Asynchronous Work H: Double Entry Journal 2 Interpretation Column on Observation Field Notes

Date of Observation:

Title: Tap the Magic Tree by Christie Matheson

Time:

Context for Observation: I conducted this read-aloud session with second graders, focusing on the effectiveness of interactive strategies to enhance engagement and understanding.

Inquiry Question: What happens when I structure my read-aloud sessions to include interactive elements from Tap the Magic Tree?: Asynchronous Work H: Double Entry Journal 2 Interpretation Column on Observation Field Notes.

Approach/Strategies:

1. Prompt the students to mimic sounds and actions related to the story, such as tapping, shaking, and blowing gently on the pages.
2. Encourage peer collaboration by pairing students to share the reading experience, creating a supportive environment for those hesitant to participate.

INTERPRETATION OF DATA

DATA

Observation 1: I introduced Tap the Magic Tree by saying, “This book is special! When I say to tap, I want you all to tap along with me!” The students seemed excited and one exclaimed, “Can we make it grow?” This set a playful tone.     Observation 2: As I read the first interactive line, “Now tap the tree,” I tapped the book while encouraging the students to do the same. Laughter erupted as they mimicked my tapping. One girl giggled, “It feels like magic!”   Observation 3: When I reached the part where the book encouraged shaking the tree, a student shouted, “Let’s shake it together!” Following this, many students jumped up and started shaking their bodies and the books in unison, creating a lively atmosphere.     Observation 4: After finishing the story, I asked, “What was your favorite part?” Students raised their hands with excitement. Comments included, “I loved when we blew on the tree!” and “The shaking was the best because it felt like we were helping it!” One boy added, “It was fun to make the tree grow!”

The students’ immediate engagement with the idea of making the tree grow shows they were eager to participate. Their responses indicate they understood the interactive nature of the book.         The laughter and comments reflect the students’ enjoyment and their connection to the narrative. Their engagement with the text suggests they were actively processing the story.       This moment demonstrated peer influence; the initial hesitation from some students quickly faded as they saw their classmates fully engaged. Their enthusiastic participation highlighted their understanding of the interactive element of the book.     The variety of responses shows that the students not only recalled actions but also expressed comprehension of the story’s content. Their reasons for liking specific parts indicate a deeper understanding of how interaction can enhance narrative experience and engagement.

Reflection

During this observation, I noticed that the tweaks I made significantly affected student engagement. The interactive elements in Tap the Magic Tree, such as tapping, shaking, and blowing, captured their attention and made the reading experience highly enjoyable. The paired reading setup fostered a collaborative atmosphere, allowing students to feel supported and encouraged to participate actively.

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Please Note:  This document contains both self-observation instructions and Asynchronous Work E Instructions because students must carry out the self-observation before completing the Double Entry Journal.  The self-observations are carried out as part of the fieldwork.

SELF-OBSERVATION INSTRUCTIONS:

Please wait to get feedback on the Inquiry Question & Rationale (Asynchronous Work C) before carrying out this observation.

Carry out your first self-observation by engaging the children in your class in a read aloud in which you use the approach/strategies that you identified in Asynchronous Work C (Inquiry Question & Rationale) as well as the way you mentioned you would tweak your approach/strategy in Narrative of Observation with Analysis 1. During the observation or right after it, take field notes specifically focusing on the ways your children responded to the specific approach/strategies you used as well as the ways in which you tweaked your approach/strategies.  The field notes should include children’s verbal responses (what specific children said) and non-verbal responses (what specific children did, such as smiling, pointing, turning away, etc…).

ASYNCHRONOUS WORK H INSTRUCTIONS:

For Asynchronous Work H, go through your fieldnotes of the self-observation and pick at least four instances that stood out for you because they pertain to the Inquiry Question and the approaches/strategies you used to explore the Inquiry Question. Make sure that some of the fieldnotes you choose pertain to the ways the children responded to the way you tweaked the approach/strategies.

Include these in the “Data” column, making sure to provide appropriate contextual information (what part of the book were you reading at the time and what approach/strategy were you using) as well as pertinent information what you were saying/doing and and specific descriptions of how children were responding (both verbal and non-verbal responses).  In the “Interpretation of Data” column, explain why you think students responded in this way to your approach/strategies as well as they way you tweaked them, making sure to explain how their responses relate to literacy.  Be as thoughtful as possible when interpreting the data.

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DOUBLE ENTRY JOURNAL FORMAT

Date of Observation: (include the date in which you carried out the read aloud)

Context for Observation: (Include the following: the title and author of the read aloud book you used, when during the day the read aloud happened, and any other brief contextual information you feel is pertinent)

Inquiry Question: (Include your Inquiry Question here. If your professor gave you feedback on how to revise your Inquiry Question, include the revised Inquiry Question here.)

Approach/Strategies: (Identify the strategies that you will be using to explore your Inquiry Question here. Unless the professor has asked you to revise them, these should be the same as the ones identified in Asynchronous Work C.) Also, make sure to identify how you tweaked the approach/strategy for this observation.

Please make sure to line up each segment of data with its interpretation.

INTERPRETATION OF DATA	DATA