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environments that support individual and collaborative learning and that encourage positive
meaning in spoken, signed, or written conversations to share information, reactions, feelings, and
opinions.
Rationale:
In the class I taped, we started class with an opener. This was a vocabulary activity that
they could complete without assistance while I took attendance and other administrative tasks.
Next, we used the vocabulary structures in context. We were co-constructing the story. I had a
basic outline of the story, but students decided the details. When they did not agree, I combined
their answers or the class voted on the answer. As we were creating our narrative, the bell rang
for lunch. When we returned from lunch, we continued our narrative. As we were creating our
story, I asked questions. Some of the questions were comprehension questions. Other questions
were requests for clarification about details in the story. After we concluded our story, I asked
the five questions to which the students wrote the answers on piece of paper and turned in at the
end of class.
The questions served several purposes. The first purpose was to keep our narrative
comprehensible. If the students could not answer the compression questions, I knew that they
did not understand. When this happened, I would repeat the detail slowly while I pointed to
vocabulary structures on the board. Ensuring that the input was comprehensible increases the
likelihood that the input would become intake (Brown, 2014). The second purpose was to
request clarification and negotiate meaning. While I had a basic outline of the story to ensure
that we worked with our targeted structures and vocabulary, the class could choose most of the
story. I had part of the information; the students decided the other parts. This negotiation of
Some of the questions are not authentic since I know the answer, but my purpose in
asking the question is not to receive an answer. My purpose for asking these questions is
assessing whether or not the students understand the narrative. Other questions are authentic
since I do not know what details the students will choose (Cazden, 2001).
At the end of class, the students had an exit ticket. This class the exit ticket was five
questions that I asked orally, and the students wrote the answer on a piece of paper. This allows
me to assess how well my students learned the material from that class. It allows me the
opportunity to reteach the content the students did not learn during that class. The exit ticket also
References
Brown, H. D. (2014). Principles of language learning and teaching A course in second language
Cazden, C. B. (2001). Classroom discourse The language of teaching and learning (2nd ed.).
course (4th ed.). New York, NY: Routledge Taylor & Francis Group.