Carol Lynn McConnell

CAROL LYNN MCCONNELL

(Barbara as a learner)
**Speaking of Barbara**  Barbara has held back a little bit and she hasn’t been confident in her speaking.  Her reading level was lower than the other kids, she was about at a second grade level on the reading test that I gave at the beginning of the year.  And she has trouble reading out loud.  Sometimes the kids will kind of tease her if she trips or if she says a word that is funny in the context when she makes a mistake.  But her confidence has increased, um, she’s fairly independent.  If she understand the assignment, she’ll, she’ll write. In fact, sometimes I think why didn’t you ask me for a little more direction on the assignment because she’ll do the whole thing.  But she is getting more independent and she and her family made a decision to attend an English speaking ward and I think that will make a big difference in her – in her speaking ability.

(That reminds me—church or religious congregation… use something generic, not mormonish.)
Oh. 
(discussion to avoid BYU, Ward, Book of Mormon phrases and ways to use generic terms)

(Talk to me about her participation in class.  Does she volunteer things? Do you have to call on her to have her involved in the class?)
**Speaking of Barbara**  She does participate if she is pretty sure of her answer and she’s excited to give it.  There are several kids who are more vocal in the class than she is and who are more confident with their English.  So sometimes, I need to try to get them to hold off so I can call on her. 

(Where is she now at the end of the year, in terms of reading ability, writing ability, oral proficiency in comparison to where she started?)
**Speaking of Barbara**    She’s testing at about a 4th grade level.  Um, she does seem more confident to me.    And she’s still quiet, but her comprehension has improved.  And I can tell by when I ask comprehension questions to the class, she’s right there with understanding. 

(When – you mentioned…she’ll do a whole assignment without asking questions and then do the whole thing a little wrong.  Is that what you were saying?)
**Speaking of Barbara**  I’m thinking of writing assignments where we had a, a, a certain opening sentence.   And sometimes she won’t ask for direction on her thinking or her organization.  I’ve used a very structured writing method this year, and I think I’ve gotten some really good results with it.  Some of the kids, will, will come up and ask me almost sentence by sentence… “Is this right?  Did I say it right?”  But she’ll just kind of take a shot and go through the whole thing and then that’s fine because I can go over with her at the end.  But it is interesting that, that even though her reading was lower, she’s quite independent in, in working. 

(Do you use any learning strategies that are different or stand out that she’s comfortable with in getting access to the material?)
**Speaking of Barbara**    Not, not really.

(What do you think she does really well?)
**Speaking of Barbara**   I would say that her, her ability to stay on task is something that she does really well.  Some of the kids are very, very easily distracted and she, she tends to be one who will work on the assignment.  I just need to pull her back maybe a little bit, but she does work quite well by herself.  I’d say that’s probably her strength. 

(And what are you most concerned about for her for the next year?  For her development,… where you really need to see more growth.)
**Speaking of Barbara**    I think she really needs to keep reading a lot and keep speaking a lot so that her proficiency keeps increasing.  Her reading level really needs to come up to be, to be at fourth grade is a big improvement from where she was but it still makes it difficult for her to be reading the kinds of books she’ll need to be reading in High School. 

(Let’s talk about Roman.  What kind of learner is he?)
**Speaking of Roman**  He is very meticulous.  Um, he, he’ll come up and ask if a word is right, or he’ll show me a sentence and ask if the sentence is right.  If he’s writing the opening sentence, he’ll do it over.  And he writes very neatly and he’ll erase so he usually just uses one sheet of paper and, and when he brings it up to me at the end, it’s beautiful and meticulous.

(What about his participation patterns in your class?)
**Speaking of Roman**  He tends to do this little thing that gets a rise out of the other kids if I say something expecting a “wow” response, he’ll overdo it and go “WOW” that’s a little bit hard to deal with sometimes, I usually just ignore it and.  Um, he does, he does like to answer questions.  And sometimes, with the kids who uh, maybe who’s reading level isn’t quite as high, it’s a little tough for them to answer questions because if they don’t answer as profoundly as some of the other kids would, then the other kids will kind of give them a little bit of a hard time.  But I think, what I see in, in Roman is that his consistent effort and his desire to get it right has really created improvement in his writing.  And I think in his cognitive skills, too. 

