To begin the lesson, students sang a good morning song in English, Spanish, and Mandarin while on the carpet. Next, they participated in Spanish instruction about pumpkins. Learners talked about the parts of the pumpkin and the life cycle. The teacher used multiple strategies such as drawing, telling, labeling, and asking students to repeat the vocabulary words and phrases out loud. Further, learners counted the letters of the word "calabaza" (pumpkin), which integrated Science, Math, and Literacy. Later, they participated in a repeat-after-me dramatic song about pumpkins, which strengthened their vocabulary knowledge and music skills. Afterwards, the lesson moved to tables where the class investigated the insides of pumpkins. When transitioning to English instruction, the teachers worked together by asking students to "change their ears to the English channel." The first teacher gave some pumpkins seeds to the second teacher, who then began guiding the next activity, an Interactive Read-Aloud. Students participated by shouting out words to the story and answering questions about the book "The Roll-Away Pumpkin." During the final part of the lesson, each child was able to choose what language to use while engaging in Dramatic Play and Art.

I learned that providing ways for children to incorporate the language(s) they use primarily at home cares for their language development as a whole. The dual-language approach can strengthen the learning as the content is presented in multiple ways. Each activity in the lesson allowed students to be active participants, grow in vocabulary knowledge, and use their strengths.

The communication and preparation among the teachers was impressive. Students were able to transition easily from one language to another and had an opportunity to choose which language to use. Learners were able to express themselves creatively and socially with guidance from the teachers. This leaves me wondering how many students chose to use their primary language.

First, the students participated in an Interactive Read-Aloud with the story "The Three Little Pigs." They learned about different types of structures/houses that the pigs live in and were led in a discussion about what type of home the students live in. Next, the learners used craft materials including pipe cleaners, Play-dough, and Popsicle sticks to create their own structure. By mirroring the Scientific Method, they learned how to make predictions, problem-solve, experiment, and share their ideas with each other. Afterwards, students tested the strength of their structures by blowing on them just like the Big Bad Wolf in "The Three Little Pigs."

The idea of using a familiar story to guide Science instruction is a great idea. During the IRA students were able to focus on concepts such as materials the houses were built from without putting their main focus on understanding the plot. I support the idea of having multiple objects available for building the houses because it allowed each child to be unique in their creativity, learn from each other, and appreciate diversity in their choices.

One of the teachers took pictures of the learners' structures before students blew on them. She also provided choices in the activity. Students who did not want to ruin their creations by blowing on them could "save" the memory of their structure in a picture or choose to not participate in that part of the activity. Each member of the class was able to learn through watching others participate in the activity. Since they put much consideration into their structures and may have wanted others to see what they accomplished, the teachers helped students build upon their self-esteem by taking pictures to put up in the classroom and share with families. I am impressed by the engagement of learners and the classroom management strategies of the teachers; They were able to maintain a supportive social and emotional environment while implementing the main concepts of the lesson.