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Language observations are somewhat of a difficulty, even for our highly trained professionals. However, we do these observations to further our knowledge and to let our experiences show us how children learn every day. Children learn to speak as early as ten months old and their language grows from experiences in listening, speaking, reading, and writing. So, as future educators it is our responsibility to make sure our students are learning and performing correctly for each age or stage in their life. By observing our students we may learn new information about them and find out what level each of them is on. This is another strategy to assess them so we may find out if they need help in speaking, reading, or writing. We know from research that if a child has difficulty with speaking it can carry on into their reading, writing, and listening skills. So, I was encouraged to complete my own formal language observation.( I would leave this paragraph out, this does not fit the rubric)
The student I chose a student from Turner Woods Elementary school in Gray, GA, to complete my language observation. The student was is in the second grade and was allowed to be in a small group of four girls together, so they could are helping each other learn how to complete a weather map. They were allowed are permitted to talk, but only among with the students with in their group. There were are twenty student desks all scattered about around, so the groups can meet together where they want to. ; so as to fulfill the wishes of where each group wanted to sit in the classroom. The projector was on in front of the classroom, displaying a map that the groups were working on. The teacher modeled the first item on the map, so the students had a visual of what is expected of them. The teacher walked around to provide support for the class as I observed my student talking. The teacher helped the students with any questions they might have and also encouraged the students to help each other. The lights were all on in the room, I sat in the back and and I sat beside the girl I observed the student talking with her group. I listened to the student to try to capture every word the she spoke. I tried to first use a recorder in my initial language observation, but I found that the students wouldn't talk at all. Also, for some reason they thought the recorder was a cell phone. So I had to do the observation the hard way, which turned out to be a lot better. The student may not have talked as much as she would have; if I had not been around. Also, I tried to keep my attention on her so maybe I made her uncomfortable.( this information is not important to the paper or the observation and you do not want the teacher knowing everything) The students were able to get up and move around with their classmates. They were also able to go look at the map up on the projector screen. It was the end of the day when most students will be more talkative than any other time of the day. This helped my language observation, because they were able to talk more and the teacher wasn't was not scolding them for talking too much.
In my language observation I discovered one of brown's morphemes in the first line of the student's utterance, which was the word "it's" and is known as a copula contracted which the student used the correct way. the "s" possessive form of a word. There was also "s" plural forms of words, such as there's, papers, needs, lines, and thanks in lines 31, 22, 25, and 12. Also, the word and the morpheme were used in lines 2 and 38 (What word and morpheme did she state? You need to list the words). She used the articles a lot in her utterances, such as the words "a", "the", and "is"; in lines one, two, seven, and nine( use numbers or spell it out throughout the paper do not use both.) The student also spoke with auxiliary contracted words like: "they're" and "I'll", in lines six 6 and 37. I found the morpheme "-ing" in lines eight 8 and 15 for the words "coloring" and "looking". In her utterances she used the words a, in, it's, and is most of the time. The student spoke with correct grammar and had few errors in her speech. She used the regular past tense with "-ed" with the word "needed" in line 48.
While She spoke a lot and I wrote down over fifty utterances her MLU for morphemes was 3.78 and her MLU for words was only a 3.58 which puts her on a three or four year old speaking level according to Brown's Morphemes. This is a concern for me, I do not have the ability to say that this student needs a little help in speech, but I did share my findings with my cooperating teacher. However, I would not be the one to refer her to a speech pathologist. I am not too overly concerned, because knowing that I was in her group observing her, and this could have made her nervous enough to that could have made cause her to talk less. She did talk a lot, but her utterances were not as many as appropriate for her age and what one should be expected for an eight year old. She is border line on suggesting an intervention to take place. Intervention could be a benefit to this student Fortunately, if teachers make a decision and acting fast to this could be an issue may solve some problems solved before anything serious comes along to interfere with her education.