(When you think about his oral language skills vs. his writing production skills, where do you see his strength?)
**Speaking of Roman**  I think that, I think that his writing skills because he’s trying so hard, are higher than I would expect based on his oral skills. 

(What does he do really well in your class?  What is skilled at?)
**Speaking of Roman**  He gets into the things that we read.  And he likes to talk about them.  He likes to find out things.  And I think he is really a hard worker. 

(What are you worried about him for next year?  Where does he need to grow?)
**Speaking of Roman**  His reading level needs to come up.  His speaking needs to come up.  He needs to practice the uh, being… taking initiative and, and… one of the things that I see uh, that happens a lot as, as we’ve used this structured writing approach.  It forces the kids to think through their ideas on, on the material that we’ve read, and, if they pick and opening sentence that isn’t interesting, they end up writing a paragraph that’s not interesting and and what I’m seeing is that they are increasingly able to predict. Is this going to be interesting?  Is the thing that I want to write about um, going to be worth reading?  And what I’ve done at the beginning, I, because they had so much difficulty writing, I structured the opening sentence which set the direction for the paragraph and that was enough of a task for them.  And on, on, on this last writing assignment, we’ve just finished a book, and I told them they could pick, any, any opening sentence that they wanted to pick.  And, and that when I write, I get down my thinking and I revise it and I write it again.  I said I might write a different opening sentence 10 times before I get it write.  So their thinking process is, is improving and, and I, I worry that he’s not quite far enough in that process, although I do see improvements. 

(Let’s talk about Erik. How is Erik.. what stands out in your mind?)
**Speaking of Erik**  He came to me late, and was not confident.  In fact he sat next to, uh, he sat next to David, his neighbor, and basically copied what David wrote.  So, when we had a writing assignment, he’d be leaning over and David would kind of work him through it.  Erik would ask questions. David would answer the questions.  And I’d get almost the same paper handed in.  But his confidence is increasing.  Um, in fact, our latest writing assignment, he startled me with his thinking.  He wanted to pick something that was really interesting to write about.  And so he tried it one way, and he tried another topic, and another one, and I had a really great talk with him about where his paper would go.  I said, “one of the things you need to figure out when you make your opening sentence is where you’ll go with the things that you are going to say then.  And is that something that you want to write about?”  And, and I had just seen his cognitive skills really increase.  Although when we were talking about that paper and I was looking right into his eyes and saying now tell me about that.  He said, I feel nervous and embarrassed.  So he still has that little confidence problem even though I see him as making huge strides in his cognitive skills, and in his writing… he writes all by himself now. 

(Tell me about his reading and writing level.)
**Speaking of Erik**  Um, Erik tested at a second grade level when he came in, and I just tested him again and he’s up to 5th.  So he’s um, now when we read in class together, sometimes I’ll have the kids take turns reading paragraphs and sometimes I’ll read to them, especially if the going gets very slow with the kids reading to each other.  And he has a tough time sticking with the reading.  I’ll see that the book is closed and he’s looking off into space and I’ll have to say “top of page 65” and then he’ll kind of come back with me, although he’s usually very interested in the story line, it’s tough for him, to, to stay focused on the reading.  And I think that’s part of his confidence problem because he’s told me he doesn’t read well.  Although, I see him reading better and better, his perception is that he doesn’t read well. 

(When you see these three kids in comparison, how do you see their ability to seek and take opportunities to use English in the class.  Is there a difference that stands out in your mind?  Who is seeking opportunities to learn and using English?)
**Speaking of Erik and Roman**  I think that, Erik and Roman are more assertive and, and, they usually come across as more curious and um, more eager to find things out, but I’m not sure if some of that isn’t the cultural thing with the boy/ girl approach going on.  Um, Barbara is a good student, too.  She’s not as vocal.  She doesn’t tend to ask as many questions, so that is a tough call for me to make. 

