Field Word Log

Name: Elena Heath
School or Learning Environment Location: Waverly Elementary School (WES)
Primary Language/s of Students Spanish
Age Span of Students: 4- 9
Grade Level/s of Students: Pre-k, 2, and 3
Date	Time Minutes/Hours	Description of Activities
9/5/11	30 min	Learning phonics skills and reading words in context
9/6/11	30 min	Learning phonics skills and reading words in context
9/8/11	30 min	Learning phonics skills and reading words in context
9/12/11	30 min	Learning phonics skills and reading words in context
9/13/11	30 min	Learning phonics skills and reading words in context
9/15/11	30 min	Learning phonics skills and reading words in context
9/19/11	30 min	Reviewing for reading test
9/20/11	30 min	Testing
9/22/11	30 min	Testing
9/26/11/	30 min	Learning phonics skills and reading words in context
9/27/11	30 min	Write about fall using graphic organizer
9/27/11	30 min	Learning how to write the letter M, learning the sound, and vocabulary
Comments: Because I teach different students in various grade levels, some of the observations logged will not be from one single class.

Field Notes/ Blog Entry 1

Blog Entry # 1 Date: September 28, 2011
Teaching	Community	Ethnographic Perspective
What was the purpose of the lesson? The purpose of the lesson was to practice pre-writing skills. Lesson Structure: I introduced graphic organizers and their purpose. I then explained that I wanted the students to write their paragraph using a topic sentence, detail sentences, and a concluding sentence. Then the students and I picked our own topics. I told them that they could write about anything as long as it was related to fall. Then we began writing our sentences on the graphic organizer. After we completed the graphic organizer, we played a phonics game. Methodology: · Graphic organizer · Pre-writing activity · Phonics game Appropriateness: · To learn the purpose of a graphic organizer. · To learn the structure of a paragraph. · To practice writing ideas prior to making a rough draft. Materials: · Graphic organizer that resembled a tree with branches coming off from the trunk. · White board · Pencils Adaptations: I hi-lighted the branches on the graphic organizer where the students could write their ideas and sentences down, so it would not be too confusing.	What evidence of “community” in terms of the second language learner did you observe? Although there was a slight conflict during this particular lesson, usually the students get along well. They also help and encourage each other. What is required to become a member of this classroom or learning environment? As long as a student is willing and ready to learn, any student of any age is welcome in the classroom. However, in order for a student to feel the most comfortable in this particular learning environment, they need to know how to read, even if it is at an extremely low level.	Brief Sequencing of Events Observed: 1. The students seemed confused on the meaning of a topic sentence. 2. The students were competitive in spelling and who finished their work first. 3. One student got frustrated because she thought her partner was indicating that she was not doing a good job in writing. 4. One student got frustrated because she was not winning in the game we played at the conclusion of the lesson. Elaboration on details of one or two events observed. Student 1 indicated that his graphic organizer looked good, and that the lesson was easy. Student 2 replied in an offended manner, “You mean mine isn’t good?” What can an observer see if he/she entered the classroom at this particular time? If a newcomer were to walk through the door, they may find the teacher teaching and the students listening. They might also find the teacher and students reading together or playing a game. It’s possible the students could be placing new vocabulary words on the tier board. Students could also be playing phonics or reading games on the computer. At the end of the week, students get a prize for good behavior, so they could also be choosing a special treat out of the prize bag. What evidence of “Acceptance and welcome” would a second language learner see? My students are very helpful. If a new ESL student walked through the door, I am sure that my current ESL students would take the newcomer under their wing, and teach them everything they needed to know to function in this particular learning environment.
Analysis: Possible explanation of events: Student 2 who got somewhat upset may have reacted that way because she was unsure or insecure of how to do the assignment. Significance of Events: This portrayal of frustration was significant because it showed me as a teacher that perhaps the students needed further explanation of what was expected of them on this assignment. I could have also modified the materials or lesson, or I could have utilized other materials. Overview of what was Learned by Completing the Activity: I realize through this activity that perhaps that the students needed more time to complete the assignment. Although I believe I encourage student acceptance in my classroom, no matter who they are, it may be beneficial for me to stress even more that my student’s strengths and weaknesses are all welcome in the classroom. Furthermore, I could work on promoting more community. Relevance: This observation is important because it showed me how my students interact, and what I can do to promote unity in my classroom.