This
is an interesting situation, because Marcus is simply guessing a letter to
substitute, meaning that he is not focusing enough attention to really try get
the right answer. His issue with not recognizing the word sounding incorrect, tells
me that he needs much more practice with observing read alouds and hearing the
proper way it should sound.
One of my suggestions for Marcus would be to have him go back to some initial basics. He
needs to learn his sounds again it sounds like. He could begin with different
phonics exercises, engaging his sounds of each letter, therefore teaching him
when something should sound right or wrong. I would also encourage many read
alouds from the teacher with Big Books. This would help Marcus hear how the
word should sound, while also see the word because the teacher would use a pointer
and point to each word as the teacher reads it to the class. I think modeling a
concept and the student being able to observe and listen initially is key.
Another
means of allowing Marcus to observe before attempting it on his own, would be
working in small groups with the teacher, and the teacher provide a book talk
before reading. This would allow some group discussion, even interacting with
Marcus to get him thinking about the text before hand. Then, two-students could
partner read or a small group choral read, so Marcus can learn from others and
again, hear the proper way certain words should sound. Overall, I think he needs
much more reading instruction and reading practice. Hearing others read will
always help him remember the proper way it should sound too.
Lizzie,
ReplyDeleteI agree that students can't have too much modeling when it comes to reading. Big books are a great way for students to follow along with the teacher. I think it is so important for them to make the connection with the spoken word and the print form. In addition to the read alouds, you indicated that Marcus could benefit from working with a buddy. I included this in my instructional challenge too. I even suggested pairing Marcus with another student who has similar miscues. By hearing another student read orally, Marcus might become better aware of his own errors. I also mentioned using picture cues or a picture walk to help activate Marcus' prior knowledge. I think you indicated the importance of prior knowledge when you suggested beginning a guided reading lesson with a “book talk”. Sometimes the solution might be as simple as getting the student's mind geared toward the topic of the lesson. Thanks for sharing your thoughts. These instructional challenge questions really make us think!
Lizzie,
ReplyDeleteI agree with you in that having a partner or small group to read with might benefit Marcus. After completing research for my prominent theorist, I realized the importance of students working together and reading together. Not only this, but allowing them to discuss the text in order to share different insights is important for the students to develop different reading strategies. I stated in my instructional challenge that it might even be a good idea for the students to write down questions in order to ask one another. Thanks for sharing your insight!