Thursday, June 28, 2012
Module 4: Instructional Challenge
There could be many reasons as to why Marcus miscues so often. But, the challenge prompt did not address his
comprehension. I would assume Marcus’s
comprehension is interfering with gathering meaning from the text. I would definitely use a Retrospective Miscue
Analysis to help with difficult words. I
like Weaver’s (2002) suggestions of having the reader predict a word that might
make sense, sounding out the word in chunks, and daily sustained reading. Whatever I chose to do, I wouldn’t want
Marcus to become frustrated and shut down.
I loved the books on tape idea. I
think Marcus would greatly improve by listening and following along using a
text of his interest. I would be focused
more on his attitude and self-confidence as a reader more than his fluency using
the books on tape strategy.
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Elizabeth,
ReplyDeleteI liked your suggestions because I did not think about them myself. I think book on tapes or somehow having Marcus record his reading is a great idea! This way he is constantly listening to the proper way the words should sound. I also think you made a good point about encouraging him and not having him get very frustrated with this continuous practice to fix his confusion. I would also suggest questioning him for meaning while you have him predict what word might make sense. He could make predictions about the meaning before reading as well, this may encourage him to be more in-tune with the text and therefore not make as many miscues maybe.
Elizabeth,
ReplyDeleteI also loved the books on tape idea. I think it would greatly benefit a student like Marcus to hear and follow along in a book. It's important not have him become too frustrated. I frequently worked with students that would become frustrated and they would completely shut down from what they were reading and just gave up and say, "I don't know." Starting small and the building up to more difficult texts will help him become more confident as a reader, which I believe it very important as well.