Jennifer Engo Prof.

Rich Oral Language Assessment 3/5/13 Classroom Observation Initial Keys: MM- Morning meeting GR- Group reading RA- Read aloud SGR- Small group meeting I- Individual time Function Sharing stories Retelling events Reporting Information Explaining how to do or make something Expressing language and literacy knowledge Building productive learning relationships with peers and adults Creating imaginative worlds (play, drawing singing) Taking social action Planning events Enjoying language for its aesthetic value Describing sensory experiences Expressing points of view Taking leadership Asking questions; requesting information Building collaborative relations Responding to peers and teachers questions and requests for information Did it Happen? Yes Yes Yes Yes Yes Yes Yes Yes Somewhat frequent Yes Yes Yes Yes Yes Infrequent Yes Where did it happen? MM MM MM, I, GR SGR SGR GR I SGR I GR, MM GR SGR MM ??? MM

The classroom observation portion came very easily for Mrs. Bevans class. The language aspect of the classroom is found throughout the day in every subject, activity and in the childrens own individual time. The classroom is built on a lot of out loud and individual reading time, which is great for a foundation for childrens literacy. Mrs. Bevans classroom is in abundance of books whether it be fairytales, nonfiction, personal favorites and so much more. Children on their birthdays are even encouraged to bring in their favorite book for the birthday bin and that book is read to the entire class that day. On the day of the classroom observation I noticed that right in the morning meeting children were displaying many of the points on the Oral Language chart. Starting with the morning meeting I noticed right away the children seemed to be displaying all these different type of oral language indicators that they themselves had no idea they automatically do each morning. The share time portion of the morning meeting is exactly where I found to be the most productive part of the session. The sharing stories section is the share time where about three to four children share anything they want with the class. On the particular day of this observation a little girl from Taiwan was sharing. English is her second language so sharing for her is scary because she feels as though she doesnt speak as well as the other students. She always goes on to share still and shared mostly about her mom visiting her from traveling somewhere in Asia. Although she doesnt speak as fluently as her classmates she tries her best and takes her time as she shares her stories. At the end of the sharing I realized that not only was she sharing a story but retelling the even of her mothers visit. The other children who shared this particular day did the same actions. They each shared/retold and event and

answered three questions afterword by their classmates. The questions were all actions of the class together requesting more information from the person who was sharing. I found the questions were actually informative in the sense that the children each wanted to know more specific details or asking for an extension of a part of the story that wasnt elaborated on. So far just in the morning meeting I found that the children hit these points on my checklist; Sharing stories, retelling events, describing sensory experiences, asking questions, and responding to peers and teachers request for information. When I first arrived I didnt see the purpose of a morning meeting and that I was perfectly fine without it when I was in grade school. After having the check sheet in front of me and reading chapter five of Kidwatching I was amazed by the real value of the morning meeting and how it contributed to the class oral language environment. The next part of the day where oral language was a huge component was in the group reading. Mrs. Bevan has the section of the day usually in the morning where the children all gather on the carpet and she reads a book to the class. The subject matter that the second grade was now working on was the fairytale/folklore section so the Class was reading all different types of stories and fractured fairytales. Today the students were being read a Fractured fairytale and it would be read from the point of view of the stepmother in the fairytale Cinderella. The children were extremely excited for the story, especially the boys, because this wasnt the same old fairytale theyve all heard before. The story they were now going to hear was explained that it was going to be told from the stepmothers side of the story so the old story of Cinderella wasnt going to be the same as this one. At the end of the story the students were to think and report back what the difference was in this story since it was told from a different characters point of view.

The students were able to come up with points that were similar to the original tale and explain how the fractured fairytale was in some points the same and different from the original story. Again, in the group reading which at first I didnt think see the components of at first proved to be incredibly beneficial to the students in the end. The students were able to listen and comprehend the story that was read to them. Afterwards they were able to carry on a discussion of key details in the text and were able to apply/describe the aspect of points of view to stories they were reading in their own individual reading nooks. Last section of the day where I found oral language as a huge component was in the small reading groups that Mrs. Bevan pulls out during individual reading time. Here the purpose I knew from the first day because it was explained to me that students were pulled out based on their reading levels and read/discussed books that were on their level. Mrs. Bevan explained that these groups werent meant just for students to read books that were on their level, but instead be a time where the student can practice reading and have a discussion with a small group of students on their level about the book and its components. The small group that was help that day was for three children. The children were picked at random to read sections of the book and Mrs. Bevan made sure of asking questions before, during and after the section of the reading to keep the children thinking and discussing as they were reading. The children seemed to respond very well when they were prompted questions and talked to other students in the group about certain areas of the book and predicting what would happen next or why a certain character did a particular thing. The students in the small reading group were able to take social action by starting a conversation about something they didnt understand in the book and other

children took leadership by explaining that on such and such page they would find the answer and elaborated on the question. The entire class for the day displayed more areas of oral language than I had anticipated. The best part of going through the check sheet and jotting down my notes is that the children were learning how to converse in all these ways orally and they didnt even know it. The very learning we do in school isnt always found in lessons but rather the between the lesson activities. The morning meeting and the small group readings is where I found the best connection between reading and oral language.

