Marcus is a student who very frequently miscues by substituting words that start with the same letter or first few letters of the word in the text, but his substitutions often are not syntactically or semantically acceptable (they neither sound right grammatically nor make sense). What possible teaching strategies would you suggest to help Marcus? Post your response to your blog and name the posting "Module 4: Instructional Challenge."
Respond the the Instructional Challenge Blog Postings of two other members of the class. Discuss areas of overlap and disagreement with their ideas.
It seems that Marcus is not focusing on that reading should have meaning, and it should make sense. Making miscues that interrupts the meaning shows that Marcus is not comprehending the text. There are many strategies a teacher could implement to help Marcus. Book walks, read-alouds and discussion, books on tapes, literature groups, and buddy readings are all possible strategies to help Marcus. Personally, I would begin by doing a book walk with Marcus. Discussing the pictures and allowing Marcus to use his schema will allow him to understand what the book is about, which should then transfer into his reading. Reading the book aloud and discussing what is happening in the story would also help Marcus read the book later on during a sustained reading time . I would first try these two strategies and go from there.
I love the idea of taking a book walk. I did not think about that while doing this activity. I do that every week in my classroom! Incorporating his schema while taking the walk will give him more confidence as he reads because he will have a glimpse of what the story is about while he is reading.
ReplyDeleteI agree with Shawnee, using a book walk with Marcus would be a great strategy. He will probably feel more at ease about the reading and it will increase his confidence. Also, it will give him a better idea of what the book is about so when he is trying to determine words he will have to focus less on the actual meaning because it will already be known. Now all he has to focus on is what the unknown words are and he can use knowledge he has on grammar cues and letter-sound patterns to help him out.
ReplyDeleteKimberly,
ReplyDeleteGreat strategies to use for Marcus. I believe that he isn't focusing on meaning as well. Allowing Marcus to preview the book and adjust to what he is about to read is a great strategy. I also would pair him with someone who struggles with reading too and have them fill our a graphic organizer about the main details would help them stay on task and look for the answers! Love these ideas! :)
Book walks are such a great strategy! I don't know about you, but sometimes my students get so distracted by the pictures that they can't focus on reading. Taking a book walk helps with this because they already know what the pictures look like. I think a book walk would be extremely beneficial to Marcus.
ReplyDeleteGreat ideas!
ReplyDelete