Portrait of a Learner

Term II Integrative Assignment

By Emily Dodge

University of Pennsylvania
Graduate School of Education
Teacher Education Program
October 14, 2016

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Table of Contents
Descriptive Review 3
Vincent as a Reader and a Writer 11
Vincent as a Mathematician14
Vincent as a Scientist

20

RespondingtoMyFocusingQuestion
Reflection on My Learning 28
References

29

Appendix a

30

Appendix b

31

Appendix c

31

Appendix 1

31

Appendix 2

34

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SectionI:DescriptiveReview
FocusingQuestion:HowcanIasateacherencouragemychildtoworkmoreindependently
duringclassroomactivities?Howismychildsinterestinhelpingothersaffectinghisown
learning?
Introduction
IconductedmyTermIIresearchassignmentatSouthwarkElementarySchoolinSouth
Philadelphia.IamplacedinMs.Woolstonssecondgradeclassroom,whichisanEnglish
LanguageLearnersclassroom.AllthestudentsintheclassarelearningtheEnglishlanguageas
wellastheirownnativelanguage.Ithasbeeninterestingtostudentteachinaclassroomwhere
thestudentscomefromsomanydifferentculturesandbackgrounds,andtolearnhowteaching
practiceshavebeenadjustedandmodifiedtofittheireducationalneeds.IchoseVincentasmy
childtostudy.HeiseightyearsoldandwasborninChinaandmovedtotheUnitedStateswhen
hewastwoyearsold.
PhysicalPresenceandGestures
ThefirstthingInoticedaboutVincentwasthatheisaveryobservantchild.Heisoften
scanningtheroom,lookingaroundandbeingcuriousaboutwhatisgoingoninhisenvironment.
Heasksalotofquestions,notonlyaboutcontentbeingtaughtbutalsoaboutdailyroutines.For
example,iftheactivitiesofthedayvaryslightlyfromtheschedule,Vincentnoticesit.On

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Monday,classjobsarechanged;howeverononeMonday,Ms.Woolstonhadnotchangedthem
yet,andVincentnoticedthisandraisedhishandandaskedwhentheywouldgettheirnewjobs.
Duringinstruction,orwhenateacherorsomeoneofauthorityasksaquestion,Vincentisoneof
thefirststudentstoraisehishand.Heisveryobservantaboutthingsgoingonaroundhiminthe
classroom.Forexample,whenanotherstudentsdeskneededtobemovedintheclassroom,
Vincentnoticedwhatwasgoingonquicklyandstoppeddoinghisownworkandcameoverand
movedthedeskforMs.Woolston.Ms.WoolstonhadnotaskedVincenttocomeoverasshewas
disciplininganotherstudentindividually;so,sheaskedVincenttogoandsitbackdownathis
desk.Vincentusuallyhashiseyebrowsraisedinacuriousexpressionthroughoutthedayandis
oftenmovinghisheadaround,observingeventsintheclassroom.
Vincentisverycaringinclass.Duringthefirstfewweeksofschool,wheneverstudents
wereontherug,Vincentwouldsporadicallystandup,giveMs.Woolstonahugandthenaskher
aquestionormakeacomment.Hewoulddothisthreeorfourtimesthroughouttheday.This
gesturewasverysweetandgentle;however,sometimesitwouldinterruptinstruction.Another
exampleofVincentbeingkindinclassishowheactedwhenhehadthedoorholderjob.After
heheldthedoorfortheclass,hewouldgiveahighfivetotheotherstudentwiththedoor
holderjob.Vincentalsolikestosharewithhispeers.Forexample,beforelunchhegiveshis
extrasnackstohisfriend,TeeShee,andshareshiscrayonsormarkerswithpeoplewhosit
aroundhimathistablewhenitiscoloringtime.Also,ifastudentseemsinneedofhelpeither
withworkorbecauseofapersonalissueVincentnoticesquicklyandbecomesinvolvedinthe
situationbytryingtohelp.Forexample,whenGloriawasnotfeelingwell,hecameovertoher
andstartedrubbingherbackandtoldMs.WoolstonthatGloriawasntfeelingwell.

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Vincentisveryverbalinclass;heoftenparticipatesanddoessometimescalloutanswers.

Forexample,Vincentspeaksoutduringinstruction,repeating,Iknow,oftenwhenheseemsto
knowtheanswer.Ms.Woolstonusuallyremindshimnottocallout.IhaveobservedVincent
raisinghishand,callingout,Iknow,andthenputtinghisotherhadoverhismouthindicating
thequietsign.Thisusuallyremindshimnottocallout,butsometimeshestilldoesit.Having
saidthis,Vincentdoestaketherulesveryseriouslyandwhenstudentsaresupposedtolistenor
sitquietly,hefollowstherules.Heoftenremindstherestofhispeerswhentheyarenot
followingtherules,ortellstheteacher,anddoingsousingagentletone.Anexampleofthiswas
whenafellowstudentwasmovingaroundontherug(theruleistositstillduringrugtimeand
notswitchspots),andVincentwasquicktoraisehishandandpointitout.Anotherexampleof
Vincentsseriousnessinrelationtoclassroomruleswasseenwhentheclasshadtheirfirstmath
test.Vincentmadehisowndividers,usingthebookshehadinhisdesk,sothatnoonecould
copyhiswork.However,Ms.Woolstonaskedhimtotakethemdownbecauseshewantedthe
studentstotakecontroloftheirownlearning.
VincentsvoicehasasoftsoundandaslightChineseaccent.Thoughheisveryverbalin
class,heneveryellsandVincentmaintainsaconstantnoiselevel.AsImentionedabove,when
Vincentistellinghisfriendstofollowtherules,hedoessoinagentletone;heisnottryingto
dominatehispeers,buttogivethemgentlereminders.Vincentislouderandmoregregarious
outsideofclass.Iobservedhimduringrecessandhisactionsweremorelivelyandfilledwith
moremovement.Forexample,hewasjumpingupanddownandgivingouthighfivesto
studentsthatheseemedtoknow.

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Vincentisalwaysmoving;however,thismovementdoesnotdisruptinstruction.His

movementsaretypicallygentleanddonotinterfereinanyoneelsesspace.Forexample,when
studentsaregatheredontherugformorningmeetingorforalesson,Vincentiseithermoving
hislegs,ortappinghisfingersorfeetonthecarpet,lookingaroundtheroom,oropeningor
closinghismouth.Thismovementcanalsobeseenwhenheisathisdesk.Sometimesduring
workatthedesk,Vincentlikestostandupandcompletehistaskwhilestanding.Ms.Woolston
hasworkedwithhimsothathischairispushedinwhenheisstandingup,sothathedoesnot
interruptotherpeopleswork.Sometimesherockshimselfinthechair;butagain,theseactions
arenotloud,andtheyarenotdistractingtoothers.Itisagentlerockthatseemstohelphim
concentrate.EventhoughVincentisusuallymoving,heisstillengagedinwhatMs.Woolstonis
sayingandfollowsthelessonandinstructions.Forexample,heparticipatesconstructivelyduring
instructionandalwayscompletesassignmentsontime.
ExpressionofEmotions
Vincentisaverypositivechild.EverymorninghehasasmileonhisfacewhenMs.
WoolstonandIgoandpickupthestudents.Heisenergeticinthemorning,talkingwithhis
friendsinlineandaskingquestionstotheteacher.Vincentisopenwithhisfeelings;heoften
shareshowheisfeelingorifsomethingisupsettinghim.Forexample,onedayinclass,Vincent
andJohnweresittingtogether.VincentraisedhishandandtoldMs.WoolstonthatJohnwasin
hisspaceandthatitwasmakingithardforhimtohear.ThisdemonstratesthatVincentfeelsat
easesharingwhenheisuncomfortable.Vincentsattitudeandhisemotionsremainpositive
throughouttheschoolday.FromwhatIhaveobserved,Vincentsemotionsonlyseemtochange
ifhefeelshislearningisbeingdisrupted.Thisisalsofoundintheexampleabove;Vincentcould

