EDU 713: Language Acquisition and Cognitive Development

Instructor: Dr. Maribel Grate

Name: Laura Teague Albenesius

Semester: Spring 2017

Language and Communication Exemplar

Submitted in fulfillment of
Department of Education Performance Assessment
Introduction
Ferdinand* is a Hispanic male student in first grade who attends a mainstream

program at an elementary school in Fairfax, Virginia. He is 6 years old and has attended

the school since September 2015. Before attending this school, the student attended

different school where the student received no services for hearing loss. Ferdinand

became eligible for special services at his previous school in March 2015. No one at the

school could provide more information about his previous placement. Ferdinand has

sensorineural hearing loss in each ear, with a mild to moderate hearing loss in the right

ear and a moderate to moderately severe hearing loss in the left ear. The student has

behind the ear hearing aids in each year, though the right hearing aid was observed to be

not used in his ear during most visits and the left hearing aid did not work the last week

of observation. The student began learning American Sign Language in September 2015

and since uses this language as his primary form of communication. Prior to September,

Ferdinand was only exposed to Spanish and English, though his proficiency in each has

been identified as low by the school. The previous school identified the student as

needing services for his hearing loss and a developmental delay according to his IEP, but

the IEP was lacking much information when it was transferred to this new school.

The home language of the student is Spanish and the parents do not sign at all at

home. The students parents are hearing and both live in the same household. Each parent

is employed and the student qualifies for free or reduced lunch. The mother tries to be

involved in Ferdinands education, but her job prevents her from being involved more

according to the Teacher for the Deaf. The student has one other younger hearing sibling

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who is five years old, but she also does not sign. To communicate with Ferdinand, the

family uses only Spanish and gestures. The parents want Ferdinand to continue with

speech services as school so that he can improve his speech to be able to participate in

conversations at home.

Ferdinand receives several different services since attending this school last

September. For accommodations, he has extended time, frequent breaks, and the option to

test and do assignments like worksheets over several days for his hearing loss and needs

related to Self-regulation of Attention. According to his IEP, assignments in every

subject are made to have plain English due to his low reading level at Developmental

Reading Assessment score (DRA) level 4; A DRA level 4 is the approximate level of

where general education students are able to read during the 3rd quarter of kindergarten.

His delay in language and reading ability is the reasoning the IEP has stated that the

students is not on-grade level for all of his subjects, even though no other documentation

is provided. He also supposedly receives specific verbal prompts for his attention need.

The student receives occupational therapy two hours a month for basic life skills that

seems to be challenging for him at this point such as effectively using an eraser to remove

information when writing or drawing according to the teachers aide that follows him

throughout the day. Ferdinand also sees a speech language pathologist for three hours a

month to develop his speech and receives services from the audiologist approximately an

hour a month as well. For his hearing impairment, Ferdinand receives 10 hours of

instruction in the self-contained classroom weekly, typically for language arts instruction,

where he receives direct instruction from a Teacher for the Deaf in American Sign

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Language. When he is not in the self-contained classroom, he is in mainstream classes

with other first grade peers accompanied by an educational interpreter.

Despite all of these listed accommodations, I only saw several of these

accommodations actually carried out. Throughout the observations, I never noticed

assignments that differed from other students to have simpler English or more explicit

instructions.

According to his IEP, Ferdinands primary form of communication is American

Sign Language. To communicate with hearing peers, Ferdinand will use spoken English

and not utilize the interpreter for communication; However, his English Language

Proficiency level is a level one according to his IEP, meaning that all of his English

abilities are very basic. The students proficiency in Spanish was not documented on the

IEP, but that proficiency is also low according to both the Teacher for the Deaf and the

teachers aide in the classroom No assessments or scores other than those named above

were mentioned on the IEP meaning that there is no more data on his ability in ASL or

other modes of communication, academic nor social.

*Pseudonym has been used to maintain confidentiality.

Observation Information

Ferdinand was observed five times over four weeks in several different situations.

The first observation took place in the art classroom over an hour time span as the first

class of the day (April 6, 2017, 9:00). This classroom contained 28 students grouped at

five different tables with the art teacher, the educational interpreter, and the teachers aide

in the same classroom. The activity for the day involved the students painting water

colors on outlines that they had drawn on a previous day. The second observation took

place during the 25 minutes immediately after the first observation in art class (April 6th,

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2017, 10:00). This observation was during Ferdinands speech therapy time and the

speech classroom only contained the Speech Language Pathologist, Ferdinand, and his

educational interpreter. The third observation took place in music class at 9 am on

Tuesday April 18th for 30 minutes (April 18th, 2017, 9:00). The classroom contained 28

students sitting on the ground or standing in a U-shape. The only adults were the

educational interpreter and the music teacher. The fourth observation happened at 9:30

am on that same Tuesday mainly in the gym for Physical Education (April 18th, 2017,

9:30). The gym contained about 50 students, two gym teachers, Ferdinands educational

interpreter, another students cued speech transliterator, and several aides for support.

