My little, Khloe, attends Seawind Elementary School and is in fifth grade. She is very active and always in a hurry to get her homework done, so that we can play. I have even caught her writing random things down so that her homework looks complete, but it really is not. As you can imagine, she was not exactly thrilled about me having her do this reading assignment with her. Khloe reads well and is on level. That being said, she often rushes through and does not comprehend all that she reads. When she is reading, she takes a loud breath every couple of words, so we have been working on fluency and determining where to pause and breathe. I chose brainstorming to attempt to get her excited about the book. Previewing the text allowed her to develop
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Although Khloe was not interested in this assignment at first, she gained excitement when we previewed the text and brainstormed about what would happen in the story. The pictures sparked her interest, since she is interested in sea life and the ocean. In the future, I feel like she would enjoy brainstorming with a peer partner. I also think it would be useful to write down her predictions to revisit after she reads. Using a pointer to keep her place during reading, is a very useful strategy for a reader who likes to “race”. It is easy for a student to get off track when they are rushing through. If the student can focus on keeping their finger directly under the word being read, it will help them keep their place and set a pace. In the future, to help her slow down her reading, I would give her a minimum goal time. For example, I would practice beforehand to estimate an appropriate time for the passage. I would tell her she has to make the passage last for at least a specific number of minutes, otherwise she will know she is reading too fast. Over time, I could increase the time. I would remind her of her fluency goal and that having a minimum time does not mean she should read extremely slow. Re-reading was a very beneficial after reading strategy for Khloe. This after-reading strategy was essential for her comprehension of the story. Using these various strategies was a great experience overall and it really helped to put into play what I have been
Although Khloe was not interested in this assignment at first, she gained excitement when we previewed the text and brainstormed about what would happen in the story. The pictures sparked her interest, since she is interested in sea life and the ocean. In the future, I feel like she would enjoy brainstorming with a peer partner. I also think it would be useful to write down her predictions to revisit after she reads. Using a pointer to keep her place during reading, is a very useful strategy for a reader who likes to “race”. It is easy for a student to get off track when they are rushing through. If the student can focus on keeping their finger directly under the word being read, it will help them keep their place and set a pace. In the future, to help her slow down her reading, I would give her a minimum goal time. For example, I would practice beforehand to estimate an appropriate time for the passage. I would tell her she has to make the passage last for at least a specific number of minutes, otherwise she will know she is reading too fast. Over time, I could increase the time. I would remind her of her fluency goal and that having a minimum time does not mean she should read extremely slow. Re-reading was a very beneficial after reading strategy for Khloe. This after-reading strategy was essential for her comprehension of the story. Using these various strategies was a great experience overall and it really helped to put into play what I have been