(When you think of these three students, where do their greatest challenges seem to be?  The social part of schooling, linguistic, or cognitive….)
**Speaking of Barbara and Erik and Roman**  Socially, they’re, they’re well adjusted.  They, they like to be in school.  They like their friends.  They do, they do well in class.  The, all the kids in the class are Spanish speakers.  Uh, Erik is playing soccer, so I know that that’s going to get him more English exposure and he brought and English friend—an English speaking friend to school the other day.  Um, all three want to succeed in school and are willing, to, to, work to get there.  The biggest challenge that I see for them is academic level—coming up high enough to participate in mainstream classes and converse with English speaking friends as well as Spanish speaking friends. 

(What do you know, or have you deduced from their participation in your class and their use of Spanish and what do you know of their families—their academic preparation was before they came to the U.S.?)
**Speaking of Barbara and Erik and Roman**   Their families, I’ve spoken to parents of all three, and their families very much want them to succeed and are behind them.   Um, I don’t believe that, that the family education level is particularly high, and I would say that the families are not reading families. 

(You said that the parents all want them to succeed, but a lot of teachers think, “Well if the parents don’t show up at school or if they are not around they must not care.”  Talk about your experience with language minority parents that you’ve worked with across the years and --)
 My experience is that they care VERY much.  Uh, they have made big sacrifices to come here to provide these opportunities for their children and they want their children to succeed.  The bind is, that if you haven’t um, reached a very high level of education yourself, you’re not aware of how you can support your student.  So I’ve had, um, I’ve had parents tell me we really want our child to succeed in school and, and I’ll say, “It would really help if you could read with him.” And, And I’ve had parents say, “I don’t read.”  And, and I think, it’s such a support to have someone listening to you read.  That I’ve said, well that, it would be great then if the child could read to you and help you learn how to read.  I think it’s a huge mistake to assume that because that people don’t have the skills to support their children that they don’t have the desire to support their children.

(I wanted you to tell me about your class itself.  So give a profile of what this class is, the range of students you have in it, and the main focus of your instruction.)
The way it’s worked out with our ESL student population this year is a small.  So there are only about 12 students in the class who I work with, and then I have a, a student, who’s offered to come in and help, who has 4 or 5 students on a beginning—very beginning—reading level in my office, kind of packed in like sardines and I hear them laughing and reading and…. I’m out with the 12 who are basically, they started at the 2nd or 3rd grade level, which has been really fun, because with such a homogenous group, we’ve been able to read the same books, and get excited and talk and their speaking has been much at the same level so that nobody is really dominating.  It’s been just really a delightful group to work with.  We’ve had a lot of attention problems, as far as staying on task, and, and I have to use lots of hooks that I would use with much younger children, to get them interested in the story and to keep them with the story.  I have a little grand-daughter who’s two aand—uh, three, and a grandson who’s two and when I read to them, I think often how they don’t understand all the vocabulary yet, what am I doing to keep them with me so that they’ll want to finish the story and, and be excited about reading.  And we often think if a kid’s fourteen or fifteen, somehow they should like reading.  These kids haven’t been read to, and so, I need to hook them just like I would hook a three year old.  That means I read to them.  If it gets too rough or the attention’s wavering, I might tell them a part, ask them questions, um, anything I need to do, so that I can gauge that they are still with me.  And, their attention span has increased over the year.  A big focus of the class is been, the class is called “ESL World Civilizations” So we have a text book that, that explores ancient world civilizations.  And we’ve studied those and then read books that, that kind of parallel.  For instance, we’ve studied cave people at the beginning and uh, I found a book, “Music of Dolphins” that recounts the story of a little girl who’s lost on an island in the sea and grows up with dolphins so she doesn’t have language.  The book starts out, it’s really the first big book that we read together, with very simple language and big letters and then as she learns more English, the writing becomes more sophisticated.  Um, it’s it’s, I had picked books that will really grip the kids and they’ll want to find out what happens to the characters.  Then as we go through the year, the books get more complex, um.  We read a book about slavery.  We’ve just finished “The Bronze Bow” which is supposed to be on a 6th grade level.  It’s actually too hard for the kids, and I’ve tried to, to help them understand how you approach a book that’s a little too hard.  I know that this will happen, in their, in their schooling.  So I’ve told them parts, and we’ve read parts together.  They’ve read individually.  When I sense that they’re—it’s, it’s just too tough to hang on, we change gears.  And by the end, they are able to do things like suspend judgment or have one piece of the puzzle but wait to find out the whole picture, which are really very sophisticated skills that we just take for granted.   And another focus of the class has been writing.  I’ve used um, a very structured writing approach that starts with something called a power statement which has a topic, key words, and a number word.  It might be something like, um, “three characters made a difference in the Daniel’s life in the Bronze Bow.”  It directs their writing; it establishes an organization for their writing, and, and they’ve gone from very simple exercises like um, “I like to do three things with my family.  First we eat together.  Second we play together.  Third we go for walks.  There are three things I like to do with my family.”  We’ve moved from that to a full blown five paragraph paper where each one of those little “first I like to do this, second I like to do that” becomes it’s own paragraph in a paper.  And the first time we made the jump from the simple exercise to the big 5 paragraph exercise it really stretched them.  We took about three weeks on it.  It was tough going, they were just sweating, and, and they did it and they all did it.  And the results were exciting. 

