Maria Beatriz Paternain Martin LLED 7503beatrizteachingportfolio.weebly.com/uploads/1/4/1/...Maria...

Maria Beatriz Paternain Martin LLED 7503

Fieldnotes

Date:02/15/2012

Lessonduration:10.00–11.00

Teacher’sName:Ms.“S”

Classroom:3rdgrade

Numberofstudents:22

‐ EIP: 3 students

‐ ESOL: 16 students

‐ Monitored: 3 students

Numberofstudentpresent:14

‐8female:7Latino,1white

‐6male:5Latino,1white

Materials:Individualwhiteboards,eraser,markers,SmartBoard,worksheets.

School:‐

Subject:Math

ClassType:Generalclassroom

Overviewofobservedclass:Duringthefirstphaseoftheclass,studentsaregoing

toworkincenters.Inthefirstcenter,studentswillputinpracticetheirMathskills

through the use of computer software to do calculus. In the second center, the

classroomteacherwillworkwithasmallgroupofchildrenonfractionsandrelated

Mathproblems.Inthesecondcenter,thestudentteacherwillalsoworkwithasmall

grouponfractions.Inthefourthcenter,theESOLteacherwillworkwithacoupleof

ESOL students on reading. In the second phase of the class, students will gather

togetheronthecarpetinfrontoftheSmartBoard(20min).Alltogetherwillsolve

Mathproblemsrelatedtofractions,decimalsandmoney(20min).Duringthethird

andlastphase,studentswillworkindividuallyonaMathworksheet.(15min)

Participants:This3rdgradeclassroomismadeupofonegeneralteacherandone

studentteacher.Theclassroomconsistsof22students,althoughduringthisperiod,

only14studentsarepresent.Theyallwearjeansandt‐shirtsofdifferentcolors.


Classroom layout:The door ismade of wood. On the top of the door there is a

heading that says “Ms. S”. The students’ desks are situated in the middle of the

classroom.Thereare fourgroupsofdesks.Threeof thegroups include fivedesks

andoneofthemsevendesks.Thereisanindividualdeskforoneofthestudentsat

thebackoftheclassroom.ThechairslookattheSmartBoard.Therearealsothree

extratables;oneononecorneroftheclassroom,closetothewhiteboard;another

one on the left side, close to the reading center and a smaller table, next to the

reading center. Next to the door, on the wall, there are hangers for the kids’

backpacks.Onthewallstherearealsoprojectsdonebythekids,vocabulary,word

walls, calendars, days of the week, boards related to Math, posters, numbers,

standards they are currently working on, lists with the students’ names, a

whiteboardandaSmartBoard,amongothers.Theclassroomalsohasatechnology

centerwiththreecomputersnexttothehangers.Theteacher’sdeskissituatedon

the front, at one corner. It has all the necessary supplies for the classroom and

bookcases.Theclassroomconsistsofasink,too,whichissituatedatthebackinone

corner.

LanguageFeaturesinContentArea(seeFang&Schleppegrell,2008):

1. Whatistheproblemtobesolved?

‐ Questions

‐ Commands

‐ Conjuctions

2. LinguisticFeatures

‐ Technicalvocabulary

‐ Ellipsis

‐ References(demonstratives,pronouns)

‐ Beingprocesses

‐ Conjunctions


PHASE1:Workingonlearningcenters(20min)

ST:StudentTeacher

MS:Ms.“S”(Generalteacher)

S:Student

Event1(5min)

Duringthisfirstphase,Ifocusonthecenterledbytheclassroomteacher,Ms.

“S”(MS).Fourstudentsparticipateinthiscenter:onewhiteboy,oneLatinoboyand

twoLatino girls. Each of themhas aworksheetwhere they areworking on some

problemsindividually.Atthesametime,theyarehavingasnack.Oncestudentsare

donewiththeproblemstheycallMSbysayinghernameorbyraisingtheirhandso

she can check the solution.MS has to call out some students to check if they are

done.

Then,MSshowsthestudents2picturesthatrepresentsomefractions:

S1:Wecando10/10torepresentawholeandthen,1/3forthesecondone.