This gym time combines Ferdinands class with another 1st grade class and is the only

mainstream classroom of the day where the student is in another class with a student with

hearing loss. The final language observation occurred in the self-contained classroom on

Thursday April 27th (April 27th, 2017, 12:00). There were three kindergarten students who

were deaf sitting on the carpet with Ferdinand while the teachers aide signed Jack and

the Beanstalk to the students.

Receptive sign skills

Ferdinands IEP states that he struggles with processing signed and spoken

information; one of his IEP goals is to answer Wh-questions in short stories with 80%

accuracy in 4 out of 5 opportunities in any given language. Ferdinand has shown growth

in this area according to the teachers aide, but he has still not met this goal. For example,

during the rendition of Jack and the Beanstalk, Ferdinand was able to answer what part of

the book he liked, but he struggled several times with answering questions about

characters, responding that a character was magic and responding to the question What

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did Jack do? with The giant fell in American Sign Language (instructional activity,

April 27th, 2017, 12:00). For this particular lesson, Ferdinand was integrated with the

kindergarteners for this self-contained lesson and was not able to keep up with his fellow

deaf peers, even though the content should be material mastered from the previous year.

Another example of his inability to comprehend full statements consistently was

in his music class. (April 18th, 2017, 9:00). For example, the class played a game where

the students put their thumbs on different objects depending on what the teacher said. The

teacher told the students to put their thumbs on their own head, on something low, and

then on someones back and despite the student watching the interpreter, the student

misunderstood several times by putting the thumb on another students head, the thumb

on the drum (which was not low to the ground), and the thumb on another students chest

respectively (April 18th, 2017, 9:00).

Expressive sign skills

Ferdinand is still developing his expressive signing skill. Ferdinand has only been

exposed for American Sign Language for less than two years, so he is still developing this

language. When he expresses himself, he typically only uses one or two signs at a time or

very simple sentences. This is shown during his communication in music class when he

signed that he went to IHOP and then used a separate simple sentence to say that he had

pancakes (April 18th, 2017, 9:00). In art class, he also only expressed one or two-sign

phrases, with the most complex sentence containing only 3 signs (April 6th, 2017, 9:00).

English (reading and writing)

Ferdinand has an English Language Proficiency level 1 and a DRA level 4; this

shows that his skills are behind in comparison to his hearing peers, but he is doing

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spectacularly for a student who has less than two years of language and is being

compared to a standard that is meant for students who have five years of an accessible

language. Though I could not do a language observation on his specific reading and

writing abilities, I know that he is working on pre-primary sight words in his language

arts class. His IEP notes that his language delay impacts his ability to write grade level

material and that he can read simple texts independently. The IEP notes that his current

delay in reading ability is due to a lack of vocabulary.

Spoken English abilities

Ferdinands spoken English abilities are limited, with his expressive skills being

only slightly better than his receptive skills. Most of his speech only consists of simple

sentences, often only a noun and verb, but there are often phonemic errors within. For

example, in music class, he missed several phonemes when repeating the song back to the

teacher (April 18th, 2017, 9:00). Similarly, in speech class he incorrectly said the word

sandwich, though he was able to self-correct after the speech language pathologist

modeled the correct pronunciation (April 6th, 2017, 10:00). Ferdinand initiated

conversations with other students, but never responded directly to conversations

happening around him or any comments made directly to him. Even when teachers or the

educational interpreter said his name, he often was unaware that his name was being

called. An example of this happened in Art class when the interpreter spoke the students

name four times, but he did not respond or even turn his head (April 6th, 2017, 9:00).

Student Profile

Ferdinand is an incredibly curious and caring child based on my observation of

him. He seems to be curious and enjoys learning new things from visual stimulus. When

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reading books or entering new surroundings, he is always looking at the pictures or

looking all around the room to get new information. Because his receptive skills are not

strong in any language, he seeks visual stimuli from wherever it is available to stimulate

him cognitively. According to his IEP, he is also incredibly eager and excited to

participate in all speech and language activities, meaning that he has not become

frustrated with the language barriers that have been impeding his education.

Given his circumstances, Ferdinands language is on-track considering his history

of language exposure. Children who receive early exposure to any accessible language

begin making two-word or two-sign sentences around the age of 18-months to 2 years.

Based on his limited ability with spoken English and Spanish, Ferdinand likely did not

receive accessible exposure to a language until September of 2015, meaning that he has

only had language access for 19 months. That being said, his language level is drastically

behind where his language skills could be if he had been exposed to an accessible

language sooner. Given that general education classrooms are catered toward students

who have had English language exposure for their entire lives, Ferdinand cannot be

expected to keep up in this kind of environment, even with an educational interpreter.

Ferdinands reading and writing ability is also affected by this language delay.