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nothearwhatMs.WoolstonwassayingbecauseJohnwastalkingloudly,andthisupsetVincent.
ThewayVincentresolvesanissuethatisupsettinghim(liketheonejustmentioned)isbytelling
theteacher.Thisistypicallyhisimmediateresponse.Oncehehastoldtheteacherandhehas
gottenhisfeelingsout,orMs.Woolstonhasresolvedtheissueforhim,thenheisbacktobeing
hischeerfulself;heisnotupsetforverylong.Forexample,afterMs.WoolstontoldJohnto
moveoutofVincentsspace,Vincentnolongercomplainedandwasfocusedagainonthelesson
andlisteningtoMs.Woolstonsinstructions.
ConnectionswithOtherPeople
AsImentionedearlier,Vincenthasaverykindandcaringdemeanorandthiscanbeseen
inhisinteractionswithotherpeople.Heisfriendlytoallhisclassmates,evenclassmateshemay
havehadamomentaryconflictwithpreviously.Forexample,eventhoughVincenthadbeen
upsetwithJohnwhentheclasswasontherug,laterintheday,whentheywereliningupfor
lunch,VincentwasplayingaroundwithJohn,laughingandjokingwithhim.Heissupportiveto
thestudentssittingnearhimandinhistablegroup.Forexample,whenRohit,aboywhosits
acrossfromVincent,wasstrugglingwithamathquestion,Vincentwasquicktoofferhishelpto
tryandgivetheanswertoRohit.Duringthemorning,beforestudentsweretohandintheir
homework,oneclassmateatVincentstablewasstillworkingtofinishhishomework.Vincent
camearoundtothisstudentsdeskandstartedwritingtheanswersforhim.ThoughVincentis
onlytryingtobehelpful,thenumberoftimesthathehelpsotherswiththeirworkseemstobe
detractiontohisneighborsandhimself.Sometimeshegiveshispeerstheanswer,whichdoesnt
helpthemunderstandhowtomaketheconclusionthemselves.And,byfocusingonhelping
othersgettheanswers,hemaybelimitinghisownabilitiesordistractinghimselffromhisown

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work,andthereforehinderinghislearning.Oneday,whenIledaguidedreadinggroupwith
Vincentandtwootherstudents,onestudentwasnotabletospellaword.Vincentthenwrotethe
wordforher.ThisisaninstancewhereIthinkVincentisnothelpinghispeersorhimself
becauseneithercanfocusontheirownworkandlearningskills.
Vincentappearstohaveaseveralclosefriendsintheclasswhomheinteractswithmore
thantheotherstudents.Whenhesitsonthecarpet,heoftenchoosestositbyJulie,TeeShee,
PhuongorTram(allthegirlsintheclass,wherePhuongandTramaretwins).Duringan
interviewIconductedwithVincent,Iaskedhimwhohisfriendsare.HisfirstreplywasTeeShee
andJulie.Ithenprobedhimfurtherandaskedifhehadanyotherfriends,andhesaidPhuong,
TramandDickeck(agirlfromanothersecondgradeclass).IfounditinterestingthatVincent
mentionedonlygirlsbeinghisfriendsbecauseIhaveseenhiminclassactfriendlytomany
students,includingmalestudents,suchasRohitandJairo.AsIobservedVincentmore,I
realizedthatVincentspriorities,suchaspayingattentiontotheteacherandworkinghardonhis
assignments,werealsoprioritiesthatJulie,TeeShee,PhuongandTramsharedaswell.These
fourgirlsarewellbehavedinclassandhaveasimilarexcitementaboutschoolandlearning;
theyparticipateofteninclassandappeartobeveryfocusedonlearning.PhuongandTramareat
ahigherlevelacademicallythanmostofthestudentsintheclass.Theyactuallyscoredabove
theELLsystem;however,theirparentsinsistedtheybeplacedinMs.WoolstonELLclassroom.
IthinkVincentlikestobearoundpeersthathavesimilareducationalvaluesandinterests.It
seemsasthoughheplaceshimselfinsituationswhereheknowshislearningwillbeencouraged
byhispeersandhewontbedisrupted.
InterestsandPreferences

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Vincentseemstoenjoygames,bothinsideandoutsidetheclassroom.Wheneverthereis

somesortofgameintheclassroom,Vincentisenthusiasticandbecomescompetitive,wantingto
winthegame,eitherforhimselforhisgroup.Thiscanalsobeseenasheencourageshis
classmatestoworkhardandcheersthemonwhentheydosomethingwell.Duringrecesshe
playsgamesliketagandjumpingjackswithhisfriends.Heisverysociableduringrecess,
interactingwithmanychildrennotonlywithhisgroupoffriendsorstudentsfromhisclass.On
thefirstdayofschool,Vincentandanotherstudentintheclass,Rohit,talkedaboutPokmonfor
anhourormore,bothboyswereveryexcitedandengagedintheconversation.Duringfreetime
inclassheoftenactsoutPokmoncharacters.Forexample,hewillraisehisarmsandpretendhe
iscapturingotherstudentsonthecarpet.Heseemstobeimaginativeinthisway,bypretending
tobecertaincharactersinPokmonandplayingoutdifferentscenarios.Vincentalsolikesto
draw,heseemstolovewhenthereisanopportunitytocolorthingsinclassandhasdrawnafew
picturesforMs.Woolston.Vincentalsoenjoysthingsthatmakehimlaugh.Forexample,his
favoritetypeofmoviesiscomedies,andhelikestoreadbooksthatmakehimlaugh.Heseemsto
haveapositiveoutlookingeneral,alwayslaughingorsmilingatthingsgoingon.
ApproachestoLearning,FormalandInformal
Vincentappearstoloveschoolandhasaverystrongworkethicwhenitcomesto
completinghisassignments.Heisveryfocusedonlearningandheseemstohavehighgoalsin
termsofachievement.Forexample,Vincentisveryconcernedwithgettingtherightanswersand
wantstoscorehighlyonanytypeoftestorassessmentdoneintheclass.Thiscouldbeseenafter
theclasshadcompletedtheirfirstmathtest,andheaskedbothmeandMs.Woolstonifhehad
gottenastarstudentgrade(starstudentgradesarewhenstudentsgetaBorhigherontheir

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workandiftheydo,theyreceiveastickerandtheirworkisdisplayedintheclassroomundera
postercalledStarStudentWork).AnotherexampleofVincentshighlevelofachievement
wasduringadiscussionintheclassroomofcheatingandhowitaffectsapersonsgrades.
Vincentaskedthequestion,Whatdoesitmeantonotgetcredit?MsWoolstonreplied,saying
itmeant,ifastudentcheatstheygeta0ortheygetanF,andVincentthensaidwithstrong
convictioninhisvoice,Oh,Idontwantthat.ThisconversationillustratesthatVincentis
focusedongettinggoodgradesinschool,andisfocusedonimprovinghimselfacademically.
AnotherexampleofVincentsconcernwithgettingthecorrectanswerishowhe
approachesataskthathefindschallenging.WhenVincentisstrugglingwithatask,oneofhis
firstresponsesistoasktheteacherforhelp.Forexample,onedayduringmathperiod,students
weregivendifficultwordproblemstosolve.Beforetryingtosolvethemhimself,Vincentsaid
outloudthathedidntunderstandhowtodoit,andraisedhishandaskingforhelpandrepeating
thestatement,Idodntknowhowtodoit.WhenVincentrunsintodifficultiesinlearning,his
firstresponseistoaskforhelp.Ialsoobservedtheclasstakingapreassessmentformath;the
preassessmentcontainedmathproblemsthatthestudentshadlikelyhadneverseenbefore.He
similarlyvoicedhisopinionthattheproblemseemedhard,andaskedMs.Woolstonforhelpon
thetest.ThiswasthefirsttimeIsawVincentappearflusteredandfrustrated.Heappearedtobe
verystuckinsolvingtheproblem,andcontinuedtoaskMs.Woolsonforhelp.However,she
couldnotgivehimmuchhelpbecauseitwasanassessment.Vincenttypicallyhasasmileonhis
faceandapositiveattitude,butthiswasthefirsttimeIsawhimdiscouragedandwithavery
disappointedlookonhisface.

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Vincentseemsverycaptivatedbyallsubjectsatschool.Whenaskedabouthisfavorite

subject,Vincenthadtroublepickingonlyonesubjectandendedupansweringthatheloved
everysubjectinschool.ThiscanbeseenwhenobservingVincentinclass.Forexample,Vincent
isveryenthusiasticabouteachsubjecttaughtthroughouttheday.Duringphonicslessoninthe
morning,Vincentsvoicecanalwaysbeheardwhenparticipationisacomponent.Eventhoughit
isthefirstthingwedointhemorning,Vincentseemseagertolearn,heisengagedinthelesson,
askingquestionsandparticipatingoften.Duringmathclassattheendoftheday,Vincents
excitementcanstillbeseen;heusuallymentionstomeheisexcitedtodomathandexcitedto
usethebagofcountershehasbeengiven.Vincentiseagertodoanytaskthathastodowith
learningorpleasinghisteacher.Forexample,whenhefinisheshisphonicsworksheetorwhen
hehascompletedamathproblem,helikestoholditupsothatMs.WoolstonorIcanseeit.

