are included throughout the Teacher’s Handbook to support such language learning.

The concluding event brings closure to the unit and is often an ideal time to include families either in-person or virtually. Recognizing and celebrating language learning as an integral component to the PBL Storypath experience affirms that all students make important contributions affirming their many assets. Sending an invitation to families in students’ home languages is one example that is easy to implement.