Sarah - you may try using the method I used since you asked her a lot of comprehension questions or she at least offered those thoughts to you.
1. Main idea 2. Ask a sequence question - what happened next .. 3. Inferencing - what do you think happened 4. Detail - (which you did and she gave a good response to some of the details) 5. Vocabulary - What does _______ mean? 6. Cause/effect - If ____ ,then ______?
I tried that with my student, having them read from a book that they had already read and something they had not. He seemed to read both at the same level, but he knew more from the book he had already read (obviously) and added some things that were not in the reading. That is interesting that she didn't want to read out loud to you. Most young kids that are interested in something don't really hesitate to show you. They often do it even when you don't ask them too.
It's great that we were able to learn from your example that a love of reading doesn't necessarily mean a love for reading aloud! Some of our strongest readers may not participate in class the way we think they will. I loved to read and loved to read aloud, but we are all so different.
Remembering pictures is not necessarily a bad thing. Many times, clues to the text can be found in pictures. Having a student bring in a text that they want is almost a catch 22. It will help in that they should feel more comfortable with it, but you also run the risk of her reading the story to you "from memory." There was an episode of Full House where that happened. Michelle was "reading" a book and after the first page, Danny looked at her and said, "Michelle, that says 'copyright 1990.'" Comfort however, trumps my ramblings.
Sarah - you may try using the method I used since you asked her a lot of comprehension questions or she at least offered those thoughts to you.
ReplyDelete1. Main idea
2. Ask a sequence question - what happened next ..
3. Inferencing - what do you think happened
4. Detail - (which you did and she gave a good response to some of the details)
5. Vocabulary - What does _______ mean?
6. Cause/effect - If ____ ,then ______?
I tried that with my student, having them read from a book that they had already read and something they had not. He seemed to read both at the same level, but he knew more from the book he had already read (obviously) and added some things that were not in the reading. That is interesting that she didn't want to read out loud to you. Most young kids that are interested in something don't really hesitate to show you. They often do it even when you don't ask them too.
ReplyDeleteIt's great that we were able to learn from your example that a love of reading doesn't necessarily mean a love for reading aloud! Some of our strongest readers may not participate in class the way we think they will. I loved to read and loved to read aloud, but we are all so different.
ReplyDeleteCan't wait to hear how the next time turns out!
Remembering pictures is not necessarily a bad thing. Many times, clues to the text can be found in pictures. Having a student bring in a text that they want is almost a catch 22. It will help in that they should feel more comfortable with it, but you also run the risk of her reading the story to you "from memory." There was an episode of Full House where that happened. Michelle was "reading" a book and after the first page, Danny looked at her and said, "Michelle, that says 'copyright 1990.'" Comfort however, trumps my ramblings.
ReplyDelete