Without a foundation in a first language, a student cannot learn the skill of reading and

writing, especially not in his second language. In addition to that, without a firm

foundation in a language, Ferdinand will reach a cognitive ceiling, preventing him from

ever being able to gain the language skill of reading comprehension.

Ferdinands current language ability does not allow for him to us his language as a

tool to learn other information. Until he becomes proficient enough in American Sign

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Language, the most accessible language that he has, the school should focus on

developing Ferdinands language use rather than his academics.

Recommendations

Opportunities for language building activities in ASL

o Book-sharing with an adult could scaffold his language, especially if using

non-immediate talk

o More visual information; needs vocabulary development; More activities

that link language to meaning; make the language use visually evident and

salient

Move him to a school for the deaf

o Could receive a bilingual-bicultural education that is more likely to use a

whole language approach or language experience approach

o Can receive constant and direct language exposure (not through an

interpreter) during the school day as well as in the dorms.

o He could also receive more native language models, rather than the single

one that he has currently. Receiving guidance within the Zone of Proximal

Development could help to develop his language more than his current

language models.

If remaining at this school, he should be held back and remain in first grade

o Two students in Kindergarten have greater skills in ASL than Ferdinand

which the student could benefit from socially and they could be more

knowledgeable peers and pull his language up (ZPD)

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 o The other student in Kindergarten started learning ASL 4 months ago,

meaning that Ferdinand could benefit from the intensive language

exposure activities (like meal-time narrative exposure in the morning) that

this student has been undergoing and still will be in 1st grade.

o Ferdinand is academically behind in every subject in 1st grade and could

benefit from another year of ASL development. Cognitively he is not

prepared for 2nd grade due to his delayed language exposure and thus

delayed cognitive development.

The school should focus on developing ASL more than developing other skills

(speech, higher-level math, etc.) because he cannot achieve these other skills

without a strong foundation in one accessible language.

o Language cannot just be acquired in one year and then the child is

expected to understand the language. The student is still in the language-

learning stage, meaning that the interpreters role needs to change to being

more comprehensible and a language-building language model in general

education classes rather than just an interpreter

o This can be encouraging home-language by encouraging the parents to

learn and use ASL at home or providing an ASL class for developing

Ferdinands American Sign Language skills.

o While still exposed to general education content, the material should be

represented visually and with manipulatives to overcome the language

barrier; the content should reflect authentic contexts and vocabulary

should be indexed and scaffolded so that the student learns to vocabulary

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o Vocabulary and reading instruction should focus on multiple meanings and

focus on his needs; his vocabulary words should not match the general

education class

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Language Observation
Thursday April 6th 9:00 am
1 hour
Art Class
In this observation, note that signed phrases by the student will noted in all caps and
quotes denote spoken comments.

T = Teacher S = Student I = Interpreter

T: Teacher is calling attendance. Says students name.

S: HERE
S: Watching interpreter. Looks away. Looks back.
T: If you are excited for using watercolors, do a silent applause!
S: APPLAUSE
T: Raise a hand to show me you are ready!
S: Did not raise hand. Looked away from interpreter.
Looks back and forth between painting and interpreter.
T: Who has a question?
S: Watches interpreter
T Who is excited for spring break?
S: puts head on desk
S: Looks out the window. Looks at interpreter. Looks at the teacher.
S: Raises hand after teacher asks who can carry water buckets.
S: Stared at me.
S: Looked back at interpreter.
Interpreter told him to move because he was in another students seat.
S: moved to the next seat.
S: smiled at his painting. He looked at me, smiled, put his head on the desk.
Teacher: What are you looking for?
S: PAPER
Teacher said something to student.
S: Why?
Student: gets up. Walks toward pencil sharpener. Starts to put the pencil in the pencil
sharpener.
Andrew: No (Students name) (Said louder than speaking voice).
Student: Walks back to seat. Student colors for several minutes.
I: do you need green.
S: puts head on desk. Crying.
Teachers aide: WRONG?
S: ANDREW. looks away.
I: The pencils can easily break. (signed)
T: Whats wrong? (sim com)
S: ANDREW MAD. looks at Andrew
Teachers aide: WANT ME GO?
S: nods head