(You weren’t an ESL teacher in the beginning.  Why have hope in the process?  Why don’t you just give up?)
Teachers, I’ve heard teachers say, um “Why don’t you send them to me when they can speak English.”  And—that doesn’t work. You can’t isolate a kid socially.  It takes a long time to learn to speak English and to learn to do English at an academic level that would be comparable with the rest of these students.  They’d be out of high school by the time they could compete on that level.  It’s, it’s just not right thinking.  So what you have to do is take them where they are and accept them where they are.  You don’t wish they were someplace different.  You don’t kick about the fact that they don’t read at home.  You just take them where they are.  And, and you see what they can do, and you give them very specific directions and very specific feedback.  You are specific in your expectations.  You have things for them to look at.  The expectations are probably written on a sheet.  It needs to be—you need to be sensitive that they are understanding what it is you ask of them.  They want to do what you ask, they want to be able to understand it, but they need a lot of support.  So, I think the approach is, you, you decide what it is that they can give you, you spell that out very cler- clearly for them.  And then you are thrilled, when, when they achieve that.  And, and as they approximate success, you reward that.  And you are excited that they can do what they can do.  You don’t get anywhere wishing that it were different. 

(Talk about the Spanish literacy.  The evidence that you had that they did have literacy skills before coming to the school.)
I like to give the kids a reading test in Spanish, when I first get them.  And, uh, a marker—a predictor of their academic success in English is their reading ability in Spanish.  One of the reasons that this class has made a lot of improvement generally is that the kids are, are reading pretty well in Spanish when they come to me.  One of, one of the 5 who is at a very beginning level, tested on this Spanish comprehension test—there’s reading comprehension, um, following story line, making inferences, it’s a pretty sophisticated reading test, he scored 54 out of 55.  But his reading level in English, was at a pre- primer level because he didn’t have any vocabulary.  But cognitively he has the skills and academically he has the skills.   That kind of kid is very fun to work with.  He will make leaps and bounds.  His improvement will be in big jumps.  He’ll be one of the kids in the, the regular part of the class with me next year who’s reading the books and doing the writing and I expect that over the summer with the exposure he gets from TV and hearing English, that he’ll probably be at a 2nd grade level himself at the beginning of next year. 