SectionII:VincentasaReaderandWriter
MyapproachtolearningaboutVincentasareaderandawriterwasconductedoverthe
courseofthreedifferentmeetings,orinterviews.ThefirstmeetingandinterviewIconducted
includedasetofinterviewquestionstolearnmoreaboutVincentsreadingandwritinginterests
andpracticesinandoutofschool(seeappendixa).Thisinterviewwasbrief,lastingfor5
minutes.Vincentseemedtoenjoytheinterviewbutwasntveryelaborativeinhisresponses,
replyinginshortsentenceswhichonlysufficientlyansweredthequestions.ThenextactivityI
didwithVincentwasarunningrecordwithabookmyclassroommentorrecommended,Shoe
BoxesbyJanetBerryandKathyHavens(2006).IhadacopyofthebooknexttomeasVincent

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readaloudacrossfrommeandImarkederrorsashereadonaseparatesheetofpaper.When
Vincentfinishedreadingthebook,Iaskedhimtoretellwhathadhappenedinthestory.This
activitywastenminuteslong,andduringtheactivityVincentenjoyedreadingthebook.When
hewasretellingthestory,hewouldsmileandlaughatpartshefoundfunny.ThefinalactivityI
didwithVincentwasareadaloudfollowedbycomprehensionquestions(seeappendixc).The
bookIchoseforthereadaloudwasTheMagicSchoolBusattheWaterworksbyJoannaCole
andillustratedbyBruceDegen(1986).IchosethisbookbecauseVincenthadmentionedtome
earlierthatsciencewasoneofhisfavoritesubjectsandsoIwantedtochooseabookthatwould
reflecthisinterests.Thisactivitylastedfor20minutes.Vincentwasveryengagedinthestory
andhadlotsofquestionsaboutthestory.IdidfeelalittlerushedduringtheactivitybecauseI
hadtogetVincentbackatacertaintime,sowewerentabletofocusonallofthetextofthe
story.
Vincentseemstoenjoyreadingatschool.AsIobservedVincentduringliteracyactivities
intheclassroom,suchasreadalouds,guidedreadingandindependentreading,hewasalways
veryengagedinthestory.Forexample,duringreadaloudsinclass,Vincentisoftenexpressive,
mimickingemotionsthatcharactersinthestoryhave.InonepartofTheMagicSchoolBusatthe
Waterworks(Berry&Tugeau,2006),thetextstates,somekidsstucktheirheadsoutofthe
cloudandlookeddown.Vincentrespondedtothisbysayingthewordscaryoutloudandthen
turninghisheadawaywithhishandsoverhiseyes.Byfeelingwhatthecharactersinthestory
mayhavefelt,Vincentwasenteringtheworldofthetextforamoment,whichSipe(2007,p.34)
describesasbeingtransparentwhenreading.Vincentsownworldwasbecomingconnectedto
theworldofTheMagicSchoolBus.Duringbothreadaloudsandguidedreading,Vincentasks

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lotsofquestions.WhilereadingTheMagicSchoolBuswithVincent,heaskedmanyquestions
likewhyisthebusdrivinginthewater?orwhydoesshenotopenhereyes?Vincentisa
verycuriouslearneringeneral;heisalwaysaskingquestionsthroughoutthedayandthispattern
ofaskingquestionscontinueswhenheisreading.
OnepatternInoticedasVincentwasreadingduringtherunningrecord,wasthathe
mispronouncedthephoneme//orthethsoundasthephoneme/d/,whichseemedtooccur
becauseofhisChineseaccent.Forexample,whenreadingthewordbrother,Vincentwould
pronouncetheworldlikebrudderandalsowhenhereadthewordbirthday,hepronouncedit
birday.Imadenoteofthemispronunciationsduringtherunningrecordatfirst,butIwas
unsurewhethertomarkthemaserrorsornot.WhenIconductedAIMSwebliteracytestsinmy
placement,myclassroommentorinformedmethatifastudentdidntsayawordphonetically
correct,thenIwastomarkitwrong.WhenIcountedVincentsmispronunciationsaserrors,
Vincentmade25miscuesto130words,whichJohnstonandClay(1997,p.213)wouldlabelasa
hardtextbecausetheerrorrateisgreaterthanoneinten.WhenIdidnotcountthe
mispronunciationsaserrorsthentheerrorratewas1in18,andthetextreadwouldthenbe
labeledasaninstructionaltext(Johnstonet.al,1997,p.213).IchosenottoconsiderVincents
mispronunciationasmiscuesbecausethemispronunciationhewasmakingwasduetothe//
phonemenotpresentintheChineselanguage.Whenhereadthewordstheandbrother,theydid
notdelaytherestofhisreadingandhiscomprehensionofthewordsseemedstrongfromthe
retellwherehesaidthemaincharacterswerethebrotherandsistersandremembereditwasthe
sistersbirthday.

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Vincentappearstobewithinthewordpatternstage(Bear,Invernizzi,Templeton,&

Johnston,2011,p.12,13)asawriter.Vincenteasilydemonstratesspellingmostsinglesyllable
shortvowelwordscorrectly,aswellasdiagraphsandconsonantblends.Hespellsmanyshort
vowelandhighfrequencywordscorrectly,suchasthe,him,was,truckandbehind(seeappendix
b).Vincentappearstobestrugglingwithambiguousvowelsounds.Inoneofhiswritingpieces
hemisspelledthewordsfoundasfonud,andscaredasscaerd.Itappearsthattheneitherlong
norshort(Bearet.al,2011,p.13)soundofthesevowelsiscausingsomeconfusionforVincent
andheisusingpatternsthathemayhavelearned,likethesilente,inwordswhenvowelsounds
becomeconfusing.Anotheraspectofthewithinwordpatternstageislookingatthechunksor
patternsinaword(Bearet.al,2011,p.13).ItwasevidentthatVincenthasmadethistransition
intherunningrecord.Forexample,whenVincentwasdecodingthewordstripeshedecodedit
asstr|stripe|stripes,breakingtheworddownfirstbyitsconsonantblendandthenusingthe
patternofthesilentetohelphimsoundouttheword.IalsonoticedfromVincentswritingthat
heseemstoforgetsentenceruleslikecapitallettersatthebeginningofsentencesandending
sentenceswithaperiod(seeappendixb).ThissignifiestomethatVincentmayneedsome
additionalpracticewithsentencestructureandsentencerulesintheEnglishlanguage.
ThefirstthingIwouldworkonwithVincent,independently,wouldbethedifference
betweenthe//andthe/d/phoneme.Inparticular,Iwouldwanttoworkonthephysical
movementsthatapersonmakeswiththeirtongueandmouthwhensayingthedifferent
phonemes.IwoulduseavisualrepresentationofthemovementandpracticethiswithVincent.
PointingoutthedifferencesinthemovementsthatoccurwillhelpVincenttohearand
pronouncethetwodifferentsounds.AnotheractivityIwouldliketodowithVincentisaword

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study/wordsortofwordscontainingambiguousvowels,Bearet.al(2006,p.210)inWords
TheirWay.Thetaskwouldbetosortthevowelsoundoumakesinfoundseparatelyfromthe
shortvowelsoundofo.IthinkthisactivitywouldhelpVincentrecognizepatternsand
similaritiesofwordsthathavetheouvowelcombinationandoveralljustexposeVincenttohow
theshortvowelochangeswhencombinedwithanothervowel.Eachwordwouldalsohavea
pictureonthecardsothatthemeaningofthewordisvisuallyrepresentedaswell.
Andlastly,Iwouldputananchorchartupintheclassroomthatcanbeusedasa
reminderofhowtostartandendasentencebecauseIthinkhavingavisualremindercanhelp
studentsrememberrulesthatgovernlanguage.IalsothinkdoingaminilessonwithVincenton
whatrolepunctuationplayswhenreadingwouldbeinformative.Forexample,Iwouldmodel
howastorywouldbereadiftherewasnopunctuationandhowitwouldbereadwith
punctuationandthendiscussifhavingpunctuationaffectedthemeaningofthestoryforVincent.
Aftertheminilesson,Iwouldaskhimtowritehisownstoryusingpunctuationtorelaymeaning.
SectionIII:VincentasaMathematician
Introduction
IchoseVincent,asecondgradestudent,formytermIIassignment.Istartedthe
interviewwithVincentbyaskinghimtogroupandseparate34cubesindifferentcombinations.
ThenIaskedVincentseveraladditionandsubtractionproblems,thatvariedindifficulty,suchas
join,separate,comparisonandpartpartwholeproblems.Ialsoincludedagroupingproblem
thatistypicallyusedforthirdgradestudentstochallengeVincentsunderstandingandto
observehowheapproachesaquestionhemaynothavebeenexposedtobefore.Iendedthe
interviewwithajoinresultunknownquestionaproblemthathemostlikelyhasthe