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S: colors with head on desk. Looks at interpreter while she signs the students
conversations.
S: walks toward pencil sharpener. Looks at Andrew. Teacher takes pencil to sharpener,
gives it back. Walks back to desk and colors.
S: gets up to sharpen pencil. Looks at Andrew. Sharpens pencil.
Andrew: Stop! (yelled)
S: Back to seat. Signs I need to sharpen it
Gets up to sharpen pencil. Goes back to seat. Continues to color. Moves on to water
color paint.
Students start counting off. Interpreter signs (21, 22, 23)
S: watches and smiles. Looks back down.
S: Picks up paper.
S: FINISHED.
Teacher: LEAVE ON DESK. THEN CAN DESIGN OR READ.
Student: READ
S: puts down paper and grabs a book. Starts to look at the book. Looks at book ten
minutes.
Light on and off
Teacher/interpreter: 3 minutes left.
Student looks down before sentence finished.
Lights on and off.
Teacher: if you want to share your painting, raise your hand.
Teacher: Students name, watch the interpreter. You have 20 seconds. 20. 19.
Student continues look at the book. Aide grabs the book.
Aide: CLEAN TABLES.
Student: gets up, walks around table.
Teachers aide: Signs Your table is clean now so you can go and sit.
Student: stands next to chair at wrong table. Starts to bend the chair.
Teachers aid: DONT BREAK CHAIR.
Student continues to walk around.
Teacher: 1
Interpreter: Students name (4 times.) ONE! SIT.
Teacher: Lets see you followed directions! She begins to walk around. Says Wow! It
was a mess but it looks good now! If you want to show your painting, raise your hand.
Student: Raises hand. Keeps raising through process
Teacher: names students,
Students: Silent applause. Student does not.
Student looks away. Looks at teacher. Puts hand down.
Teacher: says Students name
Student: shows picture. Smiles.
Student: Starts applauding each student after.
Teacher: Andrew.
Student applauses really low. Starts to look around the room.
Teacher: Continues saying Students names.
S: applauds for one student but not others.
Teacher: Now Im looking for quiet students.

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Student: Looks at students lining up and then the interpreter, then at the line of students.
Teacher: Called Iriss table. Only Iris gets up.
Teacher: I called the whole table!
Students at that table get up.
Student: gets up and lines up. Stares at students who are playing with their paintings.
Lights off and on.
Teacher: Were leaving now!

30 Minutes in Speech, Thursday April 6th, 10:00 am

Below, I could only record dialogue. Assume all is spoken dialogue unless notified in
parenthesis. All of the teachers words are also interpreted by an interpreter.

Teacher: How are you

Teacher: Whats wrong?
Student: NOTHING (signed)
Teacher: Can you use your voice? Its speech.
Student: NO (signed)
Teacher: Did a boy or girl hurt your feelings?
Student: NO (signed)
Teacher: Can you use your voice?
Student: ok
Teacher: What letter do you see?
Student: P pah pah pah
Teacher: What do you see? M mmmmm
(Same for T and S (signs and speaks))
Teacher: Nice job! You remembered all the letters, names, and sounds! Thats awesome!
What is this?
Student: Mouse
Teacher: What does it start with?
Student: M
Teacher: What is that?
Student: Table
T: What does it start with?
S: T
T: What is that?
S: Ap-lee
T: Pear
S: Pear.
T: What sound does it start with?
S: P
T: Yeah! What is that?
S: Ch Ch Ch (shows sawing motion)
T: Its used for that! What is it called?
S: (Signs Saw)
T: Saw

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Teacher: What is that?
S: Money!
T: What does it start with.
S: MMM
T: Good job!
T: What is it? Its a seal!
S: Seal. S!
T: Good job!
T: Who is that?
S: Teacher!
T: Yeah! Teacher! What does it start with! Teacher.
S: Teacher. S!
T: Try again! Tah Tah Tah. Which one?
S: (Moves board piece for teacher to T-category.)
T: Yeah! It starts with a T!
S: Pandwhich.
T: Sandwhich!
S: (Moves it to S category.)
T: WOO HOO!
Student: (lowers eyebrows.)
T: Teeth. What is that?
S: Teeth. T.
T: YAY! WHOOO!
S: (Covers face with hands.)
S: 2 more.
T: You are right. What is this?
S: Signed: Elephants eat it.
T: Peanut. Yes! Woo hoo (says Students name).
S: Why my name?
T I like to say it. (Says Students name , students name)
S: Whats that?
T: Puzzle. You put pieces together.
S: Puzzle. P
T: We have one more game.
S: I want to do Pizza.
Teacher: (pulls out a game.)
Student: Yay!!! (Signs Do you want to play?)
Teacher: Yes! Can you teach me how to play?
Student: (Pushes down the bunny toy on the table).
Teacher: Do I need to push the bunny down? Am I doing it right? (bunny is upside down)
Student: No. (continues playing) like this. I won. Pop.
Teacher: How long? Is it Immediate or I have to wait? Do you think I can catch it?
(doesnt catch it in the basket)
Student: No. Watch.
Teacher: Can you please clean up? Clean up!
Student: (Puts stuff away.)