Individual Observation: Oral Language Childs name: Dylan Date: 2/26/13 Age: 7 Sharing stories: - When in the small reading group he was able to take the new vocabulary word and apply it to what happened to dinner the previous night. This led to a long conversation about the word and how it could be used in other areas of his life.

Retelling events: - In the small reading groups Dylan was able to retell the rest of the group what happened in the previous chapter of the book they were reading. Before going onto the next chapter of the book he was able to recount all the different characters he remembered and the actions they did in the previous chapters.

Explains how to do or make something: - When talking to another student he was able to tell them step by step how to figure out the math problem that was on the projector screen for all the students. Creates imaginative worlds: - During quiet time he likes to draw action figures and recreate stories hes watched on cartoons that morning or during the week.

Plans events: - Talked about plans he had for his birthday on Thursday and what he was going to do for his birthday party.

Enjoys language or its aesthetic value: - The Thursday that was coming up was his birthday and he was explaining how excited he was to bring in his favorite book from home. He mentioned all his favorite parts of the book and why he chose this one as his favorite.

Expresses feelings, empathy, emotional identification: - During some free time he was making a sketch of a get-well card for his little sister because she was sick at home from the night before.

Takes Leadership: - This is an area in which I didnt see to much of. In small reading group he was hesitant to take leadership with his peers for fear he would mess up while he was talking.

Individual Observation The individual student in any classroom can get easily lost in the crowd. With there being only one teacher and so many students, observation of one student can become incredibly difficult. The oral language development of one child is just as important as the entire class as a whole during group lessons and activities. The child I wanted to choose for this observation was one that I feel fell in the middle of the class standing. Dylan is a seven year old in the classroom that displays many aspects of oral language if you observe him closely. During the day that I observed Dylan I made note to just watch him in all aspects of the day and not just the areas in which structured learning was occurring. Throughout the day in-group activities Dylan does participate but often when he doesnt speak or raise his hand you can tell he is unsure about participating. I got a great chance to see him thrive in the small reading group that he was pulled out for that day. In the group he was encouraged to speak and talk with the teacher as well as the other students in his group. While in the reading group Dylan read slowly but was able to work through difficult words he wasnt able to get the first time around. With encouragement he was able to retell the rest of his group the events that occurred in the previous chapter of the book they were reading and what he also believed he thought was going to happen in the next section of the book. I believe the small reading group is the best place during the entire day that Dylan thrived. When the group defined and learned a new word perched Dylan was so excited that he began to tell the group that when he was waiting for his mac and cheese for dinner he is perched up on the chair excited to eat the whole bowl.

Not only does Dylan thrive in the small reading groups he does interact with other students and is able to describe and explain certain things. Just during quiet time Dylan was drawing a get-well card for his little sister. When another student came up to him and asked who was sick he said that his little sister was up all night with a fever and he felt bad leaving her that morning because she still hadnt gotten to sleep and was still feeling very ill. From my check sheet I was able to see that Dylan was recreating events through a get-well card by drawing a picture of his sister in bed and writing get well next to it. Also, when another student approached him and questioned the drawing Dylan was able to explain what had happened the night before and the purpose of the get-well on the card. With the same student later on in the day during a normal discussion Dylan was talking about plans for his birthday party that weekend. He explained that his birthday was that Thursday and he was so excited to bring in his favorite book for the class to read. Through individual observation I was able to see all the area that Dylan had his strengths and weaknesses. In large group gathering Dylan understood everything that was going on and the lessons that were being taught but he didnt feel comfortable enough raising his hand often to talk or answer a question. The areas Dylan is the most comfortable talking and thriving in the classroom is in small group settings and when talking to individual children. The check sheet aloud me to see and document that in my future teaching I would include all areas for a child like Dylan to thrive in. Students like Dylan arent necessarily struggling but they tend to be more forthcoming and talkative during certain learning situations. All students have areas in which they feel comfortable in and I can defiantly relate to Dylan with the fact of being shy in raising my hand or

asking a question in front of the whole class. How I feel I would use my entire assessment of the class and in the individual observation of Dylan is to incorporate more of the random selection of children to talk during class discussions. The children all know that they have reading time each day and when questions are asked throughout the book the normal set of students raise their hands and those children like Dylan who could participate but are to shy get left out sometimes. The random selection of students to answer questions based on picking their name on a popsicle stick has been used before in the class but not often with class participation. Getting children like Dylan who dont feel comfortable fully in talking in front of the class, or even another young girl in the class whose only just beginning to speak English fluently, often dont get to participate as often in class.