Material Culture/Observation: Raw Data Sample 3

The following photographs were taken on October 1, 2012 in “Third Grade Class A”

This wall hanging in the classroom is part of the “material culture” of the reading program.  This is a visual that was created in collaboration with students.  First the teacher has asked the student to define what a question is.  They then explain why readers ask questions.  Lastly the class contemplates “How does asking questions help you become a better reader.”  This type of explanation of the need to ask questions, increases student motivation and engagement in the task.  This could provide strong support for students to refer to when reading independently in the classroom. 

The photograph below illustrates an independent writing activity created by the teacher in class A. This is an engaging activity where students are able to write their own comic strip after reading a mentor text to support the writing.  The activity sheet blow encourages students to “visualize” the story as they read to support their drawing of the student.  The students choose six events and make a comic strip.  This is an engaging activity that promotes independence and motivation in the classroom. 

This independent writing task prompts students to think while they read by recalling story elements and plot events during the reading process.  The title of the sheet, “Leaving Tracks of My Thinking While Reading Fiction,” leads on to think of leaving tracks when walking in the forest or on sand.  This is a great visualization to encourage in students to support their understanding of the need to remember where one came from.  Instruction here could go further by prompting students to reflect on what why someone would use tracks that they have seen in the wild (i.e. to track when hunting, to find lost people, to find your way back where you were, to lead someone where you have been, etc.). This would further the visualization and justification for “Leaving Tracks” while reading.