T: [student] said something, did notice that on the other kind of like a y’all pages too? There’s side is this, the other side is this. line…. One S: Opposite! S: (inaudible) T: What do you mean by insecure? Can you say more about that? S: This side is the poor insecure cat. This side is the rich, comfortable cat. … CT: And one like looks more difficult, I like that word. S explains which side looks more difficult. T continues reading. Ss wonder if the cat is a cat or a kitten. One student points out that the poor cat is smaller than the big cat, and the teacher wonders if to that. Some students say yes; there’s any significance others say no. T: Maybe the poor cat feels small. Have ever felt small? You feel small when people y’all … pay attention to you. don’t They discuss Scat, and a student notes that multi-meaning word. [CT] says they need to add it’s that to their chart later. 10:07 AM [transcript continues] T: So everybody point to this dog bowl. (Ss point) When she got taken home, like … y’all were students call out) So, what going to do with this dog bowl is fill it up with “Yay!” (several … we’re dog food. So going to write down ideas that we have that we could use to help the … we’re animals. So a question: What is our responsibility to these pets? (T writes down student here’s responses) Student responses: Make them safe and take care!; Feed them; Take care of them; Make sure they get plenty of rest; make sure they know that safe; Make sure to give them a lot of they’re healthy food and give them a little love; Take care of them and let them out of the house; don’t Make sure they have a place to sleep; Treat them the way that your mom used to treat you (act like a parent); clean them; treat them like you would treat your own child 10:34 AM The class discusses what to title their bowl. T keep thinking and decide on says they’ll something.
T: [student] said something, did y’all notice that on the other pages too? There’s kind of like a line…. One side is this, the other side is this. S: Opposite! S: (inaudible) T: What do you mean by insecure? Can you say more about that? S: … This side is the poor insecure cat. This side is the rich, comfortable cat. CT: And one like looks more difficult, I like that word. S explains which side looks more difficult. T continues reading. Ss wonder if the cat is a cat or a kitten. One student points out that the poor cat is smaller than the big cat, and the teacher wonders if there’s any significance to that. Some students say yes; others say no. T: Maybe the poor cat feels small. Have y’all ever felt small? … You feel small when people don’t pay attention to you. They discuss Scat, and a student notes that it’s multi-meaning word. [CT] says they need to add that to their chart later. 10:07 AM [transcript continues] T: So everybody point to this dog bowl. (Ss point) … When she got taken home, y’all were like “Yay!” (several students call out) … So, what we’re going to do with this dog bowl is fill it up with dog food. … So we’re going to write down ideas that we have that we could use to help the animals. So here’s a question: What is our responsibility to these pets? (T writes down student responses) Student responses: Make them safe and take care!; Feed them; Take care of them; Make sure they get plenty of rest; make sure they know that they’re safe; Make sure to give them a lot of healthy food and give them a little love; Take care of them and don’t let them out of the house; Make sure they have a place to sleep; Treat them the way that your mom used to treat you (act like a parent); clean them; treat them like you would treat your own child 10:34 AM The class discusses what to title their bowl. T says they’ll keep thinking and decide on something.
FE-Example-ST-Observation.docx