I chose to
read with a first grade student who is new to my school this year, because I don’t
have the same information from her previous teacher like I do for my other
students. The book we were reading had a
child’s name on every page. Every time
she got to a name she would stop and stare at it. I pointed out to her that every sentence had
someone’s name in it and while it was good to learn how to say a variety of
names it really wasn’t important that we say every name perfect in order to
understand the sentence. While reading
with me, I could tell she was just trying to identify each word correctly,
which according to Table 1.1 on p. 14 is a behavior of a less proficient
reader.
Even though the book was very simple
she read very slowly and stopped to sound out most of the words. I encouraged her to look at the pictures for
clues, because every sentence had something to do with the child in the
picture. I also noticed that she wasn’t
confident in her reading ability because when I asked her if she wanted to take
the book home to continue practicing it she said no. I then asked her why not, and she replied, “Because
I don’t know the words in that book.” I
explained to her that the only way to learn new words was to practice them, and
I assured her the words would get easier the more she read them.
During my summer endorsement class,
the text pointed out the importance of read-alouds. I truly think listening to a fluent reader
while tracking the words would be beneficial for this student. That way she sees the words and hears the
words, which I believe will better prepare her to read the words independently. This student is not a proficient reader, and
will require a lot of modeling and guided reading instruction to increase her
reading strategies and skills.
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