Beth, I also was without a recording device. Which meant I ended up furiously writing note-like scribbles. You mentioned she made some obvious mistakes and only caight herself 50% of the time; Do you feel your student was nervous because of the running records? And I agree - it's definitely a trial by error. It'll be a lot smoother next week.
Hi Beth, Did you choose a chapter book from the school or your own library, or from the reading a-z website? I was concerned about using a longer story too, as students can't really give us a summary if they don't know how the story ends! What do you think you would do differently next time, besides having a recording device, to make your note-taking part go more smoothly?
I honestly don't think so; I think she just does not hear or listen to herself as she reads? I am excited to read with her again and try to talk as we go maybe to see how much she is comprehending. One example is the word "mesquite" she pronounced it *mess*quiet* and continued reading with out a second thought. Messquiet doesn't fit in with what we were reading about (it was a type of tree) but it was not necessarily important to the story.
Erin - next time I think I would maybe stop her after a page or two to check for immediate comprehension and see what she maybe didn't understand. The book she ended up reading was one that was in the classroom that I use for my other reading group. It was a part of the "Barclay adventures"
Beth,
ReplyDeleteI also was without a recording device. Which meant I ended up furiously writing note-like scribbles. You mentioned she made some obvious mistakes and only caight herself 50% of the time; Do you feel your student was nervous because of the running records?
And I agree - it's definitely a trial by error. It'll be a lot smoother next week.
Hi Beth,
ReplyDeleteDid you choose a chapter book from the school or your own library, or from the reading a-z website? I was concerned about using a longer story too, as students can't really give us a summary if they don't know how the story ends!
What do you think you would do differently next time, besides having a recording device, to make your note-taking part go more smoothly?
I honestly don't think so; I think she just does not hear or listen to herself as she reads? I am excited to read with her again and try to talk as we go maybe to see how much she is comprehending. One example is the word "mesquite" she pronounced it *mess*quiet* and continued reading with out a second thought. Messquiet doesn't fit in with what we were reading about (it was a type of tree) but it was not necessarily important to the story.
ReplyDeleteErin - next time I think I would maybe stop her after a page or two to check for immediate comprehension and see what she maybe didn't understand. The book she ended up reading was one that was in the classroom that I use for my other reading group. It was a part of the "Barclay adventures"
ReplyDelete