The document summarizes the observer's experience assisting a 4th grade classroom over 3 lessons. Some key points: - The observer helped teach lessons on family members and adjectives using activities like songs, worksheets, games on a tablet, and acting out words. - Students were well-behaved and engaged in the lessons, enjoying interactive games and getting "stamps of approval" from the observer. - Over the lessons, the students improved in recognizing vocabulary and answering questions correctly. The observer was sad to say goodbye after the positive experience of getting to know the class.

1. padlet.com/lizaoviedo_lo/fmtlbamcwktk
Primary Practicum Period
Fourth graders students aged around 9-10.
LIZA OVIEDO 17 DE SEPTIEMBRE DE 2017 20:16
OBSERVATION (August 25th, 2017)
I started my observation period with 4th graders students. This course was amazing!
There were 22 students and they behaved so well. What I have noticed from this course is
that classes start at 1 pm, but they rst need to get in line in the school patio to sing the
national anthem and to greet any student who is turning years (they sing the birthday
song). After that, the principal say a few words and ask students to go to class.
Once in class, the teacher places them in their seats and then she starts taking
attendance.
Then, they were ready to start. The topic in this class was ''School Subjects mixed with
colors'', they study the structures -What color is it/are they? - What is it/are they? and -
Are they (color)/Is it (color)?.
When the students were very loud, the teacher used a chant that said ''1,2,3 eyes on me'',
right after the students heard this chant, they looked at the teacher and were ready to
concentrate and pay attention. I found this amazing as the teacher seemed to be working
very hard with them in order to maintain the discipline.
She gave them commads like:
- Please, pick up a blue pencil, or...
- Please, pick up a yellow pencil.
I loved this activity as the students practice listening combined with actions and
movements. It seemed very similar to the TPR approach which they enjoyed a lot.
I have noticed that they use some copies that the teacher leave in a library or bookshop so
students can have access to them, the only problem is that not many of them bring them
to class, so the teacher has to work in two levels. First, with the ones that bring the copies
and second with the others that need to copy from the board the same activities. Avobe
all, students work really fast and organized.
After the rst 40 minutes of class, I recognized students can identify actions like: listen,
write, draw, read, etc. In addition, after every activity and between transitions of
activities, the teacher checks the exercises one by one per each table.
The class is well divided in three big and large tables, so the students are always sat in
groups. They are accostumed to work for a period of time, for instance, the teacher says
''You have 5 minutes to nish'', then they only have 5 minutes. Time is managed very well.
Also, they always check the exercises all together and the teacher writes the answers on
the board in case one of them gets distracted.
By the way, I guess I have the best group to start primary level! I am so excited to see what
is going to come up at the moment I am in charge of the group. What is even more
exciting is that the teacher had a pre-talk before I came in the class and she said that I
wasn't going to be able to speak in Spanish because I wasn't from Argentina, so when the
students met me, they tried to do their best to ask some personal questions. I loved this
last part! lol

2. Lesson 1
September 8th, 2017
For this rst lesson, I have prepared some name tags in order to remember all the
students' names. They were twenty two, so it was pretty dif cult to call out their names
without help. The teacher has previously told me to introduce ''Family members'', so I have
prepared all the actities related to this subject.
Firstly, we started the lesson with a Hello song that involved doing some actions like: say,
clap, stomp and sing. This was perfect to call their attentions and have a great start
motivating everybody to participate, do the actions, learn the words and sing.
After that, I tell students to sit down on the chairs for watching a PHOTO of my family.
Then, I displayed each member of my family pic and start talking about each one. They
seemed to love meeting each one of them.
After that I displayed some ashcards with the family members, and when presenting the
members once again I asked a question and everybody gave the expected answers. The
following activity was singing a song with the students and they also had to complete the
missing gaps with the missing words. We tried to listen 3 times, the rst time just to
check and see the rythym of the song, this seemed to be dif cult for them as they noticed
the lyrics were quite fast. Anyways, they listened again and tried to complete the missing
words which were the family members, I had previously written the words they had to use
on the wall. This way they won't get confused.
Once we nished, we checked the answers all together, I also wrote the answers on the
board as the teacher explained that some of them can get frustrated in not understanding
or either get lost.
The second activity was aimed to work with vocabulary of the family members. They had
to look for words on the wordsearch. They loved this activity!! But some of them found it
dif cult to do it quickly. I could also recognize that one the students were losing interest
in working and doing the assignment sitting down. So, I have showed them my ''LIKE''
stamp, I've explained that only the students who worked properly will have my ''like''. So
this time, the student showed interest and started nally working.
The last worksheet activity was meant to feel more encouraged and for me getting to
know the students' families. They had to draw the members of the family and then shared
their drawings in front of the class, answering ''who is this?''. I distributed the worksheet
and told them they had 10 minutes to be working on their drawings, but I have noticed
they were really concentrated on the activity, so they spent more time that I thought.
Finally, we got to share some of the works.
After all, the last activity has come. A game I have prepared to work with ICT in the class
using a tablet and saying the opposite words from the ones it appears to them on the
screen. For instance, if the word is ''mom'', they have to say ''dad'' or ''father''. They play
this game in groups and everybody has to participate. They also have a timing of 1 minute
to call out as many words as they can. The group that says more words is the winner. This
game took us more than 10 minutes, actually it was time to say goodbye and the students
did not want to leave the class. I was so glad that they loved the ending! It motivates me to
start the second lesson right away!!
So, I can say this class was really motivating to plan other activities for them and I think I
will de nitely give a chance to play the game on the tablet again.

