Reading Response
11/14/11
I’ve noticed that my reader, Jacqueline, tries to read very quickly. She does a lot of predicting and usually her miscues don’t have a big meaning change on the text. Occasionally, when there is a meaning change from a miscue, she will pause and reread to fix it, but a lot of times she just keeps on going because it is close enough to make sense. What I really want to accomplish with Jacqueline is to get her to slow down when she is reading. Somewhere along the line she was taught that a good reader reads quickly. I want her to realize that sometimes it is important to slow down in order to gain meaning. Observing her in class, I can also see that she is striving for speed in her reading. She generally chooses shorter books and finishes them quickly. She’s had some issues with failing a lot of her AR quizzes because she’s just trying to finish as many books as possible.
One strategy I would use with her is to have her listen to books on CD’s. I think this would give her a good model of what fluent reading sounds like and show her that it doesn’t always have to be fast. I would also want her to read out loud and record it so she could listen to it play. I think she would probably realize that her reading is very fast and sometimes it’s hard to understand what she is saying. I also wonder if she would pick up on her own miscues when she listens to her recording. Knowing her personality, she would be very motivated by recording herself and would love this activity.
Another thing I might try with Jacqueline is putting her with a partner and having them read something out loud together. They would just be reading to each other, but instead of taking turns they would read at the same time. This should force her to slow down. She would definitely need some modeling for this and would probably need me to set the pace for how I expect them to read by doing a few lines first myself.
I think she could also benefit from a Book Group because she would need to know what was going on in the story to be able to discuss it, so her focus would be on meaning. It would also prevent her from rushing through a book because they would have to read at a pace the whole group could keep up with. I would want to give her some questions to think about prior to reading to help her focus while she is reading independently. This could really be done with any books she reads, not just for a Book Group.
Jacqueline was able to retell the story she read to me and knew a lot of characters and events that happened in the story. The main thing she needs to do is slow down during reading to correct her miscues and even to prevent them. I think her retelling would be more detailed and she would be able to recall more of it on her own without being prompted if she was able to slow down and give herself time to think about it while she was reading.
11/14/11
I’ve noticed that my reader, Jacqueline, tries to read very quickly. She does a lot of predicting and usually her miscues don’t have a big meaning change on the text. Occasionally, when there is a meaning change from a miscue, she will pause and reread to fix it, but a lot of times she just keeps on going because it is close enough to make sense. What I really want to accomplish with Jacqueline is to get her to slow down when she is reading. Somewhere along the line she was taught that a good reader reads quickly. I want her to realize that sometimes it is important to slow down in order to gain meaning. Observing her in class, I can also see that she is striving for speed in her reading. She generally chooses shorter books and finishes them quickly. She’s had some issues with failing a lot of her AR quizzes because she’s just trying to finish as many books as possible.
One strategy I would use with her is to have her listen to books on CD’s. I think this would give her a good model of what fluent reading sounds like and show her that it doesn’t always have to be fast. I would also want her to read out loud and record it so she could listen to it play. I think she would probably realize that her reading is very fast and sometimes it’s hard to understand what she is saying. I also wonder if she would pick up on her own miscues when she listens to her recording. Knowing her personality, she would be very motivated by recording herself and would love this activity.
Another thing I might try with Jacqueline is putting her with a partner and having them read something out loud together. They would just be reading to each other, but instead of taking turns they would read at the same time. This should force her to slow down. She would definitely need some modeling for this and would probably need me to set the pace for how I expect them to read by doing a few lines first myself.
I think she could also benefit from a Book Group because she would need to know what was going on in the story to be able to discuss it, so her focus would be on meaning. It would also prevent her from rushing through a book because they would have to read at a pace the whole group could keep up with. I would want to give her some questions to think about prior to reading to help her focus while she is reading independently. This could really be done with any books she reads, not just for a Book Group.
Jacqueline was able to retell the story she read to me and knew a lot of characters and events that happened in the story. The main thing she needs to do is slow down during reading to correct her miscues and even to prevent them. I think her retelling would be more detailed and she would be able to recall more of it on her own without being prompted if she was able to slow down and give herself time to think about it while she was reading.