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Teacher: We still have some work. Sit down. Move you chair up please.
Student: Awww
Teacher: Whats your name?
Student. (says name)
T: How old are you?
S: 7.
T: Whats the name of the dog?
S: Andrew.
T: No, Lulu. Is Lulu a puppy?
S: No. Theyre both dogs.
T: I have learned the other is Spikey. Tell me about Lulu.
S: Lulu is small.. no big.
T: Is she that small?
S: (Signs Baby)
T: Ohhh a baby. What color?
S: We have brown fur.
T: Is it long hair?
S: Long (signs FUR)
T: Ready? We are going to work on our F-sounds.
T: Fee Fo Foo (Student copies all) What does the cat have?
S: Fur yes.(Teacher starts to show pictures of objects) Coffee. Muffin. Lunch, no.
T: Breakfast.
S: Brekfas.
T: What is that?
S: Loaf Bread.
T: Loaf of Bread.
S: Loaf Bread.
T: What is that?
S: Father.
T: Feather.
S: Father.
S: Fish!
T: Where do they live?
S: Water.
T: What is that?
S: Wolf (signed and spoken) or maybe a dog.
T: I liked that you did both at the same time. What is that?
S: (Signs COOL)
T: It helps with that.
S: Signs FAN
T: Fan.
S: Fan. Elephant! Feet! Giraffe!
T: Nice job!
S: Look!
T: You found a match!

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S: Woo hoo! (Moves fists in a circular counter-clockwise circle. Some people call this the
woo hoo dance) Woo hoo! (finds another match) Woo hoo!
T: What animal is that?
S: Wolf! Woo hoo!
T: Sofa
S: Sofa. Like Sofia!
T: Yes! But without the I, its sofa.
S: Goldfish! Woo hoo!
T: I dont think there was a match.
S: Baseball (signs football)
T: Football
S: Ohh I have that one! Fan. (signs fan) woo hoo!
T: I think this is the hardest you have worked all year. I am so proud of you! What do you
think about rolling the dice 2 times.
S: (watching interpreter.) Yes!
T: I am so excited! 4. Put it right there. Now roll it again! It says. Go all the way back to
go and get a prize!
S: Woo!!!
T: You want the ball?
S: Yeah.
S: Pocket (signs, can put in pocket)
T: In your pocket. Nice job! Im so proud of you. Can you pick up the dice?
S: (picks up the dice.)

Language Observation Music

April 18th 9:00 am
30 minutes
Assume all language from the teacher and student is spoken and interpreted by the
interpreter.
T = Teacher S = Ferdinand RS: Some other student

T: Ready? Breathe in 1-9 and hold and out

S: (Breathes in and out
T Ready? Breathe in 1-9 and hold and out
S (Breathes out over 8 beats)
T who is the mayor? Our mayor is Riley. Well, which Riley.
S: (Looks away.)
T: You two can go to the bathroom. (Teacher walks away.)
S: (Looks at the ground. Looks at interpreter.)
T: (comes back.) Can someone share something about break?
S: (watches interpreter)
T: give her a chance to talk.
RS: I went to the beach and then back.
T: two more chances.
RS: I went to California

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T: you want to share?
S: (signed) I went to the beach. I went to I.
RS: IHOP
S: (signed) I went to IHOP. Yes. I had pancakes.
S (tries to whisper to student next to him)
Teacher: No (student name) this is the other students time to talk.
T: Now its time for signing. Riding on the coaster with Mary Jane (class sings together)
S: (signed) CAR.
Teacher stands up. Class stands up.
Student stands up. Copies teachers movement but does not sing.
Teacher: what do you want to do?
RS: a horse
Teacher: Riding on a horse with Mary Jane (whole class sings) Student?
S: (signed) BUS
Teacher: Riding on a bus with Mary Jane (whole class sings)
S: (spoken) I went to IHOP (to kid next to him).
S: (Starts miming playing guitar.)
Teacher: (sings if youre happy and you know it)
Student: (copying the movements, not with the music throughout the song. Not in time)
Teacher: We can do 1 round of bingo. What do I need to hear? Singing. Im not here to
entertain you.
(B-I-N-G-O Song sung as a group)
(Student mimes guitar. Starts to sing with movement. Claps throughout BINGO name.
Not during claps. Fades off with singing. Claps throughout the entire song.
Clapping not with the rhythm at all )
S: (Raised hand)
T: You can go to the bathroom.
S:( Leaves room to go to the bathroom. )
Student (comes back)
Teacher: (plays drum).
S: (walks around).
Teacher: take your thumb, put it on your head.
S: (Puts thumb on someones head).
T: Something low.
S: (puts thumb on the drum)
T: on someones back.
S: (Puts thumb on someones chest)
S: (Dancing)
T: On something blue
S: AHA! (puts thumb on shirt)
S: (Observes students talking to one another. mimes drumming on the drum)
T: Put it on something orange
S: AH (puts thumb on his shirt again. Shows his shirt to another student. )
T: Back to your spots.
S: (Walks back to seat.)
S: Im going to IHOP to another student.

