Luther CO #2

            My second classroom observation was with Andrew Wilson's Reading class. This class had nine students, at level 4. Professor Wilson started the class with a word of the day; today, the word was "elucidate". He explained the word by starting with the root of the word, lucid. Students were familiar with the word "lucid", and were able to figure out the definition of "elucidate". So, students came up with a plain definition, and then Professor Wilson introduced a more academic and precise definition. The inclusion of the more academic definition was because many of the students were either in graduate school, or were going to be in graduate school. In, addition I think this style of defining a word is effective, as it allows students to construct their own knowledge with the help of the teacher, instead of the teacher simply giving a definition directly to students.

            Then, students continued their reading of Charlotte's Web. Students were given their books, and an audiobook version was played while students read the book silently. After each chapter, Professor Wilson asked comprehension questions, as well as students' opinions on the material. This was an extensive reading assignment, and so was more about increasing fluency and having fun. I think the choice of Charlotte's Web is a good one, because it is material for native speakers, and has a vocabulary that students can understand. Also, the book is mostly lighthearted and fun, and is culturally appropriate for students.