MS:So…thisonerepresentsthispictureandthisonethisother?Howdowe

puteverythingtogether?

S1:Ifwesumthem…itis13/10.

MS:Thisisanimproperfraction.Thetopnumberisbiggerthanthenumber

onthebottom.Howcanwewriteit?

S2:1…and…3/10

MS:Yes.

S1:Soitcanbe5+5+3

MS:Good,whateveryoudotofigureout.Anotherwaywecanrepresentitis

13/10.Thisishowwewriteitasafraction:3/10‐13/10;

andthisisasanumber;0.3‐1.3

COMMENTS:MS introduces a new concept: “improper fraction”. She uses visuals to

activate students’ background knowledge about fractions and to present the new


concept.Shedefinestheimproperfractionwhileshepointsoutatthefractiontohelp

studentsvisualizewhatsheisexplaining.

Event2(15min)

Thesamegroupofstudentsuses individualwhiteboardandaneraserto illustrate

andsolveMathproblems.

MS:Wearegoingtocontinueformyesterday.Canyoureadit?

MSshowsawhiteboardwhereaMathproblemiswritten.

S3:Ms.“S”has27pencils.Shegives2/9toherfriendEmilyand3/9toher

mom.HowmanypencilsdoesMs.“S”haveleft?

MS:OK,Iamnotgoingtohelpyouatall.

COMMENTS: According to Fang and Schleppegrell (2008), the question expression

“howmany”suggeststhattheanswertotheproblemwillinvolveaquantity.Thereis

also an ellipsis since the second sentence consists of two clauses that are linked by

“and”.Thesecondclauseismissingtheparticipantandtheprocess.Studentsneedto

beawareofthisinordertounderstandtheproblem.

Students work in the problem individually, they write circles and numbers to

represent the problem. One of the students claims to have the answer to the

problem.However,thisstudentonlyhasthefinalresultandnottheprocesstoget

thesolution.

MS(toS2):Whydoyouerase?

MS (looks at S1): You are on the correct path; when you subtract you

subtractthetopnumbers…

Theteacherpointsatthewhiteboard.Shehelpsthestudentstousetheirfingersto

visuallyshowhottosolvetheproblem.Allthestudentsusetheirfingerstosolvethe

problem.

MS(toS2):Ican’tseeyourthoughtprocesswhenyoueraseeverything(he

onlyhadthesolution)

MS:Howmanygroupsdowehavetodo?

S:9

MS:OK,howmanydoesmomreceive?

S:9


MS:Good.

MS:Wearealmostdone…Iwill showyouonemoreandwewillbedone.

Wouldyouliketoreadit?

S1: Ms “F” brought 40 candy hearts. She gave 2/10 to Jimmy and James,

1/10 to Isabel and1/10 to Emily.Howmany candyhearts does she have

left?

MS:So JimmyandJamesaresharing2/10. Jimmyhas1/10andJameshas

1/10.

COMMENTS:MSclarifiestheproblems’data.Shemakessurethatstudentsunderstand

thatMs“F”gave2/10forbothofthemandnottoeachofthem.MSplaystheroleof

facilitator.Shedeconstructsthesentenceinordertofacilitatestudents’understanding

ofthedata.

Studentsstartworkingindividuallyintheproblem.Suddenlyaconversationcomes

upbetweenstudents.

S1:Howmanycirclesdidyouput?

S3:Ididn’tdocircles…Ididitimmediatelywithfractions.

S1:Youerasedthecircles…

MS: Letme seewhat you got… (Gets S3’s whiteboard). You forgot to give

candyheartstoEmily.

S3:Oh!Soitis…X

MSisgoingtoscaffoldthestudents’understandingoftheproblem.

MS:Howmanycandyheartsdidhestartwith?

S:Thereare40

MS:Idivideitin10groups.So40:10=4.Sothereare4candyheartsineach

group.(Sherepresentsitonthewhiteboardbydrawing40circlesandthen,

thefirst4circlescontainthenumber1,thenextfourcontainnumber2,etc.).

