Nadine summarizes the vocabulary lesson: "[The teacher] told us them [the words], then we go back there, like if we do spelling, we learn them there. We go home with them, then we come back to review. She review with us." She said that this process was helpful but sometimes she gets frustrated with herself because she forgets the meanings of the words that are discussed in class. "Sometimes you don't know the meaning of it. Like she told me what it is then I forgot what it means so I can put it in a sentence."

Classroom Vignette Two – Learning About Fractions

The lower level group, including Tom, Martha, and Stacey (Rouda and Maritza are absent) are engaged in a math lesson on fractions and measurement. Fran, their instructor, has decided to focus on this because the students are dealing with fraction measurements when baking each week in the coffee shop. Assembled at the front of the class is a muffin tray, glass measuring beakers, a container of water, and measuring cups. The first part of the lesson is focused on completing a meticulously hand–written worksheet, filled with careful printing, divided circles and divided measuring beakers. A total of 15 questions and directions covers the page. One of the directions requests the students to "Colour in 2/4's of the circle." Other questions ask "How many equal parts are there?" and "Which is bigger…¼ or ¾?" Led by the instructor, the students complete the worksheet as a group. Fran asks different students to read same student then provides an answer, and the other students express their agreement or disagreement. The most common problem seems to be naming the fractions. Is ¾ read as three over four, three quarters, three fourths, or simply three–four? The instructor leads the students through each of the 15 questions. At the end, she compliments the students on their abilities to "concentrate" and "follow along".

After the worksheet has been completed by most (the slower students are to complete any remaining questions on their own) Fran asks Stacey to measure two cups of water into the large glass beaker. Another student is asked if the two small measuring cups were equal to the amount of water in the large beaker. This student is then asked to measure 2/4 into the beaker. Although this is not a fraction seen in their recipes, the student is able to do this without difficulty and recognizes that it is the same as ½. Prompted by the instructor, the student then refers to a recipe that is used in the coffee shop to read some of the measurements.

Tom then volunteers to measure 2/3 in a beaker. He has some difficulty and self–corrects a couple of times. The instructor then adds enough water to get to the 2/3 line. Stacey is able to identify 3/4 as a larger amount than 2/3 when asked. Fran then holds up the 12–hole muffin tray and asks questions such as, "What is ½?" and "What fraction is one line of holes?" The students understand that 6 holes represents ½, but have difficulty representing a single line of muffin holes (four) as 1/3.