(Talk about how your teaching reflects advocacy.  Advocacy in teaching in the classroom and advocacy in the community.)
You have to be committed to helping these kids where they are.  And you have to be committed to doing, to doing what it takes to support them.  Um, some of these kids are getting in trouble in schools and I’ll walk pass the office and I’ll think, “There you are again.”  Um, along time ago, I would have thought, “you know here I am trying to do my part, and what are you doing.  I don’t want to bother with you.”  And, I’ve, I’ve been able to come to a point where I realized that loving somebody isn’t dependent on (Ms. McConnell begins crying) on how they are behaving.  You just do it.  So, it makes a big difference in my ability to work with kids.  I just love them.  They can get kicked out of school, I can stop a fight and I love them anyway.  And I think they know that and they respond to that.  That’s for me, that’s advocacy.  And another aspect of advocacy is that they don’t have parents.  Let me start that over, I’ll try to mop up a bit….

(I promise that this is your last question….)

I’m sorry, you probably aren’t going to be able to use it…. dumb

(oh, that’s not dumb)

When we’re done filming, I’ll tell you a neat thing and then I’ll just bawl and it’ll be ok.

Ok.  Another part of advocacy for me is that, these kids don’t have parents who understand the system and know how to work the system.  If they haven’t brought their attendance notes and aren’t going to get credit for the class because Mom or Dad didn’t know how to write the attendance note or send the note or just because they had so many things going on in their lives that they are trying to cope with being in a new country and making two ends meet, somebody needs to advocate in that circumstance.  And that’s going to be the ESL teacher, largely.  We’re trying to get an ESL team together at our school to spread some of that caring out and that responsibility.  Because the more people hwo take responsibility, the more people there are who care.  But, many situations arise in which the administration doesn’t really understand the difficulties these kids are facing.  Some of them have to work long hours and take all the money home to help pay the rent.  Uh, there are all kinds of things going on that make it difficult for them to meet all the expectations.  And, that—the ground needs to be leveled and ESL teachers are the ones to level the ground. 

(now your story…)
Oh, the, the, (laughing)
I’m very emotional because I just got the most adorable Mother’s Day card from this boy who brought it to my house at 11:15 p.m. last night. 

(Oh, you are kidding.)
Yeah and he told me that he thinks of me as a mom because I care so much about him and other people and that that’s a gift.

(Wow, that’s special)
Yeah, it was great.  So when you talk about advocacy, I, I feel like these kids are my own kids and I do for them what I would do for my own child.  Whether they are—

(--being good or not)
--exactly, whether they are being good or not.  They are wonderful kids. And if you get to know them, they are all wonderful kids.

(discussion back and forth about the card and great way to end the year….)
(thanks Ms. McConnell for help and interview.)

CLASSROOM OBSERVATION SEGMENT:

We’re going to talk about Folk Tales.  Folk Tales are short stories that are usually not written down, but we have some folk tales in our book that are written down and they were passed from generation to generation.  Ok?  Do any of you have folk tales in your country?   You don’t know for sure?  You got to think about this for a minute… ok. 

Ah, there’s three different kinds of folk tales.  One’s a moralistic folk tale – it teaches a lesson about life.  An origin folk tale which describes how things in nature started.  And a trickery folk tale that they tell about tricks or main characters and how they play tricks on each other.  Does everybody know the word ‘trick’? 

(yes response from class-- )

Kind of like a joke, isn’t it?

(more ya responses)

Kind of like a joke.  I bet some of you like to play tricks on each other, right?  Well we’re going to read (someone interrupts) this one about that are about.  What I’d like you to do is turn with me in this book, Barbara what page?  You are thinking it’s page 83, but I’m going to tell you one that’s a little different. 

(what page?)

Hold on, I’m going to have, I’m going to read with you about the coyote.  Page 82.  yeah, page 82.  Can you turn to page 82, please?  (question from class member) Right.  This is about a coyote.  Wild animals.  What kind of folk tale is this?  What country does it come from?  From Mexico.  So those of you from Mexico, see if you’ve ever heard this story before.  On page 82.  Are you there… page 82?  Ok, everybody with me?  Ok.  This is—this folk tale is about a rabbit who outwits a hungry coyote.

