As I advanced to high school, my teachers took reading and writing to the next level. I was very nervous at first but thanks to the Jane Schaffer format, my written work and comprehension of specific books progressed. The Jane Schaffer format is based on a standard five paragraph essay but each paragraph is based on the form of ‘chunking’. Each paragraph consists of a topic sentence, concrete detail, and two commentaries for a total of around eight sentences. Our teacher provided us with a shaping sheet to outline our paragraphs and combined it to make one solid paragraph.
He wrote that when he is reading silently he is a great reader, but when he is reading out loud he makes mistakes. While reading Mem Fox’s Reading Magic I wondered if my “helping” style contributed to his insecurities and issues with reading out loud. Whenever we have our read aloud sessions I was always correct his mistake or telling him to read a sentence over again but I rarely tell him when he is doing something right, So on Sunday, I was still reading Mem Fox’s book and I ask my eleven year old if he had read today, he said no. So I said that is ok, come down stair and listen to me read my book. He reluctantly came; lay on the floor and started listen to me read.
My journey of reading and writing throughout my life is one started during my childhood in elementary school. Even though reading and writing have been a struggle for myself, I am still continuing to try to increase my reading and writing levels. As a child, I had difficulty in reading. Because of this, the school required extra classes for reading. It was not until my senior year in high school that I wrote my first thesis paper.
Kimorah is a second-grade general education student who is struggling with reading fluency, pacing and some word recognition and punctuation. Upon having Kimorah assigned as my student, I learned that through prior assessments it is established that she is on a C reading level. Kimorah and I engaged in conversation and grew to know about each other on the first day of meeting. That same day, I had her read aloud, but was unable to completely grasp which tools were needed to successfully perform a miscue analysis. For the analysis, I chose two books for her since lower level books are short, a level C book and a level D book.
Going through six to seven hours of school on a five-hour sleep schedule isn 't exactly the most exciting thing in my life right now. And guess what? I have to work on this project (a.k.a. I-Search) for the next FIVE weeks and to be honest it is really a pain in the neck. As I was sitting there in class listening to the teacher talks about this project and at the same time complaining about the workload (mostly because we need to conduct an interview), I unconsciously, with the pencil in my hand, started to doodle.
He briefly looked around the room before his general education teacher, Mrs. Hippchen, asked “OK Dominic, what do we do now?” He then pulled out a book from his desk and began reading. The class then transitioned to a math lesson. Worksheets were handed to the class with the instruction to
The students are told that they can check out the eBooks on their own device or if they need to they can check out one of the library’s Kindles to download the eBook. The librarian concludes the lesson by reading an eBook to the class on the Smartboard. After the story students go to find and check out books. The library clerk positions herself at the circulation desk. A library volunteer that has been shelving books is available to assist students to find books and answer questions.
Diagnostic Narrative Background The student that was assessed during this Qualitative Reading Inventory was a first grader, named Rylie. Rylie is a first grader at St. Paul’s Lutheran School in Oconomowoc, Wisconsin. Prior to the inventory, I did not know Rylie well, but had seen her around the building and she knew me through my husband, Mr. Tanney, who is a teacher at the school. To build a better rapport with Rylie, I tried talking to her about current events happening at the school and things that I could see that she liked. I also brought some gummy frogs for her to snack on as we worked on the inventory.
While there have been a few moments I can remember when I talked to the younger students to help them, there is this one situation that reminds me not to stop. One of the girls who did not seem to pay attention to my reflection about high school had posted on Facebook that she was not doing well mentally. Since the book taught me to help create a positive environment for people, I messaged her to ask why she was feeling the way she did. She reminded of middle school me, but after hours of talking she wanted me to ask the counselor at our school when she could come in to talk to her. For some a book may just be book, but The Perks of Being a Wallflower, became my story, and behind every story is more than what is written.
Chapter 12 In class, they continued to read Great expectations, and the children started to link the events of the book to events in Mr Watts former life. Matilda saw a side to her mother that she hadn't seen before, when she spoke of an inner calm. Mr Watts and her mother continue to argue their views on the devil. Chapter
In the first grade we had reading time every day and often the teacher would listen to us read. During our reading time we would read a paper which included a word count. After a couple months my teacher decided I was not reading fast enough and needed a special reading para. As a result, I was pulled out of class every day to meet with the para. In the beginning I actually enjoyed this special reading time.
Mrs. Heimer informed the class we were going to be split into groups to read different books. With a list of books to choose from we were told to list them in order of interest, but that it did not guarantee we would get to read the number one book on our list. I listed Touching Spirit Bear number one, and luckily, I was chosen to read it along with six other students. Everyday my group would meet in the back of the room during a certain period of the day. Each member of the group would take turns reading.
If it has changed why has it changed? If your definition has stayed the same why did it stay the same?” Application: • The students will research and bring in one article that describes the actual event of their situation. • The students will read the article using close reading strategies. • They will do a PIN reading which is they record something positive, interesting, and negative from what they read. • “For homework tonight your job is to research the situation that you and your group examined closely.
It could be a classroom/small group read. You can discuss with the students how Richards opinions about his situation change. How his character grows. You could read it to or suggest it to the parents of a student struggling with reading. A main focus in the book is Richards reading success.
AP English and Dual Enrollment Government have prepared me the most for college. My AP English teacher opened my eyes to different types of literature and sources that is constantly referenced in my first college classes at Tidewater Community College. for example, Karl Marx is quoted a lot in the many theories of sociology. My Dual Enrollment Government course prepared me for this ample amount of reading in college. My professor would provide my class with multiple reading assignments to push our reading limits.