Deb_OB3-7/26/12

For my third observed class, I joined a level 4 speaking class taught by Ryan Fleming.  Mr. Fleming indicated that the class population was normally eight students, but today, there were only four students in attendance.  The proposed written syllabus for the day was reading & pronunciation; thought groups; and a conversation about art, in preparation for an on-campus field trip the next day.  One of the students presented a PowerPoint presentation called “Sleepyhead.”  He shared information on the relationship between good health and sleep.  At the end of his presentation, the student participated in a question and answer session with his fellow students.  After the presentation, the instructor continued with his syllabus with the thought groups.  He demonstrated on the board how the students could break or “chunk” a sentence into smaller groupings.  He explained that by “chunking” or breaking a sentence into word groups of about three words, their oral reading would become smoother.  The students were presented with two written readings to practice the chunking technique. I observed that the students seemed to work best while speaking out loud to themselves.  When they had completed the exercise, the instructor had the students take turns reading how they grouped the words within the readings.  I observed that this technique seems to help the students find a rhythm to English, perhaps mimicking the rhythms of their own language.  I asked the instructor how chunking follows punctuation.  He said that the technique would follow punctuation and dashes, with the dashes providing a longer pause.  Class time ended without the art conversation.