Blog Entry #1 - Classroom Observation

The following entry is a reflection of a classroom observation on Tuesday, September 7th, 2010 during a meeting of the "Book Buddies", a group of my ELD III/IV students that meets with a 5th and 6th grade ELD III/IV class for cross-level reading time.

Focus Areas and Reflective Questions

Teaching

What was the purpose of the lesson?

This lesson was designed as a review of Story Elements and Plot, and an entry into Fairy Tales.

How was the lesson structured - methodology, appropriateness, materials for second language learners, adaptations?

This lesson was structured with ELD III and IV students in mind. This lesson was a focused comprehensive literacy lesson. Students listened to a Read-Aloud of a short fairy tale, and reviewed the story elements as a class. Students were then given graphic novels of fairy tales - these are very appropriate for ELD students because of the visual representations of the story, and the shortened text. This lesson was adapted to a group setting. The students were grouped according to reading level by the teachers beforehand, and given colored papers to find their puzzle partners. Students were grouped with students of higher and lower reading levels than their own to allow for them to help, and to be helped.

How did the second language learners react and interact?

The students all reacted by initially being a bit apprehensive of their new groups, as they did not know some of the students they were grouped with. Once students began to participate in the Read-Aloud the groups began to talk and become more comfortable with each other. As the teacher talk lessened, the student talk began. Most groups were able to read and begin to answer their questions, some did have marked dislike or distrust of each other, and will have to be changed.

Community

What evidence of "community" in terms of the second language learner did you observe?

Students from separate classes began the grouping by only speaking with each other, but as the learners realized that they had to work together to accomplish their task, they began to speak with each other. Students generally interacted in English, but if they were grouped with students who spoke a mutual language they did use that language on occasion. Community was formed as the students began to read together and complete their assignments.

What is required to become a member of this classroom or learning environment - consider language, literacy, content instruction, materials?

To become a member of the learning environment students must have a higher level of functioning English ability. Students generally do not have much patience with students who were not as able to complete the assignments with accuracy. Students generally were all Spanish-speaking and would use Spanish occasionally to joke with each other.

Ethnographic Perspective

What events occurred during your observation - formal interactions and informal interactions?

Students and the teachers worked to focus each other. The teachers were busy using formal interactions instructing the students on how to begin reading and assign group roles. The students once the initial interactions had been completed got busy talking and working together. Students were quoted as saying "Come on dude, just read it." "Hey, that's not fair you have to read, too." Students wanted to complete the assignment, but were still unsure how to interact with each other.

What can an observer see if he/she entered the classroom at this particular time?

An observer would see a large group of around 40 children mostly on-task.

10:05-10:10 classes enter and find their seats and new groups, some not too happy about their groupings others excited to see each other

10:10-10:30 teacher Read-aloud, students interacted with the book and the teacher, answering questions posed by the teacher about story elements relating to the book

10:30-10:35 teachers explain the assignment and hand out materials

10:35-10:55 students work on reading their books and assignments as a group

10:55-11:00 clean up and saying good-byes, younger students line up and leave first

What evidence of "acceptance and welcome" would a second language learner see?

Second language learners would see a large group of students who are all second language learners working together. Students would immediately notice the relaxed nature of the groupings, and how the students interact with each other. Students worked well together, for the most part.