3. Lesson 2
September 15th, 2017
Well, in this lesson the teacher told me to review family members but also to include
some adjectives like small/big, tall/short, young/old, happy/sad, hot/cold, funny/bored,
thirsty/hungry. The class is always based on PPP (Presentation, practice, production) and
on the TPR approach (Total Physical Response).
For starting the lesson I always invite students to join and sing the HELLO song and we
always use the the poster with the lyrics as well to read them and practice.
After we nish singing, I tell students to sit down on the chairs for saying the members of
the family. I also display each member of the family ashcard. The aim is that they answer
the question ''Who is this?''. So, for the rst activity after having the presentation of the
class, I distributed the worksheets and they answered writing down according to the
pictures ''This is the mom'', etc.
After that, we did the next activity, I explained to the students that they need to think in
order to cut and paste the different family members under the pictures. I distributed the
worksheets and they started working on their own, then they showed their work to me
and I once more stamped the ''like'' they prefer.
Once they nished, I introduced the adjectives vocabulary showing them a picture of a
family, I started asking them if one member of the family looked tired, bored, thirsty, etc.
They had to answer ''yes or no'' at rst, the idea is that they recognize the new vocabulary
rst. Once they did this, we started working on the structures ''yes, he/she is'' or the
negative form. Then, I distributed the worksheets and they worked on the same picture.
When they nished, we shared the answers all together again.
The last activity was playing a game called charades on the tablet again. The students
loved the game last class, so I used it again to keep them motivated. This time one
member of each group has to act the word that appears and everybody had to guess the
word. Also, the words were written on the board to help them remember.
After all, we nished playing charades and now we were concentrated to sing good bye
and meet each one again the next lesson.
Lesson 3
September 22nd, 2017
This is the last lesson I shared with the kids, it feels so empty when you have to say
goodbye, I have to admit that this has been one of the most amazing groups I have learned
from and taught to. I think the teacher is really nice, she tried so hard to teach the
students some rules and behaviour codes in order to maintain the class well organized!
So, for this lesson, the teacher has previously asked me to make a closure with the
vocabulary and topics we were working on lessons 1 and 2.

4. ※※※※※※
First, we started singing the Hello song as always. The students seemed to know the lyrics
already. I loved the starting as most of them were singing without reading. Then, I told the
students to sit down on the chairs for playing a game. The game was ‘’memory game’’, here
students had to nd the cards with the name of the family members. The cards were
stuck on the board already. I asked some questions about the pictures, like ''Who is this?''.
As expected, they all answered rst ''He's the grandpa or She's the grandma''. After that, I
displayed some ashcards with different situations and students had to call out the
adjectives, for instance: I asked ''Is she cold?'' and the students had to answer ''NO, SHE
ISN’T. SHE’S HOT''.
Then, I distributed them some worksheets to work more on vocabulary. The aim was that
they could call out the adjectives, the idea is that they write the appropriate words below
the pictures. After they nished, we checked answers as always, that was a part of our
routine already.
The second activity was more challenging! And I guess they loved it! In the worksheets, I
have explained that they would have some words listed as follow:
1. small/big
2. tall/short
3. young/old
4. happy/sad
5. hot/cold
They had to listen to each description and circle the correct one. In some audios, they did
not have someone talking, but they had to work other senses to guess what the word was.
For instance, in number 4 they listened to a baby crying, obviously they guess the answer
quite fast. The same on number 5, but this time they heard some ice cracking.
The we did some vocabulary exercices, students had to unscramble the words they had
there written down. Once they nished, we checked as normally.
The last activity was aimed to play a game with cards. The class were divided in 3 groups.
One student came to the front to take out the cards with the adjectives. The student that
extracted the card had to act the word out and the group guessed the word. It was so
much fun! I think we had a great time together, we laughed a lot and sum the words the
kids could guess.
As usual, we nish the class saying goodbyes to each other and telling each one of us how
much we will miss each other! It was a really nice experience getting to know kids from
this age and level. I think that in the future I would love to work with primary students.
Who knows, maybe I can enjoy this career feeling real and innocent laughs!