Bailey’s comprehension revealed both strengths and weaknesses. As stated previously, she was able to answer correctly a large number of her comprehension questions when she used look-backs (37 out of 40 overall); however, her retell was a significant weaknesses. Repeatedly she struggled to recall the details of the story to share with me after her readings. Because she did not frequently retell central parts, main ideas, or supporting details, she may have a problem recognizing structure in writings. The QRI-6 notes for the lengthy upper school selections, students may give a summary statement. While the statements she gave represented some information in the passage, in comparison to the retell check list, there are some deficits in this
...onally transposing indirect to direct quotation, putting words into people mouths and blending two separate eye witness's accounts. How can one read a novel for knowledge gaining purposes when the structure appears so flawed? The use of modern and old English are combined in the sentence structure. The highly academic vocabulary not only is confusing, but breaks the flow of the book when that is the evident purpose for the format of the book. The confusing order in which Starkey retells events and the ineffective and useless information that is put in for building character personalities.
Being in school was different for August, but he was still learning more and more each day. On page 65 it says, “Your deeds are your monuments.” August had to write a paragraph about what he thought this precept meant and when he turned it in it might have been the best in the class. Not only did August know how to interpret quotes and precepts he also was very bright in science. On page 15 Mr. Tushman talked to August about a science elective he could take while at Beecher Prep. Even though August only answered with “uh huh.” he did seem engrossed in the idea of it.
Objective 1: Having read one children’s literature story, A Bad Case of Stripes by David Shannon, students will be able to take the context of the story and recognize at least 5 character traits of the main character Camilla Cream with 95% accuracy. Objective 2: Having read one children’s literature story, A Bad Case of Stripes by David Shannon, students will be able to refer to the text to answer 5 questions about cause and effect with 95% accuracy. Objective 3: Having read one children’s literature story, A Bad Case of Stripes by David Shannon, the students will demonstrate an understanding of the text by being able to write 5 sentences describing the main themes of the story with 95% accuracy. C. Instructional Strategies: • Objective 1: The teacher will read the story A Bad Case of Stripes by David Shannon to the class and after reading the story the students will form collaborative learning groups with 3 or 4 students per group. The teacher will hand out worksheets with 5 questions about Camilla Cream’s characteristics.
Liesel’ classmates make of her because of her lack of reading skills. Fellow classmates in Liesel’s class mock her because she didn’t read the passage he was instructed to read. This shows Liesel experiences unhappiness because of her lack of reading and the power of words. “’Hey Liesel,' he ... ... middle of paper ... ...
In contrast, syntax provides a new perspective to the narrator s behavior as sentence structure draws attention to her erratic behavior. By her last entry, the narrator s sentences have become short and simple. Paragraphs 227 through 238 contain few adjectives resulting in limited descriptions yet her short sentences emphasize her actions providing plenty of imagery. The syntax quickly pulls the reader through the end as the narrator reaches an end to her madness.
On page 4, we read “Deep-sea Treasure Hunters” by Ramona Rivera. Students once again participated in reading, except one = student (Kristina) who claimed she did not like to read aloud. However, she did answer a few questions. I had students underline what they thought the central idea and supporting details of the story were. Afterwards, they shared their answers and explained why they choose certain sentences/phrases to underline as each. We also filled out the chart on the page
Cathy Farrell, an English/ Language Arts teacher from Mount Baker Middle School, uses two pre-reading strategies in her instruction that she references as a “word wall” and an “inference wall.” The students examine the walls to learn new vocabulary and make inferences about upcoming chapters in The Outsiders. Farrell begins her lesson by establishing learning goals with the students, which include “I can identify information from the story” and “I can support my answers with details and evidence from the story.” She provides an explanation for the learning goals, stating that she intends for the students to be able to relate literature to their personal experiences. After she informs the students of their learning goals, she focuses their attention
Question: How does Miss Brodie's view of education differ from Mr Gradgrinds. What is different about Muriel Spark's style of writing that helps to emphasise this different view -- you will need to think about the use of characterisation and speech in particular?
2. Use knowledge of the episodic sequence in the book to infer and predict repeated action in a children’s narrative
This week’s reading is a good example of selective memory. The assigned reading was certainly too much to press into memory. I read all the required reading, however, certain parts of the text stand out to me more than others. There were two books to read and I found the Emotional Intelligence much more interesting. The stories drew me in and kept me engaged in the content. At times, my attention was not where it needed to be to when reading the Human Learning text and as a result, I will not gain the full benefit of the reading unless I take the time to re-read. Fortunately, I can refe...
After the reading, the student had to answer three questions verbally. The questions were what was the story about, why do penguins have to live in cold climates, and what are some details about penguins. The student answered all three questions but he had difficulty explaining the answers and had to go back and reread. The reason the student had difficulty...
The first area that I 've performed well has been with my reading skills when we work with the literature in or outside of class. While I have always had a high reading level, I have always read at a literal level previous to this year. Any hidden themes or motifs incorporated in the text by the author was generally missed by me leading up to this year. Thankfully, Doct...
The before, during, and after reading strategy can be used for reading comprehension. The teacher can use this reading strategy the first time a new story is read. Before reading the story, the teacher previews the story by discussing the topic, using key vocabulary words, activating the student’s prior knowledge, and setting the purpose for reading. During the reading passage, the teacher will stop and use context clues to help students figure out the main ideas, word meanings, and vocabulary terms. After reading the entire passage, the teacher has the students write a short summary of the story by using evidence from the text. By previewing and reviewing, the teacher can utilize a number of resources to help promote reading comprehension through discussion. The before, during, and after reading strategy increases students’ comprehension, and is effective for those students’ with below average reading levels (Boardman, Vaughn, Buckley, Reutebuch, Roberts, & Klingner,
Alice in Wonderland belongs to the nonsense genre, and even if most of what happens to Alice is quite illogical, the main character is not. “The Alice books are, above all, about growing up” (Kincaid, page 93); indeed, Alice starts her journey as a scared little girl, however, at the end of what we discover to be just a dream, she has entered the adolescence phase with a new way to approach the mentally exhausting and queer Wonderland. It is important to consider the whole story when analyzing the growth of the character, because the meaning of an event or a sentence is more likely to mean what it truly looks like rather than an explanation regarding subconscious and Freudian interpretations. Morton states “that the books should possess any unity of purpose seems on the surface unlikely” (Morton, page 509), but it’s better to consider the disconnected narrative and the main character separately, since the girl doesn’t belong to Wonderland, which is, as Morton says, with no intrinsic unity. Whereas, there are a few key turning points where it is possible to see how Alice is changing, something that is visible throughout her journey. Carroll wants to tell the story of a girl who has to become braver in order to contend with challenges like the pool made by her own tears, or assertive characters, like the Queen.
For each reading, respond to the prompt that Mr. Chandler provides. Each response should be 1-2 paragraphs in length, using 3-4 direct quotes from the novel for evidence. Be sure to cite page numbers for each quote.