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understandingtosolveduetochallengeshemayhavebeenexposedtoinfirstgradeaswellas
thebeginningofsecondgrade.Theinterviewlastedfor25minutesandconsistedoften
questions.MaterialsmadeavailabletoVincenttousetosolvetheproblemswerecubes,circle
counters,andapaperandpencil.WhenItoldVincentweweregoingtodosomemathproblems
heseemedexcited,andhadaneagerexpressiononhisfaceandasheworkedontheproblemshe
seemedtofinditenjoyable.Hesmiledwhenhereadtheproblemsthathadhisclassmates
namesandappearedtobeupbeatthroughouttheinterview,smilingandtalkative,evenwhenhe
facedmorechallengingquestions.
MentalRepresentationofNumbers
Duringtheinterview,Vincentdemonstratedthathehasastrongunderstandingofmental
representationsofnumbers.Vincentsstrategyformanyoftheproblemswastocountonand
hewasabletomentallyrepresentonenumberinhisheadandcountonfromthatnumberwithout
havingtorepresentthenumbersorquantitiesphysically(Carpenteret.al,1999,p.24).Vincent
demonstratedthisunderstandingwhenhewasgivenproblem#7,ajoin(resultunknown)
problemthatasksastudenthowmanychildrenareontheplaygroundwhenthereare6children
attheplaygroundand5morechildrencomeouttoplay.Vincentcountedupfrom6until11,
keepingtrackwithhisfingersofhowmanynumbershecountedtoreach11.Hissaidtheanswer
was11andwhenIaskedhimhowhesolvedtheproblem,hesaidhecountedup.Bystartingthe
countingupprocessatthenumber6,Vincentdemonstratedthathewasabletomentally
representthenumber6andkeeptrackoftwocountingchains.Forproblem#10,ajoin(result
unknown)problemwhereastudentisaskedtofindouthowmanycupcakestherearealltogether
withtheinformationthatthereare16cupcakesand7morearemade,Vincentusedthesame

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countingupstrategy.Hesaidthenumbersixteenoutloud,andthenwithhishandstarted
countingupuntilhehadcountedup7times,gettingthenumber23andsaying23outloud.I
askedhimhowheknewtostopat23andhetoldmehecountedup7timessothen23wasthe
answer.
PartWholeUnderstanding
Vincentseemstohavealimitedunderstandingofpartwholenumberrelationships.For
example,forproblem#5,apartpartwholeproblem(partunknown)whereastudentisaskedto
findhowmanyredmarblesanindividualhaswhentheyhave8coloredmarblesintotaland
threeareblue,Vincentwasunabletofindthemissingpart.Vincentseemedtohavedifficulty
understandingthatthenumber8representedthewholeandthat3wasapartofthewhole.When
Iaskedhimthequestionheinitiallystated,thisisahardoneandthenIrepeatedthequestion
andhepulledoutthreebluecubesandstackedthemandthenpulledout8redcubesandstacked
themwiththebluecubes.WhenhedidthisIrepeatedthestatementthattherewere8marblesall
together,whichVincentthenreplied,therewere8redcubes.AsChapinandJohnson(1999,
pg.57)state,[p]artpartwholeproblemsdonotuseactionverbsactionneitheroccursnoris
implied,whichisanotherreasontheproblemappearedtobemoredifficultforVincent.Forall
thejoinproblemsitappearedVincenthadastrongunderstandingoftheoperationstosolvethe
problem,heneverdirectlymodeled,andwasalwaysusingacountingstrategy.However,when
Vincentwasgiventhepartpartwholeproblemhediddirectlymodel,usingcoloredcubesto
helpsolvetheproblem.Thisdemonstratesthatherequiredamoreconcretestrategywhen
solvingthepartpartwholeproblemthantheabstractingcountingstrategyheusedforthejoin
problems.Sincepartpartwholeproblemsdonotimplyactions,directmodelingisamore

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difficultstrategytousetosolvetheproblem(Remillard,2016).Byusingthestrategyofdirect
modelingforproblem#5,Vincentdemonstratesthathisunderstandingsofpartpartwhole
problemsarestilldevelopingandthatfurthersupportinthisareamaybeneededtoprogressto
morementalrepresentationsofnumbers.
Base10Understanding
Vincentalsodemonstratedduringtheinterviewthatheisdevelopingastrong
understandingofgroupingdigitsusingbase10,whichwasobservedinmultiplequestions.When
Vincentwasaskednumerationquestionsafterbeinggiven34cubes,suchashowmanygroups
oftendoyouhave?Vincentunderstoodthatonecolumnofcubesrepresentedtencubesand
thattherewerethreecolumnsofcubes,givingtheanswer3withoutneedingtocountoutall
thecubeshewasabletovisualizegroupsofteninhishead.Whenhewassolvingproblem#5,
whichImentionedearlier,andwasbreakingapartcubestoget8cubes,hetookofftwocubes
fromthecolumnwithoutcountingthem.ThisseemstoindicatethatVincentunderstandsthat
taking2from10wouldgivehim8,andthatissomethinghecansubitizeorvisualizementally.
Forproblem#8,whenaskedtofindthedifferencebetween20and15,Vincentrespondedwith
onlyafewsecondswaittime,sayingtheanswer,5.WhenIaskedhimhowhesolvedthe
problem,hesaidthatheknewthat,whenyouadd5to15youget20andthenputbothhis
handsoutasifrepresentingtwogroupoffiveandononehandcounted16,17,18,19,20.By
holdingbothhandsout,Vincentseemstobemodelingbaseten,andthismayindicatethathe
wasusinghisknowledgeofnumberoperationsinthebasetensystem,5+5=10,tohelphimsolve
15+5.
MultiplicativeUnderstanding

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Lastly,fromtheinterviewVincentindicatedhewasonthecuspofanadditive

understandingofmultiplicativeproblems.Forexample,forproblem#6,whereastudentisasked
tofindhowmanycookiesareputonalltheplates,knowingthattherearethreeplatesandthree
cookiesoneachplate,Vincentdirectlymodeledtheplatesandthecookies,withcircularcounters
astheplatesandcubesrepresentingthecookies.Whenheplacedthecubesontotheplatehedid
notdealoutequally,butplacedthreecubesoneachplatewithouthavingtocountthemall.This
seemstoshowthathewasabletosubitizethecubes,orcookies,ingroupsofthree.However,
whenheattemptedtofindouthowmanywereontheplatesintotal,hethencountedthemall,
indicatingthathehasnotyetdevelopedtheabilitytocountbygroupsof3orusingrepeated
additiontosolvegroupingproblems.WhenVincentcountedallorcountedontosolveproblems,
hecountedbyoneswhichseemstoindicatethatheisinthecountingstageofmultiplicative
thinkingandisstillbuildinghisunderstandingofnumberrelationshipsandhownumbersbuild
ononeanotherwhentheyaredoubledorgroupedtogether.
TeachingImplications
OnetypeofsupportIwouldgivetoVincentinbuildinghisunderstandingofnumbers
andoperationswouldbetoexposehimtoamorediverserangeofproblemtypes.Vincent
demonstratedastrongunderstandingofjoinandseparateproblems,however,whenhewasasked
apartpartwholeproblemandagroupingproblem,hehaddifficultyunderstandingtheproblem
andtheoperationsassociatedwithit.Sincepartpartwholeproblemsdonothaveanimplied
action,IthinkVincentwouldbenefitfrommoreexposureofthetypeoflanguageinpartpart
wholeproblems.ExploringdifferentpartwholerelationshipsmayhelpVincentbuildabetter
foundationofhownumbersarecomposed.Forexample,ChapinandJohnson(2006,p.18)

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recommendseeinghowmanydifferentwaysanumbercanbebrokendownintotwoparts.I
thinkexploringhownumberscanbecomposedordecomposedwouldhelpVincentunderstand
thatnumbersaremadeupofothernumbersandthattwoparts,ortwonumbersmakeawhole,or
anothernumber.
TochallengeVincentmathematically,buttoscaffoldhimduringtheprocess,IthinkI
wouldintroducehimtomoremultiplicativeproblems,inparticular,equalgroupingproblems
thatreflecteverydaysituations.SmithandSmith(2006,p.47)state,computationalskillsalone
work[s]againstthedevelopmentoftheviewthatlearningmathematicsisasensemaking
activity,whichiswhyIwouldplaceemphasisonunderstandingquantity(countandunit)and
understandingthemeaningofmultiplicativewordproblems.IthinkexposingVincentto
problemsthatrequiremakingequalgroupswillhelphimbuildastrongerunderstandingofhow
numbersbuildononeanotherandstrengthenhisabilitytoreasonnumericallyandunderstand
operationslikedoublingandhalvingnumbers.Vincentalsodemonstratedastrongunderstanding
ofperceptualsubitizing,however,Ithinkhecouldbechallengedtosolveproblemsthatrequire
conceptualsubitizing,orcombinggroupstogetawhole.Ithinkstartingwithfictionalliterature
thatencouragesmathematicalthinkingwouldbebeneficialwhenfirstintroducingmultiplicative
groupingproblems.BookslikeTheDoorbellRangbyPatHutchinsintroducesstudentstothe
conceptofequalgroupinginawaythatchildrencanrelateto.Forexample,inthebook,the
charactersaretryingtofigureouthowtogiveeveryoneanequalamountofcookies.Ithink
Vincentwouldrespondpositivelytoliteraturethatteachesgroupingconceptsthathecanrelate
to,likeamountsofcookies.
SectionIV:VincentasaScientist