DoIhave10groupswith4candyheartsineachgroup?

S:Yes

…andsoon.


MS:HowmanydoJimmyandJamesget?(Sherounds2groupsof4)

S:8

MS:AndIsabelandEmily?

S:8

MS:Howmanyareleft?Wecountinfours:4,8,12,16,20,24…24!Sothere

are 24 candyhearts left.We startwith a fraction. Thewhole is 10/10.We

takeaway2/10,1/10and1/10.Allthedenominatorsarethesamesowecan

subtract.Good,Iamconfident.

COMMENTS:MSshowsherexpertiseteachingMathsincesheisabletoutilizedifferent

strategies to scaffold students’ understanding of the problem. She models the

procedures to solve the problem properly on the whiteboard. She uses visuals to

support her explanations and she interactswith the students in order tomake sure

theyunderstandthenecessarystepstogettotherightresults.

PHASE2:PracticewiththeSmartBoard(20min)

All thestudentssitonthecarpet in frontof theSmartBoard. Inthisphase,

thestudent teacher is theonewho isgoingto leadthe instruction.She isgoingto

usetheSmartBoardtoshowsomeMathproblemsrelatedtomoneythataregoing

tobesolvedbythestudents.

ST: Now we are going to apply what we have learned about fractions to

money.Howmanydimesareinonedollar?

S:10

ST:Yes,Ineed10ofthistomakeadollar(shepointsatthedimeandatthe

dollarasshesaystheirnames).IfIhaveadime,howfractiondoIhave?(She

writesitdown

10


ST:Whatisthemoneynumber?

S:0.10

ST:OK,wedonothaveacompletedollarsoweputa0beforethe10.

ST:IfIhave3dimes,whatfractionofadollardoIhave?Whocanhelpmeto

writeitismoneyform?

S:(Writes3/10,andthen$O.30)

ST:Goodjob

ST:Ihave$0.70,howmanydimesdoIhave?So…eachoneis10centssoifI

have70cents....10,10,10,10,10,10,10(showswithfingers)…Ihave7

dimes!Whocanwritethatisfraction?

S:(Writes7/10)

ST(toonestudent):Whatabout80cents?(Thestudentdoesnotanswer).

Weputthemoneyafterthe0.Lookattheotherexamples.

COMMENTS:Oneofthestudentsishavingsometroublewhensheisaskedaquestion.

Insteadofprovidingtheanswertothestudent,STisabletoguidethroughthe

necessarystepstosolvetheproblembyherself.

MSwassatonthecarpetinsilencebutnowsheasksaquestiontothestudents

aloud.Theyareworkingonanewexample.

MS:Whyisthedenominator10?

S:XXX

MS:Youareclosed

S2:XXX

MS:Youareclosed

S3:Becauseyouareusingtenstogetonedollar.

MS:Whatdoesthedenominatortellme?

SandMS:Thenumberofequalpiecesinthewhole.

1/10 =$0.10


COMMENTS:MSencouragesherstudentstothinkcritically.Shealsoasksquestions

thatstudentsaresupposedtoknowinordertoactivetheirbackgroundknowledge.

Shehasalsousedproperlyonemathematicaltechnicalword(denominator)and

studentsareabletosuccessfullyidentifyitanddefineit.

PHASE3:Smallgroupworksheet(2min)

MSsaysthattheyaregoingtoworkontheworksheets.Everyonegetsupandgoes

tothenextstation.Someofthemgodirectlytotheirdeskstoworkindividually.A

groupoffivestudents,fourLatinoandonewhitegatheronasmallgroupinfrontof

theSmartBoardandareledbytheST.Theysitonthefloor.Iamgoingtofocuson

thisgroup.

ST:Wearegoingtoworkwithquarters.Whatisthefractionformfortwo

quarters?

S:2/4

Theyreviewacouplemorethings.

ST:Ifyouhavequestions,justraiseyourhand.

Studentsgetupandgototheirdesksinordertostartworkingontheworksheet.

