Observation - Practice ELA Test

My case study student took a practice ELA test in her regular class. In the ELA block, the instructor works with students on the listening portion of the practice test. As ELA students, they receive a few accommodations: the ELA students are tested separately, the reading selection is read 3 times instead of twice, and the ELA students are able to use a word-to-word translation dictionary (without definitions). Reading #1 - teacher ordered pencils down and prompted students to listen to the story. Before the 2nd reading, teacher prompted students to write down the title, any characters or setting they may remember and get ready to take notes. Reading #2 - while reading at a slower pace, the teacher paused slightly to allow students to listen/decode and take notes simultaneously. After the 2nd reading, the teacher reviewed some of the notes taken by the students. On an easel, the teacher outlined some of the basic elements of a story and prompted students for specifics from the reading selection they had heard, "The Voice of Rigo", including characters, setting, problem and solution. Jane again was hesitant to write anything down without specific prompting from the teacher. As I have observed, Jane had trouble with an article of speech when she said "at the car", instead of "in the car". The teacher continuously prompted students to review their notes to help with comprehension strategies and to help answer questions. Again on the easel, the ESL teacher prompted students with a "Planning Page" which can help with sequencing of events: What happened at the beginning? What happened in the middle of the story? What happened at the end? A variety of graphic organizers are available to educators that can help students organize information for better comprehension. As students continued with their practice tests, I was able to work directly with Jane on helping her use her notes to answer comprehension questions and retell the story in her own words. I verbally prompted Jane with the information we needed to convey and offered multiple samples of ideas and sentences that she might consider using. Jane would say an idea verbally and seemed to take a few minutes to determine if it was in fact what she wanted to write on the paper. After Jane wrote a sentence, I had her read it aloud. This strategy provided Jane the opportunity to catch her own mistake and correct it herself when she omitted a word. This was one of the first times I worked so closely with a student. When Jane was asked if she was pleased with her work she gave a great big smile. It was quite a nice moment for me.

Observation Update - Project Beyond

I had a unique observation with my case study student Jane. Project Beyond is like an Alpha program for gifted students. Jane is one of very few ESL students who have ever been in Project Beyond, and was partners with a girl named Sarah. The Project Beyond teacher explained to me that "a crime had been committed". There were crime scene photos of footprints and a teddy bear in the snow. Students had been taught previous lessons on the justice system, criminal trials and forensics. Today the students had been given packets with a list of suspects, evidence, and so on. The instructor explained that the teams of students were to conduct 3 experiments (investigations) to help them determine who might be guilty of the crime. There were three tables set up to:

1. compare fingerprints with those found at the crime scene.
2. using a pH strip to determine if the cola found at the crime scene contained a sleeping agent
3. determine if a brown stain found at the crime scene came from a pen/marker or if it was dye

Students were prompted to write down their findings and conclusions from the experiments in their crime scene packets. 

Jane had been absent when the story/mystery was first read to the rest of the class. So, the teacher took time to read the story to her, pointing to characters in the packet worksheet. During the experiments, there was peer-to-peer learning as students discussed how to conduct the experiments and their findings/conclusions with others at the table. During any discussion, Jane was usually silent, letting other students assume the leadership role within the discussion group.

Towards the end of the period, the teacher prompted students for information they found during the class: "Who handled the cup? Was it pen or dye?". The instructor told students to write a report and asked the students how the report is used. One student answered correctly by saying the forensic scientist writes the report on the experiments and the detective uses the report to draw conclusions about who committed the crime. 

here is a website I found that pretty much describes what I observed that day:

http://www.grandridge.issaquah.wednet.edu/teachers/ciraulor/3rd%20Grade/mr__bear_mystery.htm

Speech Pathology

My cooperating ESL teacher had mentioned that Jane, my case study student hardly opens her mouth to talk. It is almost as if she is trying to talk through clenched teeth. I had wondered if this was cultural or needed a closer look in terms of speech pathology. From my own experience, I took voice and diction lessons to be an effective broadcaster. As I showed up for an observation, I noticed that the ESL teacher had, in fact, done a lesson with the students on mouth movements and how to form the mouth to create certain sounds. I was able to snap a photo of the chart used by the teacher. I think having an instructor to demonstrate the specific mouth movements is more effective than the drawings of the mouths, but I think the chart is helpful.