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OneoftheveryfirstthingsIlearnedaboutVincentwhenthedescriptivereviewprocess

beganwasthatoneofhisfavoritesubjectsisscience.WhenIaskedhimwhathelikedtostudyin
sciencehesaid,Education,Ilikesciencebecauseyoucandoreadinglearningdoingmathand
education.Vincentisveryseriousaboutlearningthiscanbeseenineverysubjectduringthe
day.Heisaveryhardworkerandhewantstodowellinschool.However,Ididnotthinkhis
answerprovidedmuchdepthintowhyhewasreallyinterestedinscienceandwasexcitedto
learnmoreaboutVincentandhowhewasasasciencestudent.
OnepatternIbegantonoticeasIobservedVincent,washisinterestinanimals.Duringa
readaloudinclasswhichwasaboutarabbitwhoisgettingreadyforthewinter,Vincent
demonstratedthatheunderstoodthatcertainanimalscanbreatheunderwaterandcertainanimals
cannot.Iwantedtoexplorethisinterestfurthersoduringaperiodofoneononetimespentwith
Vincent,Iaskedquestionstolearnmoreabouthisinterestswithanimals.Istartedoffbroadly,
askingVincentifhehadbeentothezoo.Hethenrepliedthathehad,bothinChinaandin
Philadelphia.WetalkedaboutthezooforalittlebitandthenIaskedVincentifhelikedanimals.
Vincentrepliedthathestudiedanimals(seeappendix1forfullconversation)andthathewas
researchinganimalsandwritingapaperonthem.Hetoldmewhatanimalshewasresearching:
Giraffe,elephant,seal,koalabear,andpenguin,andwhitebear,andIaskedhimwhatheknew
aboutthoseanimals.Vincentsmaininterestappearedtobetheanimalshabitatsheseemedto
haveasolidunderstandingofwherecertainanimalslivedandsomecharacteristicsabouteach
animal.Forexample,Vincentknewthatthepenguinshestudied,livewhereitscoldandthey
canswiminthewater.Vincentappearedtobeveryexcitedwhenhetalkedabouttheanimals
andhehadabigsmileonhisfaceashediscussedtheircharacteristicsandgettingtoresearch

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theminthelibrary.IthinkVincentsexcitementwhentalkingaboutanimalsshowsthatheis
veryinterestedinthesubjectandcuriousaboutdifferentanimalsandtheirhabitatsandabilities.
AnotherwayIchosetolearnaboutVincentasasciencestudentwastodoareadaloud
withhimusingthebookTheMagicSchoolBusattheWaterworksbyJoannaColeandIllustrated
byBruceDegen(1986).Iwashopingthataninterestingpieceofliteraturewouldengage
Vincentscuriosityratherthanaskinginterviewquestions.Ichoseabookaboutthewaterworks
becausewaterissomethingthateveryoneusesonadailybasisandIwasinterestedinlearning
aboutwhatVincentknewabouttheprocess.OnepatternInoticedaswereadtogetherwasthat
Vincentaskedmanyquestions.Oneverypagehehadaquestionsuchas,whypeopleinthe
cloud?orwhy[didthepeople]gotsmaller?TheMagicSchoolBusbooksareinterestingin
thattheycontainbothnonfictionandfictionaspectsandVincentwasveryobservantand
interestedinthefictionaspectsofthestory.AnotherpatternInoticedwasthatVincentenjoyed
thepartsofthestoryaboutmovement.Forexample,ononepageofthebookthereareimagesof
propellersmixingthechemicalsandwater.ThiswasoneofVincentsfavoritepartsofthebook.
Hebecameveryexcitedwhenhesawit,saying,ohmygod,ohmygodandmakingthe
spinningmotionwithhishands.Ithinkitwouldbeinterestingtoexploremotionasapossible
unitofstudywithVincent.Hedidnotseemtohavethescientificvocabularytodescribethe
motionshewasmakingbutdidseemtounderstandthemovementsandIthinktogetherwecould
learnmoreaboutthemechanicsbehindpropellers.
FromthemomentImentionedthatVincentandIweregoingtogoanddoascience
activityhewasveryexcited.Hisfacelitupandhewassmilingaswewalkedtotheteachers
roomtodothelesson.WhenIpulledoutthebagthatcontainedthesuppliesfortheactivityand

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startedpullingoutsomeitems,Vincentsaid,wow,alotofstuff!AfterobservingVincentin
class,itappearsthathelikestomovearound.Hedoesnotmovearoundinawaythatis
disruptivetotheclass,however,heisusuallytappingsomepartofhisbody,orstandingupwhile
workingathisdesk.WhenVincentstartedexploringtheitemsthatwerethere,hebegan
bouncingtheballsandsquishingsomeofthesofteritems.Heseemedverytactileinhisapproach
andenjoyedamoreinteractiveactivity.Hehandledthematerialswithease,pickingthemupand
holdingthemwithouttrouble.Hewaseveryengagedthroughouttheactivity,laughingashe
rolledmaterialsdowntheruler,orlaughingwhentheydidnotroll.
AsVincentexploredtheitemsandmaterialsthatweregiven,patternsbegantoemergeof
whatpropertiesVincentknewimmediately,andwhatpatternsVincenthimselfwasmakingwith
thematerials.WhenVincentinitiallycategorizedthingsitappearedtobemostlybyshape,
categorizingcircularshapeditemsasthingsthathethoughtwouldroll,andanythingthatwasnot
circularassomethingthatwouldntroll.However,hedidnotuseshapestodescribetheitems,
insteadheusedwordslikeball.Bycategorizingthecircularshapesintherollpile,Vincent
appearedtobeelaboratingontheconceptofthecircularshapebyfittingnewitemslikethecoin
orthecylinder,intothispreexistingknowledge(Michaels,Shouse,&Schweingruber,2007,p.
42).ThisindicatedtomethatVincentvisuallyunderstoodthedifferentcharacteristicsbetween
thedifferentshapes,butmaynothavehadthevocabularytoexplainalloftheshapes.WhenI
heldupasphericalballandthecircularfeltitemintheotherandaskedVincentwhatwasthe
differencebetweenthetwo,heusedflattodescribethefeltitemandballtodescribethe
otherwhichseemstoshowthatVincenthasanunderstandingofdifferentshapesandcan
observethosedifferences.However,hedoesnothavethescientifictermstobackuphis

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understanding.Vincentknewthetermslidealmostimmediatelyafterheslidthecoindownthe
ruler.Heusedthetermslideoftenashetestedoutobjectsandseemedtohaveastrong
understandingofthedifferencebetweenslideandroll.Forexample,Vincentlabeledthe
connectingcubeasanobjectthatslidesandamarbleasanobjectthatrolls.Bothobjectshave
similartexturesbuttheirdifferentshapescausethemtoslideorrollandVincentnoticedthat
difference.
Themostcommonwordsheusedtodescribetheitemswerehard,soft,big,small,and
ball.Whenweexploredwhichitemswouldmakethedishmoveandwhichitemswouldnot,
Vincenthypothesizedthatmainlythelargeitemswouldmakethedishmovethemost,anddid
notmakeadistinctionbasedonweight.IfoundthisinterestingbecausewhenVincentfirsttested
outwhetherafeltsquarerolledornot,andfoundthatitdidnotmove,hethenplaceda
connectingcubebehinditwhichthencausedboththeconnectingcubeandthefeltsquareto
movedowntheruler.WhenIaskedVincentwhyhedidthisandwhythefeltsquaremovedthe
secondtime,Vincentrepliedthatthecubewashardandbigger.IassumedVincentwas
thinkingaboutweightoftheobjectinthisexampleandjustdidnotknowthatterm,however
becausehedidnotthinkthatsomeoftheheavierobjectslikethemetalball,wouldmovethedish
more,IbelieveweightandmassmaybepropertiesVincentisstilllearningandmayrequirea
restructuring[ofthe]networkofconcepts((Michaelset.al,2007,p.42)thatVincentdoes
know.Moreexplorationofthesepropertiesandthevocabularyassociatedwiththemwouldbe
beneficialtoVincenttohelphimgrowinhisunderstandingasascientist.
Asasciencestudent,IbelieveoneofVincentsgreatestcontributionstotheclassroomis
hisinterestingquestionsandinquirybasedstanceonlife.ThisisconfirmedinQuestionand

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OtherBehaviorswhenVictorandKellough(2004,p.54)state[q]uestioningisthefoundation
forthemosteffectivescienceteachingandlearning.Vincentisaveryobservantstudentand
verycuriousaboutwhatisgoingonintheclassroomaroundhim.Animportantaspectofscience
isaskingquestionsandbeinginterestedinfindinganswers.Vincentscommentsandquestions
generateinterestingideasthatnotallstudentsmaythinkaboutandencouragehispeersto
questionashedoes.Vincentsinterestinstudyinganimalsandwritingreportsaboutthemshows
thatVincentfindsscientificinformationandfictioninterestingtoreadandstudy.Ithinkhis
interestinanimalsisvaluableintheclassroombecause,asshownintheexampleabove,whena
questioncameupaboutananimalVincentwasabletoanswerit.Hisknowledgeaboutanimals
canbesharedintheclassroominmultiplewaysandIthinkitbenefitshispeersbecausetheyare
exposedtoscientificinformationtheymightnothaveknown.
OnewayinwhichVincentmightbechallengingtoworkwithasateacheristhatheis
veryobservantbutsometimeshecanbecomeobservantofthingsthatarenotpertinenttothe
lesson.Forexample,whenVincentcanbecomeveryinvolvedinhowotherpeoplearedoingor
workingintheclassroom,thiscandistractfromhisownlearningorthelearningofothers.
VincentsquestionscanalsobecomeofftopicandIthinkitcouldbechallengingsometimesto
keepVincentengagedthroughoutalesson.Overall,Vincentisexcitedandhasapositiveattitude
whenitcomestolearningaboutsciencewhichcanprovidethoughtfulandinterestinginputinto
classroomlessonsandactivities.
AbiologicalscienceunitofstudythatIwouldproposeforVincentwouldbeastudyon
lookingatpredatorandpreyinteractionsinaparticularhabitat.Iwouldchoosethisasaunit
becauseitisclearthatVincentispassionateaboutanimalsbutmostoftheinformationheknows

