On Thursday chillya chilly Thursday morning, November 1616th, I arrived at p.s. 242 by 8:30 a.m. for my final observation. I was informed thethat the day would be a half dayhalf-day and the lunch period had been factored ininto my observation hours. For some reason, five students were absent, perhaps due to the snow coming that afternoon. The class schedule had a bit changed and bit, and the lecture had been shortened. During first period, Ms. Scarborough, as usual, quickly went over the objectiveobjectives with the students. Then, she separated students into groups A and B. Ms. Pavlous was responsible for reading, while Ms. Scarborough was in chargedcharge of mathematics. At first, I gathered with group A students sitting in front of Ms. Pavlous. The lesson began by reading out a book; Ms. Pavlous wanted to see how the students were able to recognize and pronounce snap words in sentences at a glance. in sentences. AsAs she was reading each page, Ms. Pavlous would ask the students what snap words they have found. Based on this known-answer question, students automatically raised their hands for answeringto answer. Students responded, “I saw the words ‘look’, ‘like’, ‘season’….”. At this point, the IRE strategy had been applied that Ms. Pavlous would evaluate on the students’ answers. After the reading session ended, group A students moved to Ms. Scarborough for the math lesson. At the beginning, Ms. Scarborough was reading out loud the questionquestions out loud. Then, she gave each student a bag of geometric shapes, letting them to put different sizes of shapes together in order to form a big shape. I saw some students had come up with a duck, a boat, a robot, and a cake. I found that students were feeling confidentialconfident at doing this because they could promoteit promoted their own creativity through such learning experience, to stimulate and reinforce their recognition to theof geometric shapes.