22

            >>>tone of voice
            >>>pauses
            >>>laughs
            >>>how long she discusses a certain point... fluent

tone of voice= very certain OR uncertain
pauses= unsure OR gathering thoughts
laughs= confident OR very unconfident
length of talk/fluency= confident AND/OR very knowledgeable

ONE PART I WILL ANALYZE...

(1:33)
J: That’s no problem because a lot of people don’t remember I’m sure… So how do you teach your students?

L: There’s a certain amount of content that needs to be covered and there’s a reading series that we need to use to fulfill the common core... so for instance, right now we’re doing biographies… what is required with our series is that we read the biography of George Washington Carver and the whole class does that and 

we usually start out by reading it to them and then they’ll break up into small groups and they’ll read it on their own

That’s supposed (stressed) to be at an instructional level but obviously for some of the kids it’s too hard, it’s not instructional, which is why we do a lot of that stuff together.

we break up into groups after lunch and the kids have different tasks that they’re working on and I’ll take whatever my guided reading group is and that’s where I group them by ability so my lower group will be reading a biography but a lower level, an easier biography, my middle group will be reading, I think the lower group did Thomas Edison and the middle group was .. I can’t remember what her name was.. Madame C.J. Walker, and that was like an average book and then the more challenging one read.. (pause) what was it again.. I can’t remember, I don’t know it doesn’t matter.. so there’s three different biographies ..

.. uhm I also have the story on a CD so we have our reading series available online so the kids can either read it online or there’s an option where they can click and it will read the story to them and then the words are highlighted as the narrator is reading.  That’s supposed (stressed) to be at an instructional level but obviously for some of the kids it’s too hard, it’s not instructional, which is why we do a lot of that stuff together.  Uhm…We dissect the parts of the biography, how it has headings, and when you’re looking for information you look underneath the heading and that’ll give you that, ya know, second grade obviously, lower level, uhmm… then we break up into groups after lunch and the kids have different tasks that they’re working on and I’ll take whatever my guided reading group is and that’s where I group them by ability so my lower group will be reading a biography but a lower level, an easier biography, my middle group will be reading, I think the lower group did Thomas Edison and the middle group was .. I can’t remember what her name was.. Madame C.J. Walker, and that was like an average book and then the more challenging one read.. (pause) what was it again.. I can’t remember, I don’t know it doesn’t matter.. so there’s three different biographies ..

J: So you do have different levels for the stronger students versus the struggling students.

L: Yes so they are all doing the same thing but they’re not doing the same thing. They’re all reading biographies, they all have to look for information under the certain headings, they all have to talk about the same talking points but in texts that are more at their read ability.

supposed>> tone of voice influxuated
pause>>uncertainty, gathering data in head

A SECOND PART I WILL ANALYZE...

(3:51)

J: How do you use, for example, for a specific lesson, whether it’s LAL, or math, or any lesson that you can think of in your head.. how do you use auditory, visual and kinesthetic (hands on) methods to focus on the needs of the students as a whole?

L: Alright, well, today we did a math lesson and we used Plato to do fractions

J: Oh, ok so that would be a kinesthetic method

L: Mhm we had to teach equivalent fractions, which is a hard concept, but ya know the book tells you, they give you these little cards and the cards have sections and you’re supposed to put the two cards next to each other to tell what’s greater than, less than and equal to a half… these kinds of things… but I think the cards are too vague... so you had a piece of paper like this (points to piece of paper) and like half of it is colored blue and this ones got four eighths colored blue but if they don’t line it up exactly right or if there’s two that are close to each other or they’re looking in the wrong place it’s just… it’s not really teaching them anything… it’s you’re telling them what to do and they’re dong it… so, uhm… so I found this idea online, I gave them a little container of Plato and they played with it for about ten minutes and then I told them to cut it in half, I gave them plastic knives, cut it in half, and they had to make two circles using the lid of the Plato container as like a cookie cutter… and then, so they had the two circles, and then with the plastic knives they had to take the first circle and cut it in half and then the second circle they had to cut it in quarters and then figure out, okay now how many of these quarters would it take to be equal to a half, and I had the document camera and I had my Plato on the document camera which kind of shows them what I was talking about

THE THIRD PART I WILL ANALYZE...

(6:02)

J: That’s great… what different types of materials do you use to promote differentiation?

L: In literacy?

J: overall…

L: well anything I do whole group is a lot of auditory and everything on the document camera, everything, uhm…  some powerpoints stuff… like today we played secret password, I don’t know if you’re familiar with that old 70’s 80’s gameshow?.. well I’ll show the kids a picture and I’ll read off the child friendly definition of the word and then they have to tell me what the word is but the secret password game we went into the smartboard room and I had the kids, basically they were the audience in the background and then one person, one child, like it was you and I, I’m standing with my back to the smart board and the vocabulary words on the smartboard and you have to give me clues to get me to say that word but you can’t say that word… so we do a lot of that… interactive, not kinesthetic but it’s interactive… because they’re required to learn the same vocabulary and they’re required to learn the same content but it doesn’t have to, well the spelling can be more at their level, there’s easy spelling words and challenging spelling words but the vocabulary and the standards have to be the same across the board.