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aboutthemareisolatedfactsandinformation.Aunitthatexploresthedifferentnichesanimals
haveinanecosystemandhowanimalsarerelatedtooneanotherwouldbuildontheinformation
Vincentalreadyknowsaboutanimalsandchallengehimtolookatthebiggerecosystem,moving
pasttheDataInputPhasetotheDataProcessingPhaseofscience(Victoret.al,2004,p.57).
AphysicalscienceunitofstudythatIwouldproposeforVincentwouldbeaunitonmotion.As
Imentionedearlier,whenreadingTheMagicSchoolBus,Vincentbecameveryenergeticand
physicalwithhismotionswhenapropellerwaspicturedinthebook.Learningaboutdifferent
typesofmotionandthemechanicsbehindhowcertainobjectsmovewouldbeaunitVincent
wouldfindengagingandalsoinformative.Thisunitcouldbeveryinteractive.Forexample,one
possiblelessoncouldbefortheclasstobuildtheirownsmallwindpropellersandlearnabout
howthewindcausesthepropellerstomove.Sciencelessonsthatarevisualareveryengagingfor
studentsatallages,butinparticular,forstudentsatyoungagessincetheyarestillbuildingthe
abilitytothinkabstractly.
SectionV:RespondingtoMyFocusingQuestion
FocusingQuestion:HowcanIasateacherencouragemychildtoworkmoreindependently
duringclassroomactivities?Howismychildscuriosityaffectinghisownlearning?
MyquestionoriginatedfromobservationsofVincentduringclasswherehewouldoften
behelpinganeighborwiththeirworkduringtimethatismeanttobeindependent.AsI
mentionedearlierinmydescriptivereview,anexampleofthiswaswhenoneofhisneighborsat
hisgrouptable,Rohit,wasstrugglingwithamathquestionandVincentquicklybecame
involvedinthesituationandcameovertoRohitsdeskandgavehimtheanswer.Therearealso
timesinclasswhereVincentseemstobeveryobservantofthingsaroundhimthatdonthaveto
dowiththelessonheislearning.Forexample,Vincentoftenseemstonoticeifsomeoneinthe

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classroomisnotfollowingtheclassrules.Thiscouldbeseenwhenafellowstudentwasmoving
aroundontherug(theruleistositstillduringrugtimeandnotswitchspots),andVincentwas
quicktoraisehishandandpointitout.IhaveobservedMs.WoolstonencouragingVincentnot
totattletaleonothers;forexample,whenVincenttoldMs.Woolstonthatastudentwasmoving
aroundontherug,Ms.WoolstonremindedVincenttoonlyworryabouthimselfandthatitwas
theteachersjobtoworryaboutothers.ThistypeofcorrectionfromMs.Woolstondoesnot
occuroften,andIhavenotobservedachangeinVincentsinterestinwhathisclassmatesare
doing.Hecontinuestoinvolvehimselfinotherstudentslearningenvironment.
IwasspecificallyinterestedinobservinghowVincentscuriositywasaffectinghis
learningandclasswork.Todeterminethis,IexaminedwhetherornotVincentwascompleting
hisclassassignments.FromwhatIhaveobserved,Vincenttypicallycompletedhisclassroom
assignments.AsImentionedinSection1,Vincentappearstohavehighgoalswhenitcomesto
learning;hewantstoknowifhisworkhasreceivedastarstudentgradeorhowexcitedVincent
seemstolearnandbeinschoolalwayssmilingandengagedthroughouttheday.Ithinkthis
drivetolearnhelpshimtostayfocusedontasksandcompletehisworkontime.Evenwhenhe
asksalotofquestionsorispayingattentiontohowotherpeoplearedoingtheirwork,healways
comesbacktohisownworkandpaysalotofattentiontohisownworkaswell.Forexample,as
IhavementionedinSection1,ifVincentdoesntthinkhehassomethingcorrect,heraiseshis
handandaskstheteacher.HealsolikestoholdupcompletedassignmentstoshowMs.
Woolstonhisachievement.BothexamplesseemtoshowthatVincenttakesprideincompleting
hisassignmentsanddoingthemcorrectly,andintheallottedtime.

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Overall,IthinkthatVincentscuriositybenefitshislearninginsteadofdetractingfromit.

AsIhaveobservedhimformanydifferentsubjectsmath,literacy,andscienceitseemstome
thatVincentscuriosity,andhisinquisitivelookonlife,ispositivewhenengaginginlearning.
Forexample,inareadaloudoftheMagicSchoolBusattheWaterWorks,Vincentaskedmany
questionsaboutthestorytobuildonhisownunderstanding.Questionslike,whypeopleinthe
cloud?or,why[didthepeople]gotsmaller?Thesequestionsseemtodemonstratetomethat
Vincentisengagedinthetopicsthatheislearningandthathisobservationsaddconsiderable
meaningmorethandetractingfromhislearning.AsIhaveobservedhimoneonone,Ihave
noticedthatbecauseonlyVincentandIareworkingtogether,hedoesnothaveotherclassmates
tofocusonandheismorefocusedonthetaskbeingcompleted.UsingthereadaloudofThe
MagicSchoolBusasanexample,Vincenthadaquestionorcommentaboutthereadingfrom
almosteverypage.WhenIcomparethiswithreadaloudsfromwhenMsWoolstonreadstothe
class,though,Vincentdoesmakecommentsaboutthebook;however,hedoesntseemtomake
asmanyorbeasengagedwiththestory.Forexample,readaloudoccursontherugandwhen
Vincentisontherug,heistypicallylookingaroundatotherstudentsandseeingwhetherthey
arefollowingtherulesornot.Or,Vincentispointingoutthattheclassroomjobsneedtobe
changed.IthinkthesedistractionsintheclassmaybelimitingVincentsengagementinthe
lessonandkeephimfromreachinghisfulllearningpotential.
OnequestionthatstillremainsformeiswhetherVincentscuriositywiththeworld
aroundhimiskeepinghimfromreachinghisfullpotentialasalearner.Mostlearningdoneinthe
classroomsofarhasbeenwholeclasslearningbecauseMs.Woolstonhasbeengradually
limitingherinputandhelpingstudentsworktowardslearningmoreindependently.Iamcurious

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toseeifworkingindependentlyaffectsVincentsfocuswiththelessonandhowheinteractswith
classroompeers.IamalsocuriousinhowVincentsqualityofworkmaybeaffectedbyworking
independentlyversusworkingingroupsettings.OnequestionthatIhaveafterconductingthis
descriptivereviewishow,asateacher,Icanimplementatimeforindependentstudyforeachof
mystudentsandatimetoconferenceindividuallywitheachofmystudents.Ihavenotobserved
muchindependentlearninginmyclassroomatthispoint,andIaminterestedtoseehowstudents
learnandworkdifferentlywhentheyhavethespacetoworkindividually.

SectionVI:ReflectiononMyLearning
Ifoundthedescriptivereviewprocesstobebothchallengingandrewarding.Ifoundthe
processchallengingbecause,asanewstudentteacher,itwasdifficulttofocusinononestudent
whilethereweresomanyactivitieshappeningintheclassroom.Ialsofounditdifficultto
observeonestudentwhilemakingquickjudgementsaboutthestudent,orwithoutanybiases.As
ateacher,Ihaverealizedfromthisstudyhowimportantitistokeepanopen,judgementfree
attitudetowardstudentsinmyclass.WhenthegoalwastoonlyobserveVincentasastudentand
alearner,IlearnedsomuchmoreaboutVincentandhisabilitiesthanIwouldhaveifIhadset
beliefsinplaceabouthimandhiscapabilities.Ialsorealizedhowindividualtimewithstudents
canprovideteacherswithinformationthatcanenhancetheirteachingpedagogy.Forexample,
learningaboutwhatVincentispassionateabout,suchasanimals,orPokmon,orreadingbooks
likeCatintheHat,inspiredmetoteachVincentlessonsthathewouldfindengagingandbe
excitedtolearnabout.Asafutureteacher,Ihopetohavestrongrelationshipswithmystudents
sothatIcancreatedynamiclessonsthatwillmotivatemystudentstolearn.

