Mallory TS#12
Monday, February 19th
9:00am-10:00am
I met with Kevin at Apalachee Elementary. Last week when I had pulled him out of class, I noticed that he had been sitting in the corner with a few other kids reading a book. This surprised me, because I didn't think his English was well enough that he could sit down and actually read through a book. Since I had already had the bingo activity planned for our last meeting, I didn't ask him about his reading then or try to read anything with him. Instead, I just made a mental note and prepared some reading materials for this meeting. I found a few simple easy passages online that contained easy words and a logical story to follow. They were all realatively short, only about a paragraph each. I split each sentence up onto a different page, and printed it out to look somewhat like a childrens' book, with the sentance at the bottom of each page. I left the majority of the page blank, so that as I was reading with Kevin I could have him fill in the blank space with an illustration of what that sentence said, to check his comprehension. I stapled the pages and essentially made 3 'books' from these short passages. Kevin seemed to do okay with this activity. He doesn't like interacting too much, so at first he was very hesitant to try to read out loud to me. Once we got going though, he seemed to be able to read very well! We ended up only getting through one story. The first time we just read it all the way through, for him to get a general idea of what the story was about. Then we went back through a second time and I asked him to identify any words that were really hard for him. Instead of just directly translating these words to spanish for him, I pulled up pictures of the word on my laptop and asked if he understood. I don't think he understood what I was trying to do, (show him a picture to help him understand the definition) so I eventually just directly translated them. Once we read the story again, I asked him to give me a summary of the story. He doesn't like to talk much still, so he basically just gave a one sentence answer. I told him we were going to draw pictures to illustrate the book. I did the first one so that it was clear what we should be doing. I tried to have him draw the next one, but he didn't know what to draw. I had to give him an idea, and then he started drawing. I ended up doing most of the work, he just liked to color in the pictures. Overall, I think he somewhat enjoyed this activity, but I couldn't tell if he actually understood what we read, or if he was just a good reader (without comprehension) because he was very reluctant to illustrate the sentences on his own.
9:00am-10:00am
I met with Kevin at Apalachee Elementary. Last week when I had pulled him out of class, I noticed that he had been sitting in the corner with a few other kids reading a book. This surprised me, because I didn't think his English was well enough that he could sit down and actually read through a book. Since I had already had the bingo activity planned for our last meeting, I didn't ask him about his reading then or try to read anything with him. Instead, I just made a mental note and prepared some reading materials for this meeting. I found a few simple easy passages online that contained easy words and a logical story to follow. They were all realatively short, only about a paragraph each. I split each sentence up onto a different page, and printed it out to look somewhat like a childrens' book, with the sentance at the bottom of each page. I left the majority of the page blank, so that as I was reading with Kevin I could have him fill in the blank space with an illustration of what that sentence said, to check his comprehension. I stapled the pages and essentially made 3 'books' from these short passages. Kevin seemed to do okay with this activity. He doesn't like interacting too much, so at first he was very hesitant to try to read out loud to me. Once we got going though, he seemed to be able to read very well! We ended up only getting through one story. The first time we just read it all the way through, for him to get a general idea of what the story was about. Then we went back through a second time and I asked him to identify any words that were really hard for him. Instead of just directly translating these words to spanish for him, I pulled up pictures of the word on my laptop and asked if he understood. I don't think he understood what I was trying to do, (show him a picture to help him understand the definition) so I eventually just directly translated them. Once we read the story again, I asked him to give me a summary of the story. He doesn't like to talk much still, so he basically just gave a one sentence answer. I told him we were going to draw pictures to illustrate the book. I did the first one so that it was clear what we should be doing. I tried to have him draw the next one, but he didn't know what to draw. I had to give him an idea, and then he started drawing. I ended up doing most of the work, he just liked to color in the pictures. Overall, I think he somewhat enjoyed this activity, but I couldn't tell if he actually understood what we read, or if he was just a good reader (without comprehension) because he was very reluctant to illustrate the sentences on his own.
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