It – it come up to the tree and grabs the rabbit. 
“Ah ha!”, says Senor coyote.  “I’ve got you.”  Senor Rabbit was frightened. 
“Hmmm,” says the coyote.  “He’s so nice and fat.  You’ll make a good lunch for me.”
The rabbit was smart and thought of a plan.  “I’m very old,” the rabbit said.  “My meat is dry and tough.  I don’t mind if you eat me…I’m going to die soon.  But do me one last favor.”
 “What favor?” the coyote asked. 
“I have to ring the school bell for all the JUICY little rabbits in the school house over there.”

It’s like a bee except bigger… they sting and they hurt you.  Like a bad, bad bee. So what’s going to happen? 
“There it is,” he said, “I’ll shake the tree really hard and the bell rings.  And the juicy little rabbits come out?”
“Every time.”
“Well I don’t think I will eat you,” said Senor Coyote.  “Why don’t you go for a little walk?  I’ll ring the bell for you.”
“No, I must do it myself,” the rabbit said. “It’s a very important job.”
“Oh, please.  Let me do it,” the coyote said.  “I want to do you a favor.”

“Oh yes, I promise,” the coyote said. “I’ll shake it hard.”
Senor rabbit hopped away.  He was laughing to himself.  When the rabbit was out of sight, Senor Coyote took the tree, shook the tree hard.  The hornets nest fell on his head.  The air filled with hundreds----

(I wonder how many – what’s called? )

Lots of things happened. 

Ok, so what’s the plan? So if both of you don’t know the word, then write it down on this paper here.  (which story?) I’m going to tell you in just a few minutes, ok?

Look for the words in the glossary of your folk tale… which is like this part that we have on our story right here.  Ok, it’s like right next to it.  Or look up the words in the dictionary—

I’ll tell you the story in just a minute… which one you are going to do.  Ok?  Make sure you put your name on the paper.  (rustling paper sounds)

Now each of you are going to – today’s the 15th – yeah.  I’ll write that on the board for you.  (sound of chalkboard writing)

(uh huh)

Just put your name on it on the top.  You have your partner.  Put your partner’s name down and your name at the top.  And I’d like you guys to read. 

(find a folk tale that tells of courage…)

Continues to give instructions to student partners…

Ok, now you guys will probably want to sit in a circle so you can talk to each other.  Ok? 
To read to each other, or you can read one page at time.  Whichever way you want to go.  Ok?  So what kind of folk tale have you go? 

(A Test)

What does friendship—Read that Roman:

(What does frienship mean to you? In this folk tale from Africa, a wise person teaches a lesson in friendship.  A lesson of moralistic folk tale.)

Right.  So this is going to teach you a lesson about life. 

(Any moralistic folk tale.)

Right. 

(Once there were two night bulls (??) named Olali and Amotahe.  They each had a small farm and they were friends.  Each month—

-- Yes, replied Amotahe.  When he spoke.
Oh yes, the wise man say. 
I am happy you noticed it. 
The wise man continued his walk and Amotahe continued his work. 

Soon the wise man saw Olali. 
Good morning, Olali.  I see you have fine dans?? And your film

(new students reading)
Intelligent.  He looked at the small skin farmer and the house water both houses.

Diligence makes it possible for a man to control a huge animal.

(new students reading)
Now do you think he is reached to tree?
Yes, the man said. By now he must have reached it.  Finally the first man returned from the forest.  He was tired and out of breath. 

The tree won’t come to see you the man said. 
Nevermind, the jous(??) said.  The old tree has already been here and told me the truth. 
What do you mean the old man said? 
Not read?? Him here I’ve been here the whole time.
How did you know what he had reached the oak tree when I asked you? Said Joshua. 

And how did you know that he had reached the oak tree when I asked you again.  So  made you in the forest and you knew where the tree was.  Surely

(teacher)
What kind is it?  Of these three: moralistic, origin or trickery? And it tells you right here. 

(student)
(Moralistic?)

What does it say right her?

(And it is about – trick)

It’s a trickery folk tale. 

(it’s a trick)

How did they, how did he do a trick, huh?

(The biggest guy, he told like another man to put up one to know--)

Right.

(But the other guy said he put him in the tree….)

Ok.