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Ialsorealizedfromthedescriptivereviewthatcreatingassessmentsthatreveala

studentsthinkingiscriticalwhentryingtoevaluatewhatastudentunderstands.Igradedmany
mathtestswhenIwasobservingintheclassroom;however,itwasntuntilIworked
independentlywithVincentonmath,andaskedhimtoexplainhowhegothisanswers,thatI
wasabletoseewhatVincentunderstandsinrelationtonumbersenseandnumeration.Fromhis
answersonhismathtest,Ionlyknewwhatquestionshegotrightorwrong;Ididnotseewhat
processesorstrategiesheusedtogetthecorrectorincorrectanswerfromgradingthetest.When
Iaskedhimtoexplainhowhesolvedcertainproblems,IwasabletoseewhatconceptsVincent
wasstrugglingwith,likepartwholerelationshipsandwhatIcoulddoasateachertohelphim
towardbuildinghisunderstandingofthoseconcepts.Inmyclassroom,Iplantohave
assessmentsthatgaugestudentsprocessesofcomprehensionandnotonlyseeingtheend
product,sothatmyteachingandlessonsmatchmystudentsneedsandlearningstyles.
Overall,Ilearnedfromthedescriptivereviewofonechild,thatstudentsarecomplex
individualsandthattheirinterestsandstrengthscanvarygreatlydependingonthesubjectbeing
taughtorthetypeoflearningenvironmentthestudentisplacedin.Forexample,itwasimportant
toseehowVincentdifferedduringgroupworkversusindividualwork.Ialsolearnedthata
childhasmanydifferentinterestsandpassionsandthattheycannotandshouldnotbedescribed
inoneword.IthinkitiscriticalthatasateacherIunderstandmystudentsabilitiesandinterests
inallsubjectsandthatIhaveafullpictureofwhomystudentsare.Thedescriptivereview
processshowedmehowdifficultitcanbetofindindividualtimeduringthedaytofocusinon
onestudentbutalsohowrewardingindependenttimecanbeinlearningabouthowthatstudent
learnsandwhattheyarepassionateabout.Becauseoftimeconstraints,IknowasateacherIwill

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notbeabletoconductdescriptivereviewsforallmystudents.Nonetheless,Icanmaketime
duringtheschooldaytogettoknowmystudentsandbuildstrongrelationshipswiththem.
ThroughthetypeofpracticesIimplement,suchasindividualreadaloudsoraskingstudentsto
explaintheirprocesstofindanswersandnottheproduct,Icanlearnsomuchmoreaboutmy
studentsandtheirabilitiesandadjustmyteachingpracticestosupporttheiroveralldevelopment.

References

Bear,D.R.,Invernizzi,M.,Templeton,S.,&Johnston,F.(2011).Wordstheirway(5th edition).
UpperSaddleRiver,NJ:Pearson.
Berry,J.,&Tugeau,J.(2006).Shoeboxes.Parsippany,NJ:CelebrationPress.
Carpenter,T.P.,Fennema,E.,Franke,M.L.,Levi,L.,&Empson,S.B.(1999).Children's
mathematics:Cognitivelyguidedinstruction.Heinemann,361HanoverStreet,
Portsmouth,NH038013912.
Chapin,S.H.,&Johnson,A.(2006).Mathmatters:Understandingthemathyouteach,grades
K8.Sausalito,CA:MathSolutionsPublications.
Cole,J.,&Degen,B.(1986).Themagicschoolbusatthewaterworks.NewYork:Scholastic.
Hutchins,Pat.TheDoorbellRang.NewYork:Greenwillow,1986.Print.
Johnston,P.H.,&Clay,M.M.(1997).Interpretingoralreadingrecords.InP.H.Johnston,
Knowingliteracy:Constructiveliteracyassessment(212231).Portland,ME:Stenhouse.
Michaels,S.,Shouse,A.W.,&Schweingruber,H.A.(2007).Ready,set,
science!:PuttingresearchtoworkinK8scienceclassrooms.NationalAcademiesPress.
Remillard,Janine(September13,2016).Numberdevelopmentandnumberoperations[Power

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Pointpresentation].Retrievedfrom:
https://canvas.upenn.edu/courses/1335413/files/60455227?module_item_id=13333390

Sipe,L.R.(2007).Storytime:YoungChildren'sLiteraryUnderstandingintheClassroom.
TeachersCollegePress.1234AmsterdamAvenue,NewYork,NY10027.
Smith,S.Z.,&Smith,M.E.(2006).Assessingelementaryunderstandingofmultiplication
concepts.SchoolScienceandmathematics,106(3),140149.
Victor,E.,&Kellough,R.D.(2004).ScienceK8:Anintegratedapproach.
Merrill..
Appendixa:LiteracyInterview:
a. Doyoureadathomeorwriteathome?
i. Wheredoyoureadorwrite?
ii. Whodoyoureadwith?
b. Doyouliketoread?
i. Whatkindofbooksdoyouliketoread?
ii. Whatdoyoulikereadingbout?
iii. Doyoulikereadingwithothers?
c. Doyoulikewhenwehavereadaloudatschool
i. Whatdoyoulikeaboutit?
d. Doyouliketoreadindependentlyatschool?
i. Whatdoyoulikeaboutit?Whatkindofstoriesdoyouliketoreadabout?
e. Doyouthinkyouareagoodreader?
Appendixb:Samplesofstudentwriting:

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Appendixc:InterviewQuestionsforTheMagicSchoolBusattheWaterworks:

Why do kids have bad luck when they get Ms. Frizzle as a teacher?
What is one interesting fact the class learned before they went on their
trip?
How did the children look differently when the bus came out of the
tunnel?
What did Ms. Frizzle tell the children that she would do if they did not
get off the bus?
What happened to the kids once they were in the clouds?
Where did the class end up after they went into the stream?
How did the class get out of the water pipes?
What does Ms. Fizzle tell the children they are going to learn about
next?

Appendix1:Conversations

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September28,2016:(duringareadaloudaboutarabbitinwintertime):Ms.Woolston
askedtheclasswhytherabbitcouldntgodownbelow(wherethefishgoesinthewaterinthe
winter).VincentraisedhishandandsaidHecantbreathe
Laterintheday,Iaskedhimafewquestionsforthedescriptiveview,onewasWhatisyour
favoritesubjectinschool?
Favorites,firstisscience,thenmath,thenreading.
Whyisscienceyourfavorite?
Iknowwhatscienceisabout,scienceisaboutlearning.
Whatthingsdoyouliketostudyaboutinscience?
Education,Ilikesciencebecauseyoucandoreadinglearningdoingmathandeducation
September29,2016:
HaveyoueverbeentothezooVincent?
YeainChina,Philadelphia
Doyoulikegoingtothezoo
Yea
Whatdoyoulikethemostaboutgoingtothezoo
Seals.Iliketokisstheseals.AndItookapicture,itssosmoothandflatinChina.
Ilivehere,ChinaIjustgothere,thenIgotoairplanethenIgobackhere.
Doyoulikeanimals?
Istudyanimals
Whatkindofanimalsdoyouliketostudy?
Giraffe,elephant,seal,koalabear,andpenguin,andwhitebear
Whatdoyouknowabouttheanimalsyoustudy?
Iknowpenguinslivewhereitscoldandtheycanswiminthewaterandthatelephantand
giraffelivewhereithot
Doyouknowwhattheanimalslooklike?
Yes!Giraffesverytall,thehavelongneck.Iliketodraw
Whatdoyouknowaboutthewhitebear?
Itlivewhereitcoldtoo,itfurmakeswhitebearswarm
Wheredoyoustudy?
InthelibraryandIstudybecauseIwritethepaper.IdoitinChinese

October5,2016:QuestionsandcommentsmadeduringthereadaloudofTheMagic
SchoolBus

Ididntknowbushaveeyes,thisisnottruethisisa,a,a,Icantremember(couldnt
rememberthewordforpretendorimaginative
arealstoryisreal,thisstoryseemsnotreal
Whypeopleinthecloud?
Whatisthat?(pointingtotheiguanaonthepage)
Hiseyesgotbigwhenhesawthelizardsonhershoes.

