In class this afternoon, you will read a peice that is going to push you as a reader. Use this space to blog about your feelings as a true struggling, not reluctant, but struggling reader.
Looking at the page at first, I had no clue about how to read the story. If the key words had not been identified for me, I would have been lost. It was easy for me to see that the vowels had simply been dropped after the key words were pointed out. I was able to figure out most of the rest of the story with these clues. It was scary at first to have no clue about how to read the story. The prediction activity also helped out, as did the graphics. It was interesting to actually feel the way struggling readers do (I imagine they would be a lot more frustrated--I have the confidence to know that I would eventually be able to figure it out, even if I had to work at it a while).
I liked it. It was puzzle to me and I like puzzles. Without Dianne reading the definitions fo the key terms it would have taken me awhile to figure out what was going on. I can imagine that the exercise that we just did is exactly like what happens when some of our students read. They see a mix of letters and have to figure out in their mind what those letters mean. Fortunately we had some background knowledge and were able to figure out the words to complete the sentence.
I didn't pick up on what was going on until a reader started reading it out loud. Then I realized there were no vowels. But as a stuggling reader would I even know what vowels are? And how they differ from the letters that are there? The reading out loud was more helpful to me than reading the text to figure out what was going on and, yes, I should have been paying more attention when the key words were gone over. It was good lesson for me that just a short distraction can mean being lost for a good long while during the reading lesson.
Struggling Reading: As you were reviewing the key words I was scanning over the other paragraphs!! Not trying to anticipate what was coming next, or what we may have to do, but just curious! When I was called on to read, tho', my comfort zone went by the wayside!! Honestly, I would have rathered figured out the words myself than others telling me or prompting me..this is probably how our students feel, also...wanting to read the selection on their own and getting a little nervous because of the help!!
I believe that this is how many of my students view reading. They struggle with the meaning of the text and it is hard for them to focus on the meaning of what they are reading.
I felt pretty comfortable with reading this piece in class. The reason why I feel comfortable is the group that is in this class. I feel like I can be myself and be accepted by my peers. Many students do not feel this way in their classes. It embarrasses them to be called on to read aloud, especially when they struggle with the pronunciation of unknown words. This can cause struggling reader to not want to read aloud in class.
Instead of strugglin reader, I'm a struggling blogger since my post didn't go through.
I don't remember what I originally wrote about this. I do remember thinking when I first saw it that the piece looked odd and then having a "aha" moment. Even though I caught on to the meaning really quickly, I didn't realize what was missing until I read Mrs. Hartley's post....don't know why I didn't notice all the missing vowels.
Something I've noticed through the years is that even our non-struggling readers are too depended on what they see on the page. Those that are good readers might say a word correctly but then when they read it out loud are so thrown by what it looks like that they can't pronounce it. Most recently I've had students pronounce the word scarcity as "scarecity" [correct] when answering questions from memory but then when reading from the text they say "scar-city." Not sure why I pointed that out just seems related in a round-about way [and is really interesting to me].
The difficulty lies, not in the new ideas, but in escaping the old ones, which ramify, for those brought up as most of us have been, into every corner of our minds.
6 comments:
Looking at the page at first, I had no clue about how to read the story. If the key words had not been identified for me, I would have been lost. It was easy for me to see that the vowels had simply been dropped after the key words were pointed out. I was able to figure out most of the rest of the story with these clues. It was scary at first to have no clue about how to read the story. The prediction activity also helped out, as did the graphics. It was interesting to actually feel the way struggling readers do (I imagine they would be a lot more frustrated--I have the confidence to know that I would eventually be able to figure it out, even if I had to work at it a while).
I liked it. It was puzzle to me and I like puzzles. Without Dianne reading the definitions fo the key terms it would have taken me awhile to figure out what was going on. I can imagine that the exercise that we just did is exactly like what happens when some of our students read. They see a mix of letters and have to figure out in their mind what those letters mean. Fortunately we had some background knowledge and were able to figure out the words to complete the sentence.
I didn't pick up on what was going on until a reader started reading it out loud. Then I realized there were no vowels. But as a stuggling reader would I even know what vowels are? And how they differ from the letters that are there? The reading out loud was more helpful to me than reading the text to figure out what was going on and, yes, I should have been paying more attention when the key words were gone over. It was good lesson for me that just a short distraction can mean being lost for a good long while during the reading lesson.
Struggling Reading:
As you were reviewing the key words I was scanning over the other paragraphs!! Not trying to anticipate what was coming next, or what we may have to do, but just curious! When I was called on to read, tho', my comfort zone went by the wayside!! Honestly, I would have rathered figured out the words myself than others telling me or prompting me..this is probably how our students feel, also...wanting to read the selection on their own and getting a little nervous because of the help!!
I believe that this is how many of my students view reading. They struggle with the meaning of the text and it is hard for them to focus on the meaning of what they are reading.
I felt pretty comfortable with reading this piece in class. The reason why I feel comfortable is the group that is in this class. I feel like I can be myself and be accepted by my peers. Many students do not feel this way in their classes. It embarrasses them to be called on to read aloud, especially when they struggle with the pronunciation of unknown words. This can cause struggling reader to not want to read aloud in class.
Instead of strugglin reader, I'm a struggling blogger since my post didn't go through.
I don't remember what I originally wrote about this. I do remember thinking when I first saw it that the piece looked odd and then having a "aha" moment. Even though I caught on to the meaning really quickly, I didn't realize what was missing until I read Mrs. Hartley's post....don't know why I didn't notice all the missing vowels.
Something I've noticed through the years is that even our non-struggling readers are too depended on what they see on the page. Those that are good readers might say a word correctly but then when they read it out loud are so thrown by what it looks like that they can't pronounce it. Most recently I've had students pronounce the word scarcity as "scarecity" [correct] when answering questions from memory but then when reading from the text they say "scar-city." Not sure why I pointed that out just seems related in a round-about way [and is really interesting to me].
Post a Comment