THE FOURTH PART I WILL ANALYZE...

(7:48)

J: How do you let students make interest based learning choices?

L: Oh, that’s easy (laughs)… I read a book this summer called The Daily Five, I don’t know if you heard anything about it… it’s two sisters and they wrote this book and I use it right after lunch when I do guided reading groups, they have basically five choices, they can read to themselves, they can read with a partner, they can listen to reading I have books on a tape or a CD, or they can do word work, which is just a whole, I have one of those rolling cabinets with like ten drawers and there’s ten different activities that they can do based on whatever the spelling words were that week, so it follows whatever the phonics pattern is… I have little paper Iphones and I laminate it and write on them and they can practice typing… uhm what else… I have pencil, pen, crayon, and marker where they write their spelling words once with a pencil, then write the same word in a marker, then they write it in a crayon, and then with a pen.  I have cool little file folder games where they manipulate the words uhm… in the beginning of the year I had build it, smell it (laughs)… which they really liked.  They ad like foam uhm scrabble tiles so they had to use the tiles to make the word and then I got smelly markers from the dollar store so then they could write the words that they made and then they could smell it.  That was a big hit, build it, smell it, and then the last choice was to work on writing.  I didn’t start working on writing right away because I felt like they really needed a lot of guidance now they’re more independent.  So when we come back from lunch they have their choice, they can do whatever one of those five they want and then they work on that for twenty minutes while I’m with a reading group.  As long as they get five done within the five days they’re good.  So if they really want to finish this book that they’re reading or they really don’t feel like reading they just kind of want to ya know sit back and let someone else read they can choose listening to reading so, but they have to do all five in five days.

laughs>>> confident, fluent, smooth

A FIFTH PART I WILL ANALYZE...

(12:48)

J: uhm… how do you modify the process in which you teach?

L: My instruction?

J: Yes

L: Okay… for math, I do a lot of, we call it, pencil I can do myself, blue I do with someone else, red is what the teacher said, now I know it in my head, so lets say of instance here’s this thing that they’re supposed to be able to do by themselves.  If they can do it by themselves, they complete the assignment in pencil and then I’ll know and anyone else who looks at their journal will know that this is something that they did by themselves.  If they can do number one, five and seven by themselves but they need help with numbers two, three, four and six, then they can pick up a blue pen and they can work with a partner but then they have to write their answer in a blue pen.  If I help them with it ya know if they still can’t get it and I have to help them with it they have to write their answer in a red pen so it shows… its like evidence… as far as writing goes I probably am not the best person to ask (laughs)… we use a lot of graphic organizers , a lot of graphic organizers and spend a lot of time teaching them how to use it but the kids that really have trouble, they can’t use it on their own.  One of the uhm one of the big things is persuasive writing.  So you know the layers of an oreo cookie… so I teach them OREO, it’s actually not really persuasive in the second grade it’s more that they’re giving their opinion and then your reasons why.  So the top layer is the O, that’s you’re opinion, so I think we should have no homework on the weekends, and the second layer of the cookie is the R, and that’s when they have to give a reason, so We should be able to do whatever we want on the weekends, whatever… the E is when they give examples or they explain further their reason… so the E has to go with the R and that they have a really hard time with ya know I don’t think we should have homework on the weekends, I think the weekends we should be free to do whatever we want uhm I’d rather just play with my friends and watch tv… and then the last O is their opinion restated , that’s why I think we should not have homework on the weekends…. So that’s a graphic organizer for persuasive writing.  There’s uhm… a lot of graphic organizers for writing, for reading I just kind of do the stuff that we have to do whole group and then stuff that is at their level they have a different text, a different level book. 

[uncertain]

A SIXTH AND FINAL PART I WILL BE ANALYZING...

J:  That’s great… so how do you provide multiple ways to asses students considering that some students are advanced and other students are struggling?

L: Alright… on homework they have a choice for spelling there’s a nine square board and they have to do three assignments by the end of that lesson so usually it’s within a week, they get to pick whatever assignments they want to do… on a test though I really don’t modify… for the special ed kids I’d read them some of the questions and answers aloud to them and they would just have to pick the right one… other kids I would uhm maybe if it was multiple choice I would cross out one of the answers so that they only had to chose from three answers rather than four…uhm… I might give them if it’s something like math I might give them manipulatives that they need or they might be allowed to use… like if it was a story comprehension and I was teaching them how to go back and look up information like for the biographies, I might let them use their book because if they’re able to use their book to find out the answer then that’s the skill that I’m looking for. 

Language tools used : tone of voice, when she laughs, how long she discusses a certain point.
The literature review relates to my discussion and it is evident through five points that my interviewee proposed.  Those points are...
1. how she teaches her students
2. how she uses auditory, visual, and kinesthetic methods***** clearly emphasizes on kinesthetic and means that theres an uncocious draw to how she learns and teaches best
3. what materials she uses to differentiate teaching******
4. how students make interest based learning choices
5. how she modifies the process in which she teaches******
6. how she provides multiple ways to assess the students

I am listening to the language features because it shows how she feels about what we're talking about and the material. >> what she thinks is most important and what her voice says about what is not important. What she's most excited about is what is most important to her.

what she says, how she says it, what it means...