From the beginning of the program and everyday thereafter, Eve and I entered a classroom that was very welcoming. From the first day of the reading program, I kept the teachers in the loop by explaining the program to them, while the students were settling in, getting their chairs, pencils, etc. During and after class I asked the teachers if they had any questions. I wanted to make myself available to their questions, comments and concerns throughout the whole time.

After day 1 of the reading program, the teachers were willing to lead the Reading Program. While the teachers led the program, Eve and I would assist by explaining vocabulary words with examples, actions and have students repeat words and sentences. We also played Hangman with the vocabulary words. Hangman was a great ice breaker because it allowed the students to not feel so shy and quiet. During hangman, I first let them use the books to help them figure out the words, but then having the book was too easy for them, so I took away the books and divided them into teams. They started calling out, speaking loudly, confidently and taking risks. It was great. After a few games of hangman, we went back to the book and asked them to explain the vocabulary words. They were less shy and were able to explain the words.

I noticed that they would answer in single word answers. One activity I did was to have them one by one answer the same question. Then I went back to the first student and asked them to add something else to their answer.  We did this orally, outside, while they were standing side by side. We did this 3 times so they added another word to their sentence.

Suggestions for reading program: In addition to reading the stories out loud to the students and taking turns reading the stories, I think activities in between that get the students out of the book and thinking, speaking, moving worked well with the 2nd to 3rd graders in our classroom. They became less shy, more comfortable and willing to speak. They started calling out, all at the same time,  in English. Another suggestion would be to make sure that the books the children are starting with are the right reading level. There are many established level reading books from beginning readers to advance. To better assess how well the students are performing throughout the years, a better structure of reading books would improve the reading program. Lastly, I believe grammar games/activities would benefit the reading program so that the students get a well rounded lesson of learning English.

We also used tablets with KA-Lite program.  The Students were excited to be able to use tablets to do math. They quickly figured out how to enter their answers, click to check their answers, etc. It allowed the students to go their own pace, whether slow or fast, and at the same time allowed the students to concentrate on the problem in front of them rather than worry about what problem the other students were at.