Clip Description
During this conference with Catherine, we talk about her thought process for picking her most excellent book. I'm a little concerned here that Catherine is not picking her "best" book because it looks like a lot of scribbled pages to me. Catherine is an academically well-prepared student and I had higher expectations for her. But ultimately I want the decision about which book to publish to be hers.
Commentary
When I asked Catherine if her book possessed all the elements it needed to be "excelente" she replied yes. I then considered which direction to take with this conference. I decided to explicitly tell her what I noticed about her book and how I thought she could improve it. You can see here how I pointed out that, while the other pages had writing and drawing on them, the last one didn't. I asked Catherine to add some writing to that page and helped her to sound out the word "parque." I also explained to her that, while I saw an entirely blue page, I didn't see any details that resembled a park. She replied saying that she would add to the drawing, which is evident in a later clip.
Transcript
| TEACHER: |
¿Pero te acuerdas las cosas que necesita tener un libro bueno? ¿Que necesita tener?
But do you remember the things that a good book needs to have? What does it need to have? |
| STUDENT: |
Letras...
Letters... |
| TEACHER: |
Letras...
Letters... |
| STUDENT: |
Los colores...
The colors... |
| TEACHER: |
Colores... ¿Dibujos, verdad?
Colors.. And drawings, right? |
| STUDENT 1: | nods |
| TEACHER: |
¿Entonces crees que este libro tiene todas estas cosas?
So do you think that this book has all of those things? |
| STUDENT 1: | nods |
| TEACHER: |
Okay, muy bien. [writing] ¿Ahora que piensas en hacer? ¿Ahora que piensas en hacer?
Okay, great. Now what are you thinking about doing? Now what are you thinking about doing? |
| STUDENT 1: |
Poner esto aqui. (indicates paper star)
Putting this here. |
| TEACHER: |
¿Sabes que vi? Vi que tienes algunas letras aqui, tienes algunas letras aqui, e aqui, pero no tienes ningunas aqui. ¿De que es esto?
You know what I saw? I saw that you have some letters here, you have some letters here, and here, but you don't have any here. What is this [drawing] of? |
| STUDENT 1: |
Cuando fui al parque.
When I went to the park. |
| TEACHER: |
¿Tu sabes escribir esto? ¿La palabra parque?.. ¿Parque?
Do you know how to write that? The word "park"? Park? |
| STUDENT 1: |
¡P!
P! |
| TEACHER: |
Ok. Agarra una... ¿tienes tus cosas? Ok. Vamos a ver si... que puedes escribir. Que vas a escribir. Par... Que. Paaaaaar... ¿Que mas escuchas?
Ok. Grab a... do you have your things? Okay. Let's see if... what you can write. What are you going to write. Par... que. Paaaaar, What else do you hear? |
| STUDENT 1: |
Una "C"
A "C" |
| TEACHER: | [writing] Ok. |
| STUDENT 1: |
¿Maestro?
Teacher? |
| TEACHER: |
¡Ok! ¡Muy bien!
Ok! Great! |
| Student approaches. | |
| TEACHER: |
Sientate. ¿Y esto? Veo mucho azul. ¿ Pero que mas hay en el parque? ¿Hay zacate?
Sit down. And this? I see a lot of blue. But what else is there in the park? Is there grass? |
| STUDENT 1: | nods |
| TEACHER: |
¿Hay resbaladillas? ¿Hay columpios?
Are there slides? Are there swings? |
| STUDENT 1: |
Hago estos.
I'll make those. |
| STUDENT 2: | [offcamera] Old McDonald had a farm, e-i-e-i-o. And the farmer said "don't let you through!" e-i-e. |
