Time Log -- Melissa Bibby

The time log must reflect your field work. (Total hour required = 15 hours)
Date Brief Description Three Points Learned/ Textbook Connection, p. # Numbers Signature
of Hours

1/26/2016 Research for Cultural Vietnamese is a tonal language. 2

Paper There are no plurals, changes for possession, or tenses
(Student interview and in the written language. This is all done through the
research) tone.
The student I interviewed is going to Vietnam to
celebrate the Lunar New Year

1/29/2016 Second Language The student I observed is working on creating 1

Development questions. He does this a rising intonation and saying a
single word with an intonation to ask a question.
I am noticing a little bit of code-switching when
communication with a friend in the hallway in the
mornings. This also happened once today in class.
The student Im observing has a hard time with formal
and informal register. Sometimes he is formal and other
times he is informal. Im not noticing a particular pattern.

2/3/2016 Second Language A child not only imitates the language in the 1
Development environment but also seeks out patterns and tests rules
by creating novel sentences. (Diaz-Rico pg. 48)
Knowledge about the students first linguistic and
academic abilities may assist the teacher in the second
language academic content instruction. (Diaz-Rico pg.
49) When students have better L1 performance, it may
be easier for them to learn content in L2.
The interactionist model is

2/5/2016 Academic interactions A valid predictor of school success is prior academic 1

success. (Diaz-Rico pg. 71)
 Self esteem is particularly at risk when an individual is
learning a second language, because so much identity
and pride are associated with language competence.
(Diaz-Rico pg. 71)
The degree to which a learner acculturates to the target
language group will control the degree to which he
acquires the second language. (Diaz-Rico pg. 79)

2/9/2016 Cultural differences When we shared out from our different cultures in class, I 1
wanted to focus on language differences this day.
I focused on my vietnamese student that I did my
exploration paper on. The story problems with plurals
gave her trouble interpreting. She consistently was
making mistakes related to interpreting a plural
incorrectly.
Algebraic expressions that say the numbers and a
number are referring to an unknown. My student has a
hard time understanding this concept.

2/10/2016 Cultural differences When we shared out from our different cultures in class, I 1
wanted to focus on cultural differences this day
I really paid attention to body language. How are
students presenting their own body language. I noticed
some were acting very formal when I was talking to
them, and showing me a great deal of respect.
One of my students did not make eye contact when he
was talking to me, but did when talking to his peers.
One of my students showed up to class very tardy with
no materials. I then looked into the rest of their
attendance profile and noticed this was consistent for all
classes at all times of the day. I can connect this to
being part of their familys culture.

2/12/2016 How academics and At times the values of the school may differ from those 1
culture relate at home. Not only the individuals attitudes but also the
 familys values and attitudes toward schooling influence
a childs school success. (Diaz-Rico pg. 80)
The implementation of a rich and flexible cultural
repertoire can encourage students to draw on their
culture to promote achievement. (Diaz-Rico pg. 81)
The student I am observing is coming from a family that
highly values school and the power of education. This
student tries very hard in school, and parents have high
expectations.

2/15/2016 Collaboration Many teachers include opportunities for discussion 1

Opportunities about key concepts, ensuring that students have
numerous conversational partners and occasions to
interact with the content of lessons. (Diaz-Rico pg. 161)
Using cooperative learning, ELs have increased
opportunities to verify their comprehension by receiving
explanations from their peers and sharing knowledge.
(Diaz-Rico pg. 161)
Small group learning provides English learners with a
rich discourse environment and multiple opportunities
for face-to-face interaction. (Diaz-Rico pg. 161)

2/16/2016 Asking Questions Even after nominating a student to answer, wait time is 1
necessary to allow and English learner to compose and
deliver a response. He or she may know the answer, but
needs a little more processing time to say it in English.
(Diaz-Rico pg. 176)
I tried to focus on wait time when working with the
student I am focusing on. I did notice more success and
comfort with the material after waiting.
Students at advanced English levels are not the only
ones capable of inferential thinking. (Diaz-Rico pg. 176)
This is a great reminder!!!
 2/19/2016 Oracy Development The role of the teacher is to set up situations in which 1
students can develop their own purposes and goals for
listening, acquire the English that is most useful in their
daily lives, feel a sense of purpose, and engage in real
communication. (Diaz-Rico pg. 215)
I tried to work with my student about listening. We
worked on before, during, and after listening to a
problems. This helped him to organize his thoughts
about the problem, take notes, and review. (Diaz-Rico
pg. 219)
After speaking, students can Identify problem areas,
look up grammar and vocabulary that were
troublesome. (Diaz-Rico pg. 228)

2/22/2016 Literacy Development The prior knowledge most useful for reading is largely 1
word knowledge. This is the chief hurdle faced by
English learners because reading a word successful
depends on knowing the word in the first place.
(Diaz-Rico pg. 246)
A learners specific approach to decoding can be
analyzed by listening to him or her read aloud.
(Diaz-Rico pg. 249) I always have my student read the
story problem aloud to me to make sure he is reading
correctly.
Provide students with a wide variety of opportunities to
write and share their writing. (Diaz-Rico pg. 268) I have
tried to implement more writing into my math warm ups
and exit tickets.

2/24/2016 Peer Collaboration When students can interact, they have a deeper 1
understanding of the text. (SIOP pg. 145)
Interaction with others is an important component of
reading instruction that increases motivation and
comprehension. (SIOP pg. 145)
 A conversational approach is particularly well suited to
ELs who frequently find themselves significantly behind
their peers in most academic areas. (SIOP pg. 150)

2/26/2016 Speaking The more that students use language within the social 1
context of the classroom, the better they will learn how
to think. (Diaz-Rico, p.211)
Speaking and listening are ends in themselves and do
not always have to be linked to reading and writing. But
such links planned and unplanned, demonstrate that
language is a whole, and proficiency in one skill
mutually reinforces others. (Diaz Rico, page 233)
After speaking, many kinds of activities can follow up a
speaking task. As in the listening task, students can
write, discuss, read, draw, or act out their interpretation
of the content, attending to the linguistic or cultural
aspects of what they have heard. (Diaz-Rico, page
230)

3/1/2016 Peer Collaboration Face to face interactions is key to second language 1

acquisition. (Diaz-Rico, p.58)
Students need to be encouraged by teachers to engage
in active oral participation in class.
Language learners develop best when they have
opportunities to interact. (Diaz-Rico, p.220)