Students’ capacity to read
In the 3rd grade classroom of dual language, the students are aged between ten and eight years. The total number of students in this class are twenty-three. The primary topic that features in the arts of English language writing and reading. All the students are facilitated to read and learn in the Spanish language. Moreover, they are given up to 80% of the instructions, especially in the 2nd grade. When the students are in the 3rd grade, the students are issued with instructions in the order of 50% English and 50% Spanish, whereas the arts and social students are thought in both languages. Mathematics is issued in English, whereas Spanish is used for sciences. In class, students are normally broken and distributed into groups of 3, whereby they try and discuss amongst themselves. The teacher, while giving instructions and stories, has to shout out aloud. During teaching also there is the use of graphic organizers in changing characters. The students are actively involved in class work through such activities as group discussions, observing the available graphics, and taking notes. After extensive learning, the students are evaluated.
The students employed the use of graphic organizers to support teamwork is quite productive. This kind of tool and equipment aided the students to put more focus on the discussion and identify relevant examples. Moreover, teamwork was enhanced by making the students interact with the text by citing the exact evidence. Under most scenarios also, students were given the opportunity to write and share their writings. By so doing, teamwork was fostered since students organized their ideas and shared them. Students also help each other in writing in the form of text while in groups. The students are helping each other authentically to write by the use of the book.
All the contents presented in-class lessons are easily accessible to students, which enhances the students’ capacity to read. The strategy also encourages positive attitudes amongst the students. Under such conditions, children are motivated to be good readers in that there is a conducive environment. For instance, in the case of low-level readers, they are as well encouraged to be right in reading since they feel that nobody notices their mistakes. However, during the teaching process, prompting is necessary so as to ascertain whether the students are in agreement or not with the answers and explanations that have been provided.
It is also apparent that students are in a position to identify examples of figurative language, a conversation that is more vibrant, excellent negotiation skills, and well-organized thoughts and ideas. Additionally, student analytical skills are enhanced. There is an aspect of enhanced student interaction, which is collaborative. The use of the natural speaking process, reading, listening, and other methods aided the students in solving learning problems and in an informative manner. They, therefore, develop skills that are far much sophisticated that when the students are in isolation. The use of learning techniques, which is cooperative, much supports student interaction since the students are in a position to communicate and share meaning effectively. All the students are also in a place to actively participate irrespective of their comfort zones, and proficiency. Other essential mechanisms that featured and were effective in imparting knowledge, for instance, the use of a language that is integrated, use of peer helps the use of questioning of a high order, and the interactions which are face to face.