PHASE4:Individualwork(15min)

MSplaysbackgroundmusicintheclassroom.Studentsareworking

individuallyonaworksheetwhereconceptssuchasmoneyform,fractionformand

wordformareincluded.MSandSTgoaroundtheclassroomansweringanytypeof

questionthatstudentscanhavewhilecompletingtheworksheet.


Fieldnotes

Date:02/17/2012

Lessonduration:10.00–11.00

Teacher’sName:Ms.“S”

Classroom:3rdgrade

Numberofstudents:22

‐ EIP: 3 students

‐ ESOL: 16 students

‐ Monitored: 3 students

Numberofstudentpresent:14

‐8female:7Latino,1white

‐6male:5Latino,1white

Materials:Individualwhiteboards,eraser,markers,SmartBoard,worksheets.

School:‐

Subject:Math

ClassType:Generalclassroom

Overviewofobservedclass:Duringthefirstphaseoftheclass,studentsaregoing

toworkincenters.Inthefirstcenter,studentswillputinpracticetheirMathskills

through the use of computer software to do calculus. In the second center, the

classroomteacherwillworkwithasmallgroupofchildrenon fractions,additions

and subtractions of decimal numbers, and related Math problems. In the second

center,thestudentteacherwillalsoworkwithasmallgrouponfractions,additions

and subtractions of decimal numbers, and related Math problems. In the fourth

center,acoupleofstudentsreadand,onethefifthcenteracoupleofstudentswork

onthelaptops.Inthesecondphaseoftheclass,studentswillgathertogetheronthe

carpetinfrontoftheSmartBoard.AlltogetherwillsolveMathproblemsrelatedto

fractions,decimalsandmoney.Duringthethirdandlastphase,studentswillwork

individuallyonaMathworksheet.

Participants:This3rdgradeclassroomismadeupofonegeneralteacherandone

studentteacher.Theclassroomconsistsof22students,althoughduringthisperiod,

only14studentsarepresent.


Classroom layout:The door ismade of wood. On the top of the door there is a

heading that says “Ms. S”. The students’ desks are situated in the middle of the

classroom.Thereare fourgroupsofdesks.Threeof thegroups include fivedesks

andoneofthemsevendesks.Thereisanindividualdeskforoneofthestudentsat

thebackoftheclassroom.ThechairslookattheSmartBoard.Therearealsothree

extratables;oneononecorneroftheclassroom,closetothewhiteboard;another

one on the left side, close to the reading center and a smaller table, next to the

reading center. Next to the door, on the wall, there are hangers for the kids’

backpacks.Onthewallstherearealsoprojectsdonebythekids,vocabulary,word

walls, calendars, days of the week, boards related to Math, posters, numbers,

standards they are currently working on, lists with the students’ names, a

whiteboardandaSmartBoard,amongothers.Theclassroomalsohasatechnology

centerwiththreecomputersnexttothehangers.Theteacher’sdeskissituatedon

the front, at one corner. It has all the necessary supplies for the classroom and

bookcases.Theclassroomconsistsofasink,too,whichissituatedatthebackinone

corner.

LanguageFeaturesinContentArea(seeFang&Schleppegrell,2008):

1. Whatistheproblemtobesolved?

‐ Questions

‐ Commands

‐ Conjuctions

2. LinguisticFeatures

‐ Technicalvocabulary

‐ Ellipsis

‐ References(demonstratives,pronouns)

‐ Beingprocesses

‐ Conjunctions


PHASE1:Workingonlearningcenters(20min)

ST:StudentTeacher

MS:Ms.“S”(Generalteacher)

S:Student

MS“S”haslefttheclassroomsothegroupofstudentsIamfocusingonisaloneon

thecarpetthatisinfrontoftheSmartBoard.Thereare1Latinoboy,2Latinogirls

andawhiteboy.TheLatinostudentsaretalkinginSpanishinfrontofthewhiteboy.

S1(whiteboy):Didyouknowthatnobodyunderstandswhatyouaresaying?

After this comments the Latino students switched to English and the white boy

participatedintheconversation.

ItoldthemthatIcouldspeakinSpanishandoneofthegirlstestedme.

