Community Care Task 1 FINAL

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School

Western Governors University *

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Course

D090

Subject

English

Date

Apr 3, 2024

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pdf

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Uploaded by JudgeFreedom12776

Taylor Dobson The School As A Community Of Care Task 1 August 29, 2023 PART A ● Video 1: “Learning about Cultural Identity” Grade: Kindergarten ● Video 2: “Defining the Problem, Effect, and Solution through an Interactive Read Aloud,” Grade: Kindergarten ● Video 3: “Writing a Cooperative Paragraph,” English learners (ELs) Second Grade PART B 1. Video 3, “Writing A Cooperative Paragraph,” met the students’ needs by breaking them into small groups and allowing them to talk within their group about their specific parts (beginning, middle, or end). The teacher allows them to have time to talk about the story and lets them brainstorm how they are going to summarize their part of the story. This lets the children socialize while trying to form a paragraph. By having the students work in small groups together, this allows for the English Learner students to communicate their ideas in a less intimidating environment. The students also have guidance from the use of flashcards given to them and worksheets they have worked on previously. They are also meeting the standards within the assignment. Once they have written their sentence they meet back on the rug and go over what they have written. This also allows the students to have a less stressful environment as they are learning the English language. The teacher also made errors when writing on the paper to see if the students could find

the spelling error and she talked them through how to fix the errors. In Video 1, “Learning About Cultural Identity,” the students are being exposed to cultural diversity by watching a Chinese puppet show. Once she turned into a princess, she had a dragon necklace around her neck that was glowing. This presentation would later tie in with the map activity their teacher had planned. The students were able to react emotionally to the story which started out with a panda wanting to turn the girl into a princess. The story also got the whole class involved with the storyline. Then, the class broke down into small groups allowing for them to conversate between their group mates. The teacher then gave one student in each group the talking stone as they are the stone keeper, allowing each student to have a turn and be heard by their peers. 2. In Video 3, “Writing A Cooperative Paragraph,” The teacher called on one student from each small group to stand up and read their sentence. Instead of this, she could have had each student from the group say one thing they brainstormed. She could have also had the group write more than one sentence and each student take a turn reading so they would all be included. In Video One, “Learning About Cultural Identity,” I feel that the teacher could have involved more children in the puppet show. Although they were engaged in the show, by doing this, they would play a part in the activity itself. Some students might enjoy playing a character in the puppet show, while others would rather listen to the story. 3. In the second video, “Defining the Problem, Effect, and Solution through an Interactive Read Aloud,” the classroom has a specific layout in regards to the way the teacher runs the classroom. Inside the classroom, there is a portable message board, and the students have easy access to their work folders. These can both encourage learning within the classroom. By having their folders easily accessible, students are able to get to them

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