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T: Okay. quiet now. Alphabet Aerobics.
S: Stand up to another student.
T: A-B-C-D (there is movement with this alphabet song that requires squatting and
reaching for each letter. This song is being sung throughout the next bit until noted
otherwise)
(Student tries to copy students. No student is keeping up with the teacher with the
movements. )
S: (Walks off of spot, stands behind students)
T: Ready?
S: (Moves to middle of circle.)
T: (pauses alphabet song) Uh oh. Im waiting.
S: (Moves behind circle.)
T: Ready? (resumes song)
(No one is keeping up. The student is only mouthing the letters. He stopped the
movement.)
T: Whats the matter?
(Other student whispered something to the teacher)
S: Signs: Im getting water (gets water from the back)
S: (Taps another student and signs WATER to another student. Gets water a second time.
Sits back down on his spot)
S: Hello. Hello. Hello.
(A student next to him puts finger over lips. Student copies movement.)
(Student stares at door.)
T: what is this?
Students: wonder woman.
T: If I toss it to you I hear other people talking over me. So this is Wonderwoman.
When I sing something, if I toss it to you, you will sing it back.
S: (Looks at the ground. Then looks at interpreter.)
T: Whats your favorite story?
(Students yell out stories.)
T: You raised your hand. Do you have an idea?
(Student stares at ground.)
Other student: Diary of a Wimpy kid.
Other student: Harry Potter
T: If thats so, I have to use another female role model. Who is this? Yes, princess leia.
Listen carefully. (begins singing) Harry Potter.
RS: (Copies her singing)
T: was a wizard
RS: (copies)
T: he was scared of
RS: (copies)
T: Voldemort
RS: (copies)
T: Woah, nice pitch!
T: Had a friend.
S: ha a fren (copies pitch well)

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T: name was Ron.
RS: (copies)
T: and another Hermione.
RS: (copies)
T: There was a giant.
RS: (copies)
T: Name was Hagrid.
RS: (copies)
S: (points to person next to him and says his name)
T: and another named Dobby.
RS: (copies)
T: What was the owls name? He had an owl.
RS: (copies)
T: Name was Hedwig.
RS: (copies)
S: How about me? (looks at ground. Raises hand, other students are not raising hands)
T: Name was Malfoy
S: (Tries to take toy from student who caught it. Still raising hand to catch it.)
T: and that is the end. Now music class is over (still singing, sings song related to music
class finishing, other students join in).
S: (Did not sing along)
T: If you are wearing green you can get in line. If you are wearing white, you can get in
line).
S: (Looks at ground. Got up 6 seconds after white is called)
T: (turns lights off) I asked for a quiet line. Uh oh.
S: (at the back of the line.)
T: Why are you at the back of the line?
I: Where are you supposed to be?
S: (signed) I dont know.
S: (spoke) bye bye bye.

PE
April 18th 9:30 am
30 Minutes
Assume all language from the teacher and student is spoken and interpreted by the
interpreter.
T = Teacher S = Ferdinand RS: Some other student

T: Everyone run a lap.

(Girl trips at the end, The student puts arm around girls waist and her arm around his
shoulder. Helps her from outside into the gym to the teacher)
T: Are you hurt? Whats wrong? Thank you for helping her.
T: Okay. Im going to count from 1 to 3. By then we better be quiet.
S: (watching the girl get her knee bandaged.)

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T: What was your heart doing when you ran? It was beating right.
S: (Still watching child get doctored.)
T: We have games to play about energy and food and heart beating.
S: (looks back at interpreter)
T: What are games you do at home that you need energy for?
RS: Board games!
T: No Soccer yes. Biking. Basketball. You know, no one else is going to shout. In a
second Im going to play the music. If you play basketball and you dribble, what would
that look like?
(Music starts to play. Students run around. Student continues to run. Music stops. )
T: And freeze.
S: (looks at other frozen students. Stops moving.)
T: What is a game that needs a lot of energy.
(Student walks around.)
T: If you are quiet while I am talking, you can play for a minute.
S (watches cueing interpreter. Watches his interpreter.)
T: If you get tagged, 3 jumping jacks.
S: (Runs a bit. Starts doing jumping jacks without being tagged. Begins running and
jumping. Tagging other students.)
T: (bell chime) and freeze 1-2-3
Interpreter: (raised hand)
S: (Stopped moving)
T: Move to your circle spot.
S: (Smiles at other student. Moves to spot.)
S: (Sits on the ground. Lays on the ground.)
T: We talked about activities that may make your heart beat fast. Those things require
what? Right. Energy. You need to be in your PE Spot.
S: (watches interpreter during this)
A: (making a siren-like sound.)
RS: Andrew stop.
S: (looks at ground. Looks at another student and crosses arms. looks at interpreter)
T: When your heart beats faster, that helps you have energy.
S: (watches other teacher as she puts on a hoodie and walks toward the door. Looks at
me. Looks at the interpreter)
T: You see how they are sitting in a line? It doesn't matter who is in front. It matters who
is listening to me.
(Teacher started to put students in lines.)
(PE teacher pointed him and called him wrong name. Student did not get up. Teacher
corrected herself. Student walked to line.)
(Bell chime)
T: Ready? Alright so, Im here in the center with beanbags. These represent food. When
you are not talking, I will tell you the activity.
(Student is watching throughout this.)
T: Thank you yellow team for being good models. The first students will skip to get one
and back she goes. She will drop by the cone.
S: (watches the student move to the center, grab a beanbag and a cone.)