(But he put it somewhere else, you know)

So he tricked him, didn’t he?

(Yeah, so they went to the judge and everything… they were-----)

So what are you supposed to do next on your paper, Eddie?  What’s the next thing you are supposed to do?  You’ve read it… now what do you do?

(Yeah, we read it.)

We have to put down any vocabulary that you don’t understand. If, if there’s a vocabulary word, and, and it needs to be a vocabulary word. 

(is Oak, like a tree or something? )

Yeah, it’s a kind of a tree. 

(Yeah, I heard about those..)

(more student reading)
Soon the wise men saw Alage(??).

Good morning, Alage. He called.  I saw you have fine jams in your fill.

Yes, replied Alage, putting his haul down.  And I see you have a fine green hat. 

Oh yes, the wise man say, I’m happy you notice it.  I look a long time before  I found the one I wanted. 

Soon it was noon.  Alage and Amotege sat down for a lunch together.  Did you see that fine red hat that our neighbor was wearing….

(more student reading)
People came from all over to have him settle this dispute.  One or two villagers came.  The wise man said, “what do you want to tell me?” 

Well the first man said, “Last week I fell our village in business.  And I won a hundred gold coins in my house.  I’m working hard for them.  I didn’t know once to cry--carry to the coins with me, nor did I want to them stole while I was gone.  So I ask a man to watch the coins for me.  Well I returned, and the coins were gone and he said I never give the coins to him. 

Well so you keep the money, the wise

(mumbled reading—with lots of background noise… difficult to decifer.)

He turned to the other man and said with anger, what do you think he is?  Hasn’t he reached the oak tree by now?  No, not yet the man said.  They waited longer.  The ----? was furious.  Now do you think he reached the oak tree?  Yes, the man said, but now he must have reached it.  Finally the first man returned from the forest.  He was tired. 
How do you know he had reached the Oak tree when I asked you.  The ___? Asked how do you know that he had reached the oak tree when I asked you again later?  Surely you weren’t in the forest and you knew where the tree was.  Certainly

(lots of classroom noise with no particular voices more distinct than others

(teachers voice)
Are you ready?  Ok?  Are you ready, ok, hurry, because our class is going to be over here real quick.  Ok? 

Do you want markers to write the names of people.  That’s the water that’s on the grass in the morning before the sun comes up.  Ok?

(more classroom noise--- rustling papers, hushed discussion, etc.)

It’s ok, it doesn’t need to be really perfect.  Just so people can read it.  Is it going to be long enough?  Are you going to have enough room to write it? 

Tape it on.

(more classroom noise.)

Class… we have one group that wants to present today.  So we’ll let them present today. 
Ok, guys, you need to listen.  Roman and Paolo… you need to listen. 

(chalkboard writing sounds and classroom sounds)

The tigers, um before, they doesn’t have stripes. 

There was a tiger and he went to um, a rice field looking for food.  She he find, find out, find a water buffalo.  He was um, um, pulling a plow for an tiny man.  That’s it.  In,  he went toward the buffalo and he asked him why he was working for that little man.  And he say because, um he was um, um, I mean the tiger looked for food so, he saw the buffalo and he saw he was delicious and he wanted to eat.  But he said that the buffalo, um, tell him that he was working for that little man because he wasn’t intelligent.  So he went and say – and the tiger didn’t know what was intelligent mean.  So, he asked donkey to show him what was intelligent.  That he have in his house. 

And so, um, the man said, I will go home to get, uh, my intelligence, and you need to go to the tree and I will tell you and when I come back I will untie you.  And the tiger agreed and then the man came back and was. 

Armful with the tiger and said now we will know um what is intelligence.  And then farmer set the grass on fire.  And the flames reached the tiger, they burned the rope which held the tiger to the tree.  And then the tiger run away and since the time the tiger has stripes on his back….  From the grass on fire and, um, after the tiger had marks left by the rope.

Because he tied the tiger so that’s, that’s why he get the.
(Bell)
Claps from class. 

Keep the papers here and put them in the 5th period box. 
(Classroom noise as they leave.)