Observation Update

 I recently obtained some writing samples from Jane, my case study student. While waiting for Jane to arrive, I observed some other ESL students using magnetic letters (manipulatives) to spell out words that the instructor showed on a card. The teacher showed the card, the student spell-out the word, said the word aloud and used it in a sentence.

When Jane arrived, the teacher reviewed previous concepts such as using a topic sentence and using details to support the topic, and using a concluding paragraph. On an easel, the teacher showed a big drawing of a cheeseburger. The top bun represented the introduction/topic sentence, the supporting details were the fillings and the bottom bun represented a concluding statement. Here is some more information on this and other classroom strategies from the familiar Reading Rockets website: http://www.readingrockets.org/strategies/paragraph_hamburger

The teacher prompted Jane to explain verbally what she had done over the weekend. Then guided the student with some leading questions. As the student was being quiet and timid, it was difficult for the teacher to extract information from Jane. It seemed to me that Jane was afraid of making a mistake. Finally, Jane replied that she had watched a home video. The teacher prompted Jane to write this sentence in the top bun as a topic sentence. As she wrote on the easel, Jane omitted the "a" in "a home video". Jane has shown to need assistance with articles of speech such as "a", "an", and "the".

After further prompting,  Jane verbally described some specific things they watched in the video. This allowed the instructor to praise her for a good sentence, or help guide the student in creating a good supporting sentence. The instructor may provide numerous examples of some sentences that would be appropriate. After a few moments of decision making, Jane began to write. When writing a sentence with two ideas contained within it, she forgot to use the word "and". If the student omitted a word, the teacher may ask the student to say the sentence aloud. This technique will provide the student the opportunity to catch his/her mistake.

Jane was good at generating possible sentences verbally, but was hesitant to write anything down without appropriate prompting from the instructor. The instructor guided student to look at the introduction and take some of the words from the introduction to help her create a concluding statement. After the student wrote and read what she did last weekend, the teacher prompted student to provide more details (descriptive writing). This strategy helps the student develop a writing style, organize details and expand on the details to make the paragraph more exciting for the reader.

Next activity: with a few moments left, the student took out her independent reading book "100 Dresses". The student admitted that she read ahead of where she was supposed to, indicating a high motivation level. Some of the prompts by the teacher included:

• Tell me about Wanda
• How did Wanda feel?
• What do you think might happen next?

The student did a look back to recall a specific city contained within the text. The teacher then gave the student some post it notes and explained Jane should use a post-it whenever she has a question or makes a prediction, etc. This post-it strategy has been shown to be an effective technique. Reading Rockets to the rescue again! Here is an article entitled "103 Things to Do Before/During/After Reading". http://www.readingrockets.org/article/82

Observation Update

I had two good days of observation this week, both in the classroom and in pull-out sessions with the ESL teacher. I had been informed that Jane, my case study student is extremely shy and does not engage in much social activity with her peers. As was the case with my ESL student last semester, Jane is quiet and reserved, but taking everything in. even when called on to provide an answer and give it "nice and loud", she is so soft-spoken that it is at times hard to hear her.

As I had not met Jane up until this point, I made it a point to do these observation hours in a more general way rather than to engage her directly. As she is so shy and withdrawn, I feel the need to draw her out a little so she can feel a sense of trust with me. I know she plays the violin, as I once did in elementary school. I am hoping to use this mutual ground to develop a rapport with her. As I mentioned in another post, I shared my digital book with the ESL teacher. My book is about a singer and a bully and has a bunch of scaffolded multi-media supports that I thought would be useful for any student. But, I am not sure if Jane is up to the reading level of my book. Since she is a fellow musician, I thought it might help with motivation.

In small reading groups, Jane was focused on the book and the group discussion. Jane was not tempted to let her eyes wander around the room and get distracted like some others in the group. the teacher leading the reading group led by example, using think alouds to recall what they have read previously. The instructor explained the concept of the look back and the reasons why we would use a look-back (to help with comprehension and discover details we may have missed the first time around). Lots of leading questions here..."What do you think?", and "Why do you think the character was upset?" The teacher often directed her comprehension questions at the student who had just finished reading. Then, after that student had a chance to answer, she would call on another student for an answer. Jane read 1-2 paragraphs and the teacher praised her with "excellent reading". Then the teacher took a turn reading, demonstrating appropriate pacing, volume and pronunciation.


