Speech-To-Text Unscripted Story:
So we went outside I sure do the kids in and help them find their classrooms and they were pretty good about bringing their things into the classroom setting it down finding your spot then the office was having trouble with the iPad that plays Oh Canada so they just jumped into a couple of announcements which was fine and then we had all of the great 7/8 just left their stuff in the classroom and they brought them all to the gym together so we can talk them as one big group and it took about 15 minutes we just went over different expectations for the year I’m going over things that they need to know so the grade sevens have to use a different boot room than the grey dates this year just because of our numbers we went over how lockers are going to work with the great age getting to that have a locker to themselves with a grade 7 still have to share and then we went over how they have to switch classes this year so once we were done with that then we sent all of the grey dates into the hallway so that they could pick their lockers and then they were assigned a lock and they got to start putting your stuff away then we had all of the grade 7th pair up together and then they went to the hallway and then there was a few people that we knew would really benefit from having a locker to themselves so we just quietly handpicked a few students to have a locker to themselves and so that took a long time by the time everyone got their lockers got all their stuff into their lockers and then put your locks on and of course the great 7th of never used a combination lock before so it was really challenging for them but anyway once we got back we had time to just play one quick game just like a name game so that the new teacher could learn everyone’s things and then it was recess and then after recess we went through a morse code presentation so they learned a little bit about what Morse code is I got to hear some Morse code and then they were given a cheat sheets that had the alphabet all written out in Morse code and then I gave them different questions that were written in Morse code so they had to work with their partner to decode the message so figure out what the question was saying and then the pair of them had to answer the question by writing back in Morse code and that was interesting because you got to see who would work together and who was really interested in this type of thing and who is Keen to figure it out and who maybe gets frustrated easily and that type of thing but for the most part they all did a great job and so that’s a kiss to lunch and then after lunch we did the scavenger hunt so they were placed into teams and I gave them the first clue which said something about finding it where the devices are kept in our classroom and so it was funny because half the class right away figured it out and ran over to the Chromebook carts to try to find the next clue there was a group of the back that had seen a clue that was posted somewhere else so they went to back food to try to read it and I had to redirect them and then there was a couple group that had no idea what I was I was referring to so I had to help them along a little bit but anyways close ended up leading them to all these different places in the school and I was on the school grounds and then eventually let them back into the classroom on where the candy was hidden and they love that they thought it was really cool and they were pretty good about helping each other enough but not giving everything away without having a group just follow along Then after that we did our rules skits so they are put into new groups everyone was given one kind of ruler expectation that we have and they had to create a skit that showed what it looks like if you’re following that rule and then a second skits that look of what it looks like if you’re not following that rule and so they had a lot of fun tooAnd that took us to last recess and then after recess recess Ivy played wink murder with them which they had a lot of fun doing and then by that time it was time to go over notes that needed to go home and explain where they can see what classes they have tomorrow and went over where they can find due dates for assignments and things and we just kind of did our general end of day routine and then we sent them on their way so the first day of school went by so fast it was so fun and I’m very happy that I got to stay for the whole day and experience that with my students
Analysis:
Most Common “Mistakes” In The Text:
The most common “mistakes” in the text are the lack of punctuation, the lack of paragraphs and the “dull” words and transitions that are used throughout.
Why Do I Consider These “Mistakes”?
As an English teacher, I focus on the 6 traits of writing (ideas, organization, word choice, voice, sentence fluency, and conventions.) It pains me a little bit to see a published piece of writing that seems to be lacking these traits!
Organization Trait – Without paragraphs or a proper format, my ideas aren’t conveyed quite as clearly as they should be. Sure, this narrative piece follows a chronological order, but without proper paragraphs, a reader would have more difficulty scanning the text for information.
Word Choice Trait – By simply rambling into a Google Doc voice typing system, my words seem fairly “flat”. Sure, this is how I talk, but when speaking you can hear expression and emphasis which seems to be lacking in this piece.
Sentence Fluency and Conventions Trait – Without proper punctuation and sentences, it becomes difficult for the reader to interpret. Whenever I read a piece that lacks punctuation, I end up having to re-read sections of it in order to decipher which words are supposed to go together in a sentence, and which words go together in the next sentence. Often times this creates a misunderstanding like the age-old grammar joke:
Voice Trait – Even though this writing piece is a direct recording of my own voice, it still lacks the voice trait of writing. Why? Well, without punctuation the reader cannot hear the natural cadence of my voice. There are no symbols to show where I would normally pause, stop, or breathe. still lacking the voice trait of writing, even though it’s a direct recording of my own voice! This is because the lack of punctuation makes it more difficult for the reader to determine where I would pause, stop, or change the tone of my voice.
What Would I Have Done Differently If This Was Scripted?
Ideas Trait – by not scripting my writing piece, my ideas could not be fully fleshed out. I simply recalled details from a specific day to ensure I had enough to talk about for five full minutes. However, this means that some important details from the day are missing, while other more mundane pieces are included. If I had the chance to follow the writing process and complete some pre-writing and revision, I could have excluded the unimportant pieces and written about more of the exciting aspects of the day. I also would have embellished my word choice and of course, used proper grammar!
How Does Oral Storytelling Differ From Written Storytelling?
To me, oral storytelling is more informal. A listener is more accepting of errors because they can still infer meaning based on oral expression and body language if they’re listening in person. Generally, oral storytelling is temporary because a storyteller won’t recount the same story in the exact same way twice, whereas written storytelling is meant to be lasting. In written storytelling, the story itself remains the same and leaves interpretation up to the reader.