If I had a student like Marcus in my class, who often miscues with substitutions that begin with the same letter(s) of a word, although his miscues are not syntactically or semantically acceptable, I would begin with a Retrospective Miscue Analysis and invite him to listen to his recording so he could hear where his miscues were and see if he could point out when it wasn’t making sense. I would also include Shared Reading instruction with picture walks beforehand to activate prior knowledge in the hopes that he would retrieve contextually appropriate vocabulary as necessary. One possibility would be to implement writing strategies in which I would either help him construct a passage or have him begin journaling on his reading to help him to realize that he can gather meaning from what he was reading. I also think that implementing inquiry may help him to understand that text contains information and there are specific strategies we can use to gain meaning. And finally, I would implement LOTS of sustained reading, with opportunities for buddy reading and books on tape as well. The more fluent reading is modeled in a way that is conducive to gaining meaning, the better his chances of gaining meaning himself.
Heather,
ReplyDeleteYou made some great suggestions for Marcus. I like the picture walks idea to activate prior knowledge. You could also have him make predictions from the texts just to get an idea of what he is thinking. I also like the journaling idea. In student teaching I had students that had trouble retelling stories aloud, but could easily do it on paper. Great suggestions!