Question

Sarah sat next to Maria the first week. The girl loved the attention and eagerly followed the lessons though she answered only when called upon. Sarah made sure to ask Maria questions she knew the girl could manage successfully. The next week, Sarah moved among the children. She began asking Maria questions that required the girl to think a bit beyond the knowledge she possessed. She also asked Maria to interpret a poem the girl loved. Her interpretation was original and heartfelt, and the other children gave her positive feedback. Maria began raising her hand when Sarah asked for volunteers. By the third week, Maria was posing questions in her reading journal and answering the other children's questions. Reading one-on-one with her, Sarah realized Maria's reading had jumped three levels. She continued to find links to Maria's interests and knowledge to advance the girl's understanding. When the marking period ended, Maria had made the most progress and was now reading above grade level. Best of all, she was writing poetry and stories of her own. 1. What Piagetian stage do you think Maria had reached by the beginning of second grade? How might Sarah have gone about deciding what "appropriate challenge" meant for Maria? 2. What considerations may have prompted Sarah's decisions to sit next to Maria for the first week and, initially, to restrict her questions to those she was certain Maria already had the knowledge to answer successfully? Can you explain these choices in terms of the theories of Piaget? Of Vygotsky? 3. Do you think Sarah was putting Maria at risk when she asked her to interpret a poem for the group? Why or why not? 4. How did the posing of questions for the group in her reading journal, and answering the other children's questions, support Maria's growth as a reader? What instructional technique is this approach an example of? 5. What is the significance of Sarah's efforts to find links in the reading lessons to Maria's interests and current knowledge? Explain your thinking in terms of Vygotsky's theories.

Sarah sat next to Maria the first week. The girl loved the attention and eagerly followed the lessons though she answered only when called upon. Sarah made sure to ask Maria questions she knew the girl could manage successfully.
The next week, Sarah moved among the children. She began asking Maria questions that required the girl to think a bit beyond the knowledge she possessed. She also asked Maria to interpret a poem the girl loved. Her interpretation was original and heartfelt, and the other children gave her positive feedback. Maria began raising her hand when Sarah asked for volunteers.
By the third week, Maria was posing questions in her reading journal and answering the other children's questions. Reading one-on-one with her, Sarah realized Maria's reading had jumped three levels. She continued to find links to Maria's interests and knowledge to advance the girl's understanding. When the marking period ended, Maria had made the most progress and was now reading above grade level. Best of all, she was writing poetry and stories of her own.

1. What Piagetian stage do you think Maria had reached by the beginning of second grade? How might Sarah have gone about deciding what "appropriate challenge" meant for Maria?
2. What considerations may have prompted Sarah's decisions to sit next to Maria for the first week and, initially, to restrict her questions to those she was certain Maria already had the knowledge to answer successfully? Can you explain these choices in terms of the theories of Piaget? Of Vygotsky?
3. Do you think Sarah was putting Maria at risk when she asked her to interpret a poem for the group? Why or why not?
4. How did the posing of questions for the group in her reading journal, and answering the other children's questions, support Maria's growth as a reader? What instructional technique is this approach an example of?
5. What is the significance of Sarah's efforts to find links in the reading lessons to Maria's interests and current knowledge? Explain your thinking in terms of Vygotsky's theories.

Sarah sat next to Maria the first week. The girl loved the attention and eagerly followed the lessons though she answered only when called upon. Sarah made sure to ask Maria questions she knew the girl could manage successfully.
The next week, Sarah moved among the children. She began asking Maria questions that required the girl to think a bit beyond the knowledge she possessed. She also asked Maria to interpret a poem the girl loved. Her interpretation was original and heartfelt, and the other children gave her positive feedback. Maria began raising her hand when Sarah asked for volunteers.
By the third week, Maria was posing questions in her reading journal and answering the other children's questions. Reading one-on-one with her, Sarah realized Maria's reading had jumped three levels. She continued to find links to Maria's interests and knowledge to advance the girl's understanding. When the marking period ended, Maria had made the most progress and was now reading above grade level. Best of all, she was writing poetry and stories of her own.

1. What Piagetian stage do you think Maria had reached by the beginning of second grade? How might Sarah have gone about deciding what "appropriate challenge" meant for Maria?
2. What considerations may have prompted Sarah's decisions to sit next to Maria for the first week and, initially, to restrict her questions to those she was certain Maria already had the knowledge to answer successfully? Can you explain these choices in terms of the theories of Piaget? Of Vygotsky?
3. Do you think Sarah was putting Maria at risk when she asked her to interpret a poem for the group? Why or why not?
4. How did the posing of questions for the group in her reading journal, and answering the other children's questions, support Maria's growth as a reader? What instructional technique is this approach an example of?
5. What is the significance of Sarah's efforts to find links in the reading lessons to Maria's interests and current knowledge? Explain your thinking in terms of Vygotsky's theories.

Added by Steven W.

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