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T: When they get back, they all must do a jumping jack. Then the next person goes
S: (watches as the student gets a beanbag and then do jumping jacks.)
T: So for each bean bag, you will do one more jumping jack. Everyone stand up. Now go.
Remember. Skipping!
(First person in line runs and returns with a bean bag.)
S: Yay! (he does 2 jumping jacks. He skips over. Grabs one and comes back and does
Jumping jacks)
S: GO GO! Go GO!
(Students continue to take turns. Ferdinands turn happens again. He runs to the center.
grabs another, Slides in and drops it. He smiles and does jumping jacks. He taps other
student. The student he taps runs. He high fives another student in the group)
(The students continue to take turns and Ferdinands turn happens again. He skips to grab
another. He returns to the group and high fives both team mates. He jumps up and down
with them. He does a punch to the air.)
S: 8!
T: (bell chime) Stop!
( The students start touching bean bags.)
T: Leave the bean bags alone!
(Student lets go of bean bags.)
S: (Signs TIRED to his team mate. Touches the other students shoe. The other student
signs NO. Student signs NO back. Watches interpreter)
T: Our next activity shows what happens if you have bean bags that represent energy but
don't use them. Please return them to the center.
S: (Returns them to center. Comes back and high fives other student.)
S: yeah!.
T: This time, every line will get a plastic bag. People in the back hold the bag.
S: (holds the bag. starts babbling. Watches as another student gets punished.)
T: This game we have to do quickly. People in the back are holding the bag. Quickly grab
one. Put it in the bag. Next person. We do that until we are all done. Stand up.
S: (Stands up and holds the bag. alternates with other student.)
S: Hold this (The student screams, thrusts fist into the air, and runs to the center. He
returns and throws the bean bag into the bag. Holds the bag)
S: We have one!!!
(The student stares as next kid gets one.)
S: (Laughs)
(All students in the group leave the bag to grab bean bags. Runs back. The group takes
another bag from another group. The student gets very close into another kids face.)
T: Stop. Notice that the bag is heavy right. You know what? Lets sit down in the center
of the gym.
(Students move to the center of the gym and sit down.)
T: (raises hand)
T: Look at me. I see no ones hand up. Put your hand in your lap. Move away from each
other, put your hand down and in your lap. Did you notice that every time you didnt run,
it got heavier? Your body stores energy like that. You want the energy you use up to equal
that. Its going to be time to line up. This group, line up. This group, line up on the line.
(Student stays sitting. He looks at other students getting up. He gets up and gets in line)

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S: (simcoms) Bye!

April 27th
Teacher for the Deaf classroom 12:00 pm
30 minutes
Teacher is a teachers aide who is deaf and is fluent in ASL. Assume everything by the
teacher and students is signed unless otherwise noted. (Jack, Beanstalk, and ogre are
fingerspelled throughout the story).
T = Teacher S = Ferdinand OS: Some other student

Teacher: You need to be sure to watch because of sticker. The topic of the book? Jack, a
little boy named jack. J-A-C-K. Beanstalk. It looks like this. The authors name is Steven
Kellog. He wrote the story. (Teacher is indexing words on the cover as she reviews
words)
Student: (looks at other students. Looks at first page.)
S: Oh I see. (Nods head.)
Teacher: Mom and Jack lived far away in a house. They were poor.
Other Student: Cow
T: They would milk the cow every day, sell the milk, but one day the milk ran out. If they
ran out of milk, that means they have no food and no money. So one day Jack went to sell
the cow for food because the mom asked him to.
Student (eyes have remained on the teacher throughout this exchange).
Teacher: That (points at picture) is the boy walking. He gets closer to this man and asks
the man if he wants the cow. How much for the cow? Hmm, 2 coins? The man looks over
the cow and says he has 3 golden beans. Jack says fine.
(Student smiles.)
Teacher: Jack ran home. (shows the pictures). He didnt walk. He was so excited. He
asked the mom, how much did you think I made? Mom: Thats not enough! 3 golden
beans! What will we do? The mom fussed at him and Jack became sad.
Student: (Raises eyebrows during upset mother part.)
T: Mother threw the seeds out of the window. Overnight, what did they do? Jack was
sleeping and they grew whats that word that it grew into?
OT: Plant?
T: B-E-A-N-S-T-A-L-K. (shows picture) Jack yawned and looked outside. He was
shocked. The beans were magic. So jack was curious about the bean stalk. Look at how
brilliant the sun is. What is that?
S: Tower
T: Jack looked up and decided to climb it. All the way down there was his really small
house. He continued to climb and saw it was even smaller. Finally he makes it up to the
top and cant even see his house. So he walks around and gets hungry. He sees an old
woman who is huge. He tells her he is hungry. She says he cant come in because of an
O-G-R-E. The Ogre doesnt like little boys. Jack says he will be quiet and the old woman
says okay and hell let him in if he hurries. See this? This is the old woman.
S: Oh I see.
T: Where is Jack?