In the ESL room, there were two other students in the class besides Jane. The ESL lesson was given on the SMART Board and was about the main idea. The students were asked to read a short paragraph and then choose the correct answer about the main idea in a multiple choice format. Students were prompted to read and answer "nice and loud", and given an opportunity to come up to the board and use the touch screen and interactive features of the SMART Board. This seemed to help with engagement and motivation. The ESL teacher mentioned that Jane hardly opens her mouth to answer. This affects Jane's pronunciation and volume. Jane's demeanor could also be a cultural factor as Jane's mother is also somewhat shy and reserved.

Also, when reading aloud, Jane did not add the "s" onto certain words like "slice", and "piece". However, in another paragraph, Jane did pronounce the "s" in "guinea pigs". The ESL teacher wondered if Jane was having an issue with the letter s on a word that ends in a vowel (piece, slice) versus a consonant (pigs). Omitting the letter "s" on a word, in my mind counts as an error on a miscue analysis. However, I want to double check that.

The ESL teacher gave students some strategies about writing complete sentences and writing topic sentences. She offered numerous examples of topic sentences to the students. One of the strategies offered was for students to use key words they find in the question to help create their answer in a complete sentence.

Some examples from this activity helped the students relate to their own lives, and also helped students with present and past tenses. Some example include:

• What would your topic sentence be if you were writing a paragraph on the perfect birthday gift?
• What would your topic sentence be if you were writing a paragraph on your first day of school in the United States of America? - one student said he was sad because he didn't know how to speak English and that his "heart was crying". - What a metaphor!!

As the lesson ended early, the ESL group was then able to play a game about the 5W and H questions (Who, What, Where, When, Why, How). Students were given cards and they had to use the word on a card and direct a question to someone in the room. The students also played a game of "W&H Bingo" which the kids really enjoyed. (example: "When do you call 9-1-1").

The ESL students were prompted to choose a book and Jane chose a book called "The Hundred Dresses". I thought this might point towards one of Jane's interests. It was a long book, so the teacher told her to stop reading at page 10, one chapter. The next day, Jane told her teacher she read 2 chapters instead of just the one suggested by the teacher. Jane was obviously motivated to read this book.

Jane has journal topics that she is required to write about. I discussed the writing journal with the ESL teacher and how it can relate to the writing sample I need to complete the assignment for this class. The ESL teacher will also get me copies of Jane's work so I can identify specific lessons and strategies to work on those areas where she needs some scaffolded instruction.

My digital book

Here is a link to a digital book I wrote called The Singer and The Bully . I wrote it for another NYIT class and shared it with the cooperating ESL teacher for my case study. I am not sure how much of the book my case study student will be able to comprehend. However, I do know Jane plays the violin, and the book is about music and singing. Perhaps the connection to her own musical pursuits will help with motivation to read it.

Observation Update

My observations for last week got kind of derailed. The ESL teacher said she never got my email confirming the date I was to come in to observe, even though we had penciled in a few dates. I think it was my own fault because I really dislike the way Gmail displays an email exchange. In any event, I will chalk it up to an inability to multi-task efficiently. My case study student meanwhile had just finished a practice test for literacy and according to the ESL teacher did "horribly". I suggested this might be come informal evidence I need to determine of the types of learning activities I should develop to help scaffold the student's literacy instruction.

Reflection on video of author Christopher Myers

Reflection on video about children’s author Christopher Myers

I had not heard of children’s author Christopher Myers before this video, but I will seek out his books for use in my classroom. Mr. Myer’s personal message was inspiring and his honesty about himself and his energy/passion for reading was contagious. The author used his own personal experiences to help him write his stories, explaining that everyone has a story to tell. Mr. Myers then challenged the students to think about what makes them unique and different and how they can relate their own personal feelings and experiences to their own creative writing projects. Then the author led the students in a discussion and activity about the elements of a story such as characters, character traits, and plot (the problem).

            What made a real impression on me was when I heard one student say that he didn’t enjoy reading because he thought it was hard. I immediately thought “what types of strategies and reading activities can I engage this student in to help with his motivation?” Mr. Myers response was to explain that just because something is hard doesn’t make it bad. He shared with the class how hard it can be to write a book, and that everyone has difficulty at some point or another, and they are not the only ones who experience challenges.