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35

Whenheheardtheyweregoingtothewaterplanthesaid,thatsboring(charactershadjust
saiditseemedboringonthepreviouspage)
Hewasveryengagedinthestory;eachpagehisfacehadanexpressionofwonderonitfollowed
byaquestion.
whatwhy?(thecharacterswerenowwearingscubadivingoutfitsinthestory)
thatsstrange(inresponsetoseeingthecharacterswearingscubaoutfits)
whyisthebusdrivinginthewater?Strange.
intoclouds?Itsgoingtobepuffy(Vincentsaidasthebuswentintotheclouds)
ohrain!
theylookhappy(describingthestudentsexpressionsinthestory)
oohbubbles,bubbles,bubbles
Whyaretherebubbles?
becausetheyarebreathing
somekidsstucktheirheadsoutofthecloudandlookeddownquotefromthebookwhich
Vincentrespondstobysaying,sssscaryturnshisheadtotheotherdirectionwithhishands
overhiseyes
whygotsmaller?
oohIwanttoplaywiththat(inresponsetoaladderthatcharacterswerejumpingoff)
whereeverybodyis?(thecharactershadjustcomeoutoftheraindropsandwerenowfloatingin
thestream
Ithinktheyarelost
whyarehernotopenhereyes?
ohsheissleepwalking
hhhuhhohmygod,ohmygod,ohmygodthenmadeaspnningnotioninhishandswhenhe
sawthepropellers
whatcanshesee?Everything(inresponsetoMs.Frizzlewearinggoggles)
what,theteachercantfit?inresponsetoseeingMs.Frizzlegodownasmallhole
Iaskedhimwhyhethoughtthatandheresponded,shestoobig,thatissmallerthanher
Whyaresomepeoplelikethisandsomepeoplearent?pointingtothewetanddrykidsin
thepictureandIrespondedsayingthattheyhadjustcomeoutofthewaterpipes.
QuestionsIaskedafterthereadaloud:
WhydokidshavebadluckwhentheygetMs.Frizzleasateacher?
BecauseMs.Frizzleissilly
WhatelseaboutMs.Frizzle?
Becausetheteacherdontletthemonvacationmaybe
Whatisoneinterestingfacttheclasslearnedbeforetheywentontheirtrip?Doyouremember?
NoIdontremember.Wellthisoneandthisonesaidboring(pointingtotwostudents
onthepage)
Theyfeltlikeitwouldbeboringbeforetheywentbuthowdidtheyfeelaftertheywentonthe
trip?
Happy.ThenVincentaskshisownquestion,whyaresomepeoplewearingwater?
Irespondedsayingthepictureshowsthat2/3rdsofyourbodyismadeupofwater
What,what,IcantbelievethatWhyeveryonehavewaterandnofood?

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36

Irespondedsayingthatpeopledohavebothfoodandwaterinsidethem,butthatthispicture
wasjustshowinghowmuchwaterisinaperson
Howdidthechildrenlookdifferentlywhenthebuscameoutofthetunnel?
Theyweresad,theywearlikeauniform
Whatdidtheyhaveontheirheads?
Gogglesandtheycangoupperandupperandupper,tothesun!
Whathappenedtothekidsoncetheywereintheclouds?
Theylookedunderthemountainsandthentheygotstuck,thepeoplegotstuckintheraindrops.
Whyarewesobigandtheraindropissosmall?
(WeranoutoftimeattheendtogettoallthequestionsIhadforthestorybecauseIhadtotake
Vincentbacktoclass)
Appendix2:MaterialsTable
Material
1. Tennisball

2. Foamball

3. Foamcylinder

4. Coin

WhatIhopedtoLearn
Ihopedthatmychildwould
beabletoidentifythatthis
wouldrollandthatitwould
rollfartherthanmostobjects
duetoitsweight

ChildsResponse
Labeleditassomething
thatrolls
Labeleditassomething
thatwouldmovethe
plasticdishfarbecauseit
wasbigger

Ihopedthatmychildwould
beabletoidentifythatthis
wouldrollduetoitsshape

Ihopedthatmychildwould
beabletoidentifythatthis
wouldroll

Labeleditassomething
thatrolls
Labeleditassomething
thatwouldmovethe
plasticdishfarbecauseit
wasbigger

Labeleditassomething
thatrolls
Labeleditassomething
thatwouldmovethe
plasticdishfarbecauseit
wasbigger
Iwasinterestedtoseehow
Labeleditassomething
mychildwoulddescribethis
thatrolls
item,whethertheywouldsay Whenheputitonthe
itrolledorslid,howmychild
ramphesliditdownand
approachedattemptingtoroll
thenhesaiditssliding
it(slideorroleontheedge)
anddidnotputitinthe
rollpile

Dodge

5. dice

6. 8sideddice

7. Paperclip

8. Connectingcube

37

Ihopedthatmychildwould
beabletoidentifythatthis
wouldroll

Ihopedthatmychildwould
beabletoidentifythatthis
wouldroll

Iwasinterestedtoseeifmy
childwouldmakethe
distinctionbetweensliding
androllingwiththisitem

Iwasinterestedtoseeifmy
childwouldmakea
distinctionbetweenthisitem
basedonitsshapeandthe
dice

9. Feltsquare

10. Smallfeltcircle

Iwasinterestedtoseeifthe
textureofthisitemwould
affecthowmychild
determinedifitrolledornot

Iwasinterestedtoseeifthe
textureofthisitemwould
affecthowmychild
determinedifitrolledornot

Labeleditassomething
thatrolls
Aftertestingitoutlabeled
itassomethingthatwould
slideandnotroll
Labeleditassomething
thatrolls
Aftertestingitoutlabeled
itassomethingthatwould
slideandnotroll
Labeleditassomething
thatdoesnotroll
Aftertestingitoutlabeled
itassomethingthatwould
slideandnotroll
Labeleditassomething
thatdoesnotroll
WhenVincentrolledthe
cubeheputitbehindthe
feltsquare,whichthen
causedthefeltsquare
whichdidntslide
originallytoslidedown
theruler
Iaskedhimwhyhe
thoughtthefeltsquare
nowsliddownandhe
repliedthatthecubewas
hardandbigger
Labeleditassomething
thatdoesnotroll
Thefeltsquaredidnot
moveandwhenIasked
Vincentwhyhethought
thatwashesaidbecause
itissoft
Labeleditassomething
thatdoesnotroll
Hethoughtthebiggerfelt
circlecouldroll,butdid
notthinkthesmallfelt

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38
circlecouldeventhough
thesmallfeltcirclewas
thesameshapebutjust
smaller

11. Marker

12. Crayon

13. PencilSharpener:

14. Felthexagon

15. FoamHexagonal
cylinder

16. Metalball

17. Largefeltcircle

Iwasinterestedtoseeifmy
childwouldnoticethe
smoothnessoftheobjectand
howthisaffecteditrolling

Iwasinterestedtoseeifmy
childwouldmakea
distinctionbasedonsizeor
physicalattributebetweenthe
markerandthecrayon
Iwasinterestedtoseeifmy
childwouldnoticethe
smoothnessoftheobjectand
howthisaffecteditrolling

Iwasinterestedtoseeifthe
textureofthisitemwould
affecthowmychild
determinedifitrolledornot
Iwasinterestedtoseeifmy
childwouldpickupany
differencebetweenthis
cylinderandthecylinderwith
amorecircularshape

Ihopedthatmychildwould
beabletoidentifythatthis
wouldrollandthatduetoits
weightwouldhypothesize
thatitwouldrollfarther

Iwasinterestedtoseeifthe
textureofthisitemwould
affecthowmychild
determinedifitrolledornot

Labeleditassomething
thatrolls
Labelleditassomething
thatwouldmovethe
plasticdishfarbecauseit
wasbigger
Labeleditassomething
thatrolls

Labeleditassomething
thatdoesnotroll
Aftertestingitoutlabeled
itassomethingthatwould
slideandnotroll
Labeleditassomething
thatdoesnotroll
Agreedthatitdidnotroll
aftertestingitout
Labeleditassomething
thatrolls
Aftertestingitoutlabeled
itassomethingthatwould
rollandthatwouldmove
theplasticdishbecauseit
wasbigger
Labeleditassomething
thatrolls
Didnotthinkitwould
movetheplasticdish
farther
Labeleditassomething
thatdoesnotroll
Herolledthisdownthe
rulerandthenmovedit

Dodge

18. Bobbypin

19. Smallchesspiece

20. Marble

21. ruler

22. halfaplasticdish

39
andhowthiswouldcompare
toothercircularitems
Iwasinterestedtoseeifmy
childwouldmakethe
distinctionbetweensliding
androllingwiththisitem
Iwasinterestedtoseeifmy
childwouldmakethe
distinctionbetweensliding
androllingwiththisitem

intotherollpile.

Labeleditassomething
thatdoesnotroll

Labeleditassomething
thatdoesnotroll
Aftertestingitout
labeleditassomething
thatwouldslideandnot
roll
Labeleditassomething
thatrolls

Ihopedthatmychildwould
beabletoidentifythatthis
wouldrollandthatduetoits
weightwouldhypothesize
howfaritwouldrollin
comparisontotheother
similarshapesthatweighed
differently
Wouldmychildchangethe
heightoftheruler?

Iwasinterestedtoseeifmy
childshypothesesabout
itemswouldchangewhen
workingwiththedish

Kepttheruleratthe
sameheightthroughout
theexperiment
WhenIaskedwhyhe
thoughttheitemshehad
chosenwouldmovethe
dishfurtherhetouched
themandsaidtheywere
harderandthesoftones
wouldntbeableto
moveasfar
Hetermedthecircular
itemsthatwerenot
sphericalasflatand
thesphericalitemsas
balls
Saidtheballshape
madethemmovefurther

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40