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OS: There
T: Right. Jack took some bread and cheese and then heard the ogre come stomping in.
The old woman hid him in the oven. The ogre asked if a boy had come. The woman said
no. The ogre said he smelled something that smelled like a boy.
S: (Smiles)
T: (moved box in front of her to show table) Im hungry now! The Ogre bangs on table.
(The teacher physically bangs on the box in front of her). Jack is frightened.
S: (Laughs)
T: The ogre is at the table. The old woman takes Jack out after he has left. Jack starts to
look around and sees bags of gold. The Ogre comes back in and falls asleep on the table.
Jack takes some of the bags and runs to the beanstalk and hurries down the beanstalk. The
ogre has no idea. He breathes heavily. The mom asks whats wrong. He shows her the
gold. The two of them buy a ton of food but eventually the money runs out.
S: SEE! SEE!
T: Jack saw the beanstalk again and began thinking that he would do it again. He
climbed all the way up and saw the house. The old woman saw him again. He told her he
was hungry. The Ogre is still angry and Jack begged. I will leave as soon as I can. Woman
says okay but fast. He goes into the house and someone comes stomping in. Who comes
in?
OS: OGRE!
S: (Laughs)
T: He comes stomping in. I smell him here. He begins to look for him. Still havent found
him. Okay. He sits at the table. (moves box again, shows picture).
S: (Moves to look at picture)
T: (Shows other picture) The Ogre bangs on the table. I am hungry. The woman gathers
food for him to eat. He bangs on the table and asks for the hen. Jack peaks through the
crack in the oven. He sees that the hen has laid a golden egg. He is determined to bring
the hen home. The ogre galls asleep again and Jack gets out of the stove and sees the
sleeping ogre. Jack climbs on the table and grabs the hen. The hen starts squawking and
Jack starts to sprint away. (shows picture)
S: (Looks at picture)
OS: Hes running!
S: Youre right! Running running running!
T: He climbed down the bean stalk and brought the hen to his mom so that she can sell
the eggs. Theyre golden eggs. But the golden eggs became white eggs. No Good. So
Jack decides to go back (shows picture).
S: See see see.
T: He climbed all the way up. He gets to the top and breathes so hard. He knew the
woman would say no so he climbed up the back stairs into the house anyways. (Shows
picture)
T: He snuck in and saw the big giant ogre. Jack looked around and hid himself in the
bread holder. Old woman, I think the boy is here. The ogre starts to look. Jack is terrified.
He looks around and starts to search through things. Shows picture.
T: The ogre is determined to get him. The man sits and the table and what does he do?
S: bangs on table
T: and what does jack do?

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S: Scared!
T: He begins to eat. He finishes his food and thinks that he still smells the boy here. But
then he starts to nod off. What does he do?
S: He slumps onto the table asleep.
T: So Jack escapes and sees a beautiful golden harp. The woman was playing it and he
decides to run out of the bread holder and head to the harp. Jack grasps it and starts to
run. The ogre wakes up and starts to chase after him. The ogre is shaking the ground as
he runs. Finally jack gets to the beanstalk and slides own. He wants to chop it down
before the ogre climbs down. He gets to the house and starts to chop down the beanstalk.
The ogre falls to the ground and died.
S: (Covers his mouth and gasps.)
T: (Shows picture). This is Jack running. (Shows other picture). This is the ogre after he
fell. The beanstalk fell and Jack and the mom were relieved. They had a harp and a hen.
The hen now has golden eggs because the harp music. Now the family has plenty of
money to spend and they were happy forever and rich.
T: What do you like about the book?
OS: The ogre banging about.
OS: Me too
T: You?
OS: I like the beanstalk falling down.
S: I like the banging on the table.
T:Who are the story characters?
OS: Man
S: Magic
T: Who is a character?
S: Climbs up the bean stalk
T: but the people in the story.
S: Old
Teacher: Man or woman which
S: Home Woman
T: Good. Who chopped down the bean stalk?
OS: Jack
T: What did the plant grow from?
OS: Beans
T: What did Jack do?
OS: Took things and the giant woke up.
S: The man fell. He was big.
T: Right. Im giving you all papers. We will discuss who each character is.
OS: Cow
T: (passes out papers) This is who?
OS: Boy.
T: What is his name?
OS: Jack
S: J-A he climbs!
T: Who is this?
S: Mom.

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T: The mom the really big one?
OS: Nooo
T: Is the the one on land or up in the sky?
OS: land
T: What are these?
OS: Magic
T: What is this?
OS: Beanstalk!
T: What is this? Dont touch others.
S: Cant see. Harp!
T: What does it do? Yes. What is this?
OS: hen hen hen hen.
T: He lays golden eggs yes. Okay so thats finished. You can take those students if you
want. Okay so, different. One of these pictures will not look alike. Go to the table now.

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