Mallory TS#13
Wednesday, February 21st
9:00am-10:00am
I met with Kevin at Apalachee Elementary again. After our last session, I could tell he was a good reader, but I felt like the illustrations were a bit too much for him and he didn't participate as much as I wanted. It made it difficult for me to tell if he actually knew what he was reading or not. This time, I continued with the task of reading, but changed up the activity a little bit. I brought the two other stories I had planned to cover last time, but just in regular paragraph form instead of the 'book' version I had created previously. I read the first one to him, and then had him read it out loud back to me. Some words he struggled with so I would say them for him, but make him repeat the word I said, and then read the sentence with the word. During this process, if there was vocab he didn't know, we made a flashcard of it. I thought maybe this would help him remember the word, outside of the context of the paragraph. Once we made all the flashcards we needed, we studied them a little bit and then went back to the story. I had him read it one more time out loud for me, and then I gave him a set of very simple comprehension questions. Instead of just asking him to complete them on his own, I sort of walked through them with him. I was afraid that if I just gave them to him and asked him to do them on his own, he would either sit there and blankly stare at the page for 20 minutes, or he would just randomly circle answers without caring. I read the question to him, and would reitterate in different terms what it was asking. Then I would read the answer choices, and make sure he understood each answer and the vocab included. We got stuck on a couple questions, because he just was not understanding what the question asked. I had to re explain it several times, and kind of hint at the answer, but eventually I think he understood. All of the questions were super simple, some vocab based and some asking about an event that happened in the story or the overall concept like "Was the monkey happy or sad at the end of the story?". He actually did pretty well with these questions! I was really pleased to see that it seemed he did in fact understand what he was reading. I think Kevin actually does know and understand quite a bit of English, I think he is just very shy and not too confident, so he doesn't like to speak or interact or participate in a lot of activities, but he does in fact have the actual knowledge base. Or maybe he just wants to pretend like he doesn't know a lot so that we stick to simpler things that are actually easy for him, though I'm not sure his personality suggests that type of deviancy. Regardless, I was happy to see that Kevin does seem to be a decent reader, and was able to read and answer some basic comprehension questions.
9:00am-10:00am
I met with Kevin at Apalachee Elementary again. After our last session, I could tell he was a good reader, but I felt like the illustrations were a bit too much for him and he didn't participate as much as I wanted. It made it difficult for me to tell if he actually knew what he was reading or not. This time, I continued with the task of reading, but changed up the activity a little bit. I brought the two other stories I had planned to cover last time, but just in regular paragraph form instead of the 'book' version I had created previously. I read the first one to him, and then had him read it out loud back to me. Some words he struggled with so I would say them for him, but make him repeat the word I said, and then read the sentence with the word. During this process, if there was vocab he didn't know, we made a flashcard of it. I thought maybe this would help him remember the word, outside of the context of the paragraph. Once we made all the flashcards we needed, we studied them a little bit and then went back to the story. I had him read it one more time out loud for me, and then I gave him a set of very simple comprehension questions. Instead of just asking him to complete them on his own, I sort of walked through them with him. I was afraid that if I just gave them to him and asked him to do them on his own, he would either sit there and blankly stare at the page for 20 minutes, or he would just randomly circle answers without caring. I read the question to him, and would reitterate in different terms what it was asking. Then I would read the answer choices, and make sure he understood each answer and the vocab included. We got stuck on a couple questions, because he just was not understanding what the question asked. I had to re explain it several times, and kind of hint at the answer, but eventually I think he understood. All of the questions were super simple, some vocab based and some asking about an event that happened in the story or the overall concept like "Was the monkey happy or sad at the end of the story?". He actually did pretty well with these questions! I was really pleased to see that it seemed he did in fact understand what he was reading. I think Kevin actually does know and understand quite a bit of English, I think he is just very shy and not too confident, so he doesn't like to speak or interact or participate in a lot of activities, but he does in fact have the actual knowledge base. Or maybe he just wants to pretend like he doesn't know a lot so that we stick to simpler things that are actually easy for him, though I'm not sure his personality suggests that type of deviancy. Regardless, I was happy to see that Kevin does seem to be a decent reader, and was able to read and answer some basic comprehension questions.
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