A student for whom I believe VTS might be both a help and a challenge will be called "B". B is a second grader who is an ELL student and a SPED student. VTS helps many ELL students widen their vocabulary and understanding. I think him being SPED only gives him room to grow. When I gave him the pretest he sat there and didn't write anything for a long time until a para sat next to him and helped him understand what it was he was supposed to be doing. Many students had a hard time with the format of the picture and them a second page with lines. Many just wrote on the first page under the picture and didn't understand how they could keep writing onto the second page.
He is a student who doesn't really talk or even answer many questions. I've never been sure if this is because he is an ELL student and doesn't know what I am saying, is quiet, or because he simply doesn't understand. He did show promise when he said that the people in the picture were a mom and dad, although getting him to write it down was a huge challenge. One of the other specials teachers mentioned noticing him talking more this year instead of just the constant humming he has always done. He seems to be blossoming as a second grader.
My plan for B is to have him front and center when we are VTSing. He is easily distracted so this might help. I also will try and call on him even if he isn't raising his hand. My goal will be to hear from him expressing his thoughts. Since this isn't written, which is hard for him, hopefully it will be more natural for him to speak his mind and let the words flow freely. He could easily expand his vocabulary though this process and the community that is his class. I would love to hear him verbalize supporting evidence for the things he notices on the artwork and since this is verbal and not written it should come a little easier for him. I can't wait to find out what is going on in that brain of his.
Side note. I did VTS with another 2nd grade class Friday and they blew my socks off with the things they noticed and how they gave supporting evidence, sometimes without even being prompted. The coolest part of the conversation was when they acknowledged what another student had said and gave more supporting evidence. (I agree with what A said and I noticed this to go along with her idea) Several students chimed in with evidence, it was wild! They even disagreed with each other in a respectful manner on another part of the picture. Just thought i'd share!
Danielle
I'm excited about both your portrait of possibility and your "side note" class! B seems to be a good candidate. One thing you might try to do, in addition to sitting him front and center, is to call on him first. This way, he will have the whole range of observations to choose from and can select them based on the vocabulary he feels most confident with. Sometimes all it takes is a first positive experience and the next time, he will take greater risks. Eager to hear how this goes! As for your second class, YIPEE!! They sound like high flyers!! Amazing how quickly kids pick up on the VTS protocol. And I don't think there is anything more motivating than a teacher-facilitator that validates their comments. Sounds like you, too, are flying high!
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