Reflection 2, April 17
This time I worked with another group of students during their group reading. I have worked with this group before, but not as often as other groups. As I gathered this group was made up of 3 low-achieving readers and one reader that at grade level. We read Dinosaurs Before Dark, by Mary Pope Osborne. The students got really into this book and enjoyed it very much. This particular book played with the imagination factor for kids and encouraged the reader to use their own imagination. However, the students did struggle with reading this book more than other books. This book used many different types of dinosaurs that had names that the students had trouble decoding. Also, the general vocabulary was difficult for the students. Even though the reading was at times difficult for the students they got really into the book. You could hear it their voices when they read and when they stopped reading they often talked about and acted out some the parts they read.
As I said before even though the student enjoyed the book they did struggle with the vocabulary in it. They struggled at recognizing certain words and struggled decoding the words. They guessed a lot during the reading; they would try to decode it and then just say a random word or something that wasn’t even a word. They would also just replace the word with another word that made sense which also points to the fact that they were reading for comprehension. This isn’t necessarily a bad thing because a lot of the time when they replaced the word the sentence would still make sense and still be accurate. However, I would encourage them to try and decode the word just so they get exposed to using the new word so they could extend their vocabulary. This way they knew new words other than the one to describe the situation. At the end of reading we took group and individual photos.
After we finished the group reading the class got together to read a Cinderella story. This was the first time I’ve seen this done in a classroom and I really enjoyed it. The class read the original U.S. version of the Cinderella story and then read different versions of the story from different parts of the world. After this the class would discuss how the story was similar and different to the original version. They also discussed if it similar or different to the other Cinderella stories they read. All of them had parts that were the same, but also had parts that were different to the others. Ms. Christensen asked if this particular story was like any of the others they read or different than the others. This strategy is a good way for the students to compare and contrast their readings to other readings and make connections. Also, when they finished they would locate the region from where the story was from and mark it on a world map. This is a good way to integrate other subject areas into reading.