Inquiry Study Part 2: Narrative of Observation with Analysis 2
Date of Observation:
Inquiry Question: What happens when I structure my read-aloud sessions to include interactive elements from Tap the Magic Tree?
Context for the Observation
The focus of this observation was to assess whether interactive strategies are effective within read-aloud sessions with second graders. The aim was to improve student engagement and understanding with interactive storytelling. In this diverse classroom, the students participate at varying levels and with varying degrees of enthusiasm for reading: Inquiry Study Part 2: Narrative of Observation with Analysis 2.
I took the insights from what I learned in the previous observation to refine this lesson and to put in the collaborative elements and physical engagement. I chose the book Tap the Magic Tree by Christie Matheson, which promotes an interactive nature that encourages children to tap, shake, and make sounds that help move the story along.
Narrative of Observation
Segment 1: Engaging Introduction
I started the session with an exuberant one, saying, “This book is special!” I want you all to tap along with me when I say, ‘tap!’ There were cheers from the students, visibly excited. One child shouted, “Can we make it grow?” It had all the makings of a playful first interaction because they were willing to participate in the interactive session.
Significance of the Response: This response shows that the students’ anticipation and excitement played a role in the read-aloud. By immersing themselves in the storytelling experience, children were directly connected to the theme of the book. It confirmed my inquiry question that interaction could substantially increase engagement levels in a read-aloud setting.
Segment 2: Mimicking Actions
While encouraging them to follow my actions, I tapped the book while reading the first interactive line, “Now tap the tree.” They laughed and tapped their desks, and some said, ‘We are making it grow!’ One could feel the energy; it was palpable, and their voices were full of excitement. “It’s magic!” one girl said and giggled.
The book truly captured their attention and transformed the reading from something that is done alone into a shared experience and a call to community. The eyes of students glowed with joy as they went about performing the actions together. I felt the classroom mood change as the story developed.
Significance of the Response: The students’ laughter and joy showed that they were becoming more tied to the narrative. When they mimicked sounds and actions, it was not because they were passive participants in this story as listeners but because they were actively creating the story. This corresponds to my inquiry question of how interactive elements can help reading become more of an ownership and joyful experience.
Segment 3: Collective Movement
When the book told us to shake the tree, a student said, “Let’s shake it!” At once, several students stood up, slapping their bodies and books at the same time. The students in the class became very active, and their energy levels were high. One boy said, ‘This is the best part!’ while spinning around.
Significance of the Response: This segment emphasizes the importance of participation in a learning context. Some of the students, especially the first ones, were hesitant, but they saw their classmates engaged completely. Their energy showed how physical activity can increase the interest and understanding of the material, supporting the proposition that active learning through interactive stories is possible.
Segment 4: Reflective Discussion
Once the story was over, I prompted the class by asking, “What did you like most?” Arms went up immediately, and the students gave their opinions. Some of the children said, “I liked when we blew on the tree!” One more added, “The shaking was the best because it felt like we were helping it!” Another child said, “I liked making the tree grow!” The children’s multiple responses demonstrated not only pleasure but also comprehension of the story and its message.
Significance of the Response: The variety of their responses revealed that students were not just absorbing information from the narrative. The group was able to relate their observations to the features of the book, confirming that interaction is key to understanding. This supports my question by providing evidence that shows that interactive read-aloud can influence students’ reading comprehension and appreciation of texts.
Reflection on Learning
By observing the class, I realized that my learners perform best in a class that allows for more interaction and activity. Humor, movement, and group activities proved very effective in making the class feel comfortable and receptive. This made the reading session lively, as the children’s laughter and excitement made them understand the need to use more kinesthetic learning for children of their age. From the collected evidence, it is clear that the addition of interactive features not only enhances the fun factor of reading but also helps with absorption and understanding of the content.
However, I also noted that the students need ways to share their thoughts and feelings about the story. They were able to explain what they liked and why; instead of simply remembering events, the students were thinking critically and identifying with the material. This made it clear that I needed to prepare lessons that were appropriate for the different modalities of the learners so that all learners would be actively involved.
Questions for Future Observations
One significant question that arose from this observation is: What other strategies could I use to help the students who are hesitant to participate at the beginning? I observed that a few students did not participate actively during the participatory activities. This made me think of ways to get them involved right from the beginning.
In the subsequent sessions, I will seat the reluctant students with enthusiastic students or bring in objects related to the story. Thus, trying to make the class more welcoming from the start, I aim to ensure that every child wants to engage. This strategy is in tandem with the assumption that positive reinforcement and peer pressure can greatly boost engagement levels, as seen from the variations I noticed in this particular session.
I also asked myself whether giving students particular roles during the read-aloud could help shy students participate more actively. For example, having roles like “the sound maker” or “the action leader” could help these children engage without feeling overwhelmed. Therefore, I could explain to them what they are going to do in the process and thus make them confident and engaged from the beginning.
This method could also make learners feel that they are part of the group and that they own the reading process. Watching how these strategies will affect students’ engagement will be important to adjust my practice and make sure that everybody has a chance to contribute to our group activity.
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Question 
Date of Observation: November 14, 2024
Title: Tap the Magic Tree by Christie Matheson
Time: 10:00 AM during the morning reading session
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 the book tap the magic tree?
Approach/Strategies:
- Prompt the students to mimic sounds and actions related to the story, such as tapping, shaking, and blowing gently on the pages.
- Encourage peer collaboration by pairing students to share the reading experience, creating a supportive environment for those hesitant to participate.
| DATA | INTERPRETATION OF 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!”
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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. |
Inquiry Study Part 2: Narrative of Observation with Analysis 2
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.