S2:Howdoyousayapple?

Me:Manzana

S2:Andboots?

Me:Botas

S2:Andpen?

Me:Pluma

S2andS3lookateachother.

S3:Sheisgood!

MSarrivestotheroomandshegivesoutwhiteboardstoeachofthestudents.

MS:OKlet’sreviewwhatMs“F”didyesterday.Let’sstartsimple.HowdoI

readthisnumber?(58.6)

S2:Fifty‐eightandsixtenths.

MS:Whatabout41.9?

S3:Forty‐oneandninetenths.

Next,MSwritesonherwhiteboardsthefollowingoperation:58.6+41.9=

MS:Howdoyoulineup58.6and41.9?

S1:Idon’tknow


MS:Wedidthisyesterday.WhenIsaylineupImean:

58.6

41.9

S1: Ah! Like in the computers! Oh I know I remember! (He does the

operation)

MS:Correct!

S1:OhIsee!

COMMENTS:MSrepresentsvisuallytheconceptofliningupandthestudentisableto

remembertheprocedure.

MSwritesanewproblemonthewhiteboard

S1alignsthedotscorrectlyandsolvestheoperation.

MS:Good!

MS(toS1):Let’sdosomeborrowing.Howdoyoufeelaboutborrowings?

MS writes down a subtraction for S1. The student lies down while doing the

exercise.Theteacheristalkingtoanotherstudent.

MS:CanITake5from2?

S1:No

MS:So?

S1doesthechangeshehastodowhileMSpointsoutwhathehastopayattentionto

whenborrowing.

MSwritesaMathproblemonthewhiteboard.

MS:OK!Challenge!Couldyoureadit?

S2:HowmuchmoremoneydoJimmyandIsabelhavethanEmilyandJames?

Isabel $5.24

Emily $3.21

James $2.29

Jimmy $2.69

+


MS:Thisisactuallyathree‐stepproblem.Whatwouldyoudofirst?

S2:Add

MS:Addwhat?

S2: $5.24 and $2.69 because it is the money that Isabel and Jimmy have

altogether. Then I will add $3.21 and $2.29 because it is what Emily and

Jameshavetogether,andthenIwillsubtract.

MS:Sothreesteps:1.WeneedtoknowhowmuchmoneyJimmyandIsabel

have. 2.We need to knowhowmuchmoney James and Emily have. 3.We

subtractonefromtheother.

S2:Iknowhowtodoeverythingtogether.

MS: Butweneed toknowhowmuchMOREmoney Jimmyand Isabelhave

thanEmilyandJames.

S2:Ihavetheanswer

S3:Metoo!

COMMENTS: MS guides the students towards the solution of the problem. She tells

themthe typeofproblemtheyareworkingonwhenshe says that it isa three step

problem.Throughthiscomment,studentsareableto internalizethemeaningofthis

conceptandrealizethattherearethreestepstheyhavetofollowinordertogettothe

right answer. One of the students explains the three steps and MS validates it by

repeatingit.MSalsoknowsthatthekeyconcept intheproblemis“muchmore”.For

thisreason,shestresses it inordertohelpthestudentsrealizewhattheyhavetodo

next.

S1showsthefinalanswertoMS.

MS:OKbutwehavethreesteps.Weneedtofigureoutthreesteps.

S4:Ihavetheanswer

MSchecksS4’sanswer.

MS:Good

MScheckS1’swhiteboard.Heonlyhas2steps.

S1:NowIneedtoknowhowmuchmoneytheyhave?


Hedoestheoperationmentally.Hedoesitwellbutthefinalresult isnottheright

one.Oneofthepreviousstepsiswrong.Hetriesagain.

MSchecksS2’swhiteboard.Shehasnotfinishedbutshehassomewrongdata.She

hasactuallyaddinsteadofsubtractbecauseshehasreadmuchMORE.

MS:S2iswrong,let’shelpherout.Jimmywhatdidyoudo?

S4:Subtractattheend.

MS:Why?

S4:Muchmore

MS:Yes,whenwehavemuchmoreitmeansthatwearegoingtocompareor

contrastsomething.Butthatisinthelaststep.

