Great call on going with things that she likes to do.
The message I hear is that she got the meaning despite some detail issues.
Did you ask her to summarize what was in the chapter? This may help confirm if she is in line with the meaning you have as an adult teacher form the chpt.
Has she identified the type of learner that she is? I was in a school a few weeks back that taught 3rd graders about different learning styles and schema as a part of everyday class. It was interesting that these students are now more aware of their strengths and are encouraged to build upon them. It appears to give them more confidence when the struggling readers are aware of the subject matter having taken time to learn about it via different media on their own beforehand.
Hi Kathleen - I enjoyed hearing about your experience with Hailey. You said she doesn't like reading...how did she feel about reading one on one with you? Was she apprehensive or did she seem to thrive with the one on one attention? Also it seemed like she made quite a few errors while reading. Did you notice her getting frustrated at all? Do you think the book was at her frustration level or was it at her instruction level...just wondering if you learned anything about choosing what books she should read aloud. I found that a little difficult to determine with my student. I just wasn't sure of her abilities yet.
Hi all. Hailey seemed to enjoy reading out loud. She made a lot of errors, but she didn't get frustrated or flustered at any point. Also, given that we read a whole chapter (15 pages), I didn't think 31 errors was too many. She seemed to enjoy the story especially that it was an action sports story. i did question whether or not I made her read too much. Is a whole chapter too much reading to perform a running log?
I guess the question is what did she miss in meaning if she made those errors? Hence my question about a summary to see what she understood. It's the old communications trick of send message, then confirm it was received, then ask for a summary to see if what was received was what you wanted received.
I don't see a problem with a whole chapter. The error rate and Accuracy rate can be calculated. Did she make more errors up front or in later paragraphs? Does it matter if the meaning was received?
Ashlee asked a good question about frustration. I'd crack on if she's enjoying it. We'll sort the errors out in the curve as they say.
Hi Kathleen.
ReplyDeleteGreat call on going with things that she likes to do.
The message I hear is that she got the meaning despite some detail issues.
Did you ask her to summarize what was in the chapter? This may help confirm if she is in line with the meaning you have as an adult teacher form the chpt.
Has she identified the type of learner that she is? I was in a school a few weeks back that taught 3rd graders about different learning styles and schema as a part of everyday class. It was interesting that these students are now more aware of their strengths and are encouraged to build upon them. It appears to give them more confidence when the struggling readers are aware of the subject matter having taken time to learn about it via different media on their own beforehand.
Hi Kathleen - I enjoyed hearing about your experience with Hailey. You said she doesn't like reading...how did she feel about reading one on one with you? Was she apprehensive or did she seem to thrive with the one on one attention? Also it seemed like she made quite a few errors while reading. Did you notice her getting frustrated at all? Do you think the book was at her frustration level or was it at her instruction level...just wondering if you learned anything about choosing what books she should read aloud. I found that a little difficult to determine with my student. I just wasn't sure of her abilities yet.
ReplyDeleteHi all. Hailey seemed to enjoy reading out loud. She made a lot of errors, but she didn't get frustrated or flustered at any point. Also, given that we read a whole chapter (15 pages), I didn't think 31 errors was too many. She seemed to enjoy the story especially that it was an action sports story. i did question whether or not I made her read too much. Is a whole chapter too much reading to perform a running log?
ReplyDeleteHi Kathleen.
ReplyDeleteI guess the question is what did she miss in meaning if she made those errors? Hence my question about a summary to see what she understood. It's the old communications trick of send message, then confirm it was received, then ask for a summary to see if what was received was what you wanted received.
I don't see a problem with a whole chapter. The error rate and Accuracy rate can be calculated. Did she make more errors up front or in later paragraphs? Does it matter if the meaning was received?
Ashlee asked a good question about frustration. I'd crack on if she's enjoying it. We'll sort the errors out in the curve as they say.