Timeisup,theytidyup.

COMMENTS:MSexplainsagaintheconceptof“muchmore”tomakesurethatallthe

studentsknowwhattheyhavetodowhentheyseeit.

PHASE2:PracticewiththeSmartBoard(20min)

All thestudentssitonthecarpet in frontof theSmartBoard. Inthisphase,

thestudent teacher is theonewho isgoingto leadthe instruction.She isgoingto

usetheSmartBoardtoshowsomeMathproblemsrelatedtomoneythataregoing

tobesolvedbythestudents.

ST:Canyoutellmesomethingyouknowaboutdecimalssofar?

S1:Fractions

S2:Separatenumbers

S3:Wecansubtract

ST:Whatdowedotosubtract?

S4:Welinethemup

S4:Money

ST:Wearegoingtodosomereviewandthenwewillworkonaworksheet.

Whocancomehereanddrawapicturetomakeseventenths?


S4drawsseventenths

ST:Howmanypiecesdidhedraw?

S:10

ST:10equalpieces.Good

Afterwards a couple of students write the decimal (0.7) and the fraction form

(7/10).

ST:So,allofthismeansseventenths.Doyouallseethis?

Next,theymovetoaMathproblem.STreadstheproblem.

ST:Maryhas$40.00.Shegoestothemallandshespends$23.89onat‐shirt.

HowmuchmoneydoesMaryhaveleft?

ST:Whatdowehavetodo?

S:Subtract

ST:Why?

S:Spends

STunderlinestheword“spends”.

ST:Sowehavedecimals.Remembertolinethemupeverytimeyouneedto

addorsubtract.

COMMENTS: ST underlines the key word in the problem “spends” to help students

visualizewhattheyhavetodonextandthinkaboutwhatthisverbmeansinMath.

S2goestotheSmartBoardandsolvestheproblem.

ST:Good,S2.

ST:Howcanwecheck?

S:Adding$23.89and$16.11

ST:Let’sseeofitequals$40

Theresultiscorrect.

ST:Doesitmakesense?Whenyougetananswer,youcanalwayscheckitby

adding.

COMMENTS:STprovidesstudentswithastrategytojustifyiftheoperationwassolved

correctly.Shemodelstheprocedure.

Theymovetothenextproblem.

ST(toS4):Whatdigitisinthetens’place?(10.6)


S4doesnotsayanything

ST:whatdigit?The1?the0?the6?

S4:The6

ST:Howwouldyousaythatnumber?

S:Tenandsixtenths

ST:Everytimeyouseeadot,youhavetosayAND.Good

COMMENTS:Sincethestudentdoesnotknowtheconceptofdigit,STprovidessome

options of a digit in order to help the students understand this word by

contextualization.STalsoputsmorestressin“and”toshowtheimportanceofusingit

whenreadingdecimals.

Theymovetothenextproblem.

ST:Ms“C”has$10.78.Ms“F”givesher$5.50.HowmuchmoneydoesMs“C”

havenow?Whatdowedo?

S5:Add.

ST:Why

S5:Gives

ST: OK, so first we put $10.78 and then $5.50. (Shewrites one under the

otherbuttheyarenotlinedup)

S:Itiswrongbecausefirstwehavetolineup.

ST:OK(Shelinesupthenumbers)

COMMENTS: ST underlines the key word in the problem “gives” to help students

visualizewhattheyhavetodonextandthinkaboutwhatthisverbmeansinMath.

STmodelsatypicalmistakethatstudentsusuallymakeinordertoshowwhattheydo

nothavetodo.StudentsrealizeandtellSTwhattodo.STvalidatestheirresponseby

saying“OK”.

Astudentsolvestheproblemandtheymovetothenextone.


ST:Whatisthefraction?

S6:4/10

ST:Good.Because…howmanyareshaded?

S:4

ST:Andasawhole?

S:10

ST:Good

Phase3:Workingindividuallyonaworksheet(15min)

Studentsworkindividually.MSgivesoutfolderstoavoidcopyingeachother.

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