For our last reading response of the course, we skipped ahead to chapter 13, which focused on teaching writing to struggling students.Writing has five main processes, which are as follows:Brainstorming—a time for generating ideas, stimulating thinking, making plans and creating the desire to write.Composing—Drafting thoughts, getting ideas down on paper and getting a purpose and … Continue reading Assessing and Correcting Reading and Writing Difficulties: Chapter Thirteen
Dates: Monday, March 18, Wednesday, March 20, and Friday, March 22, 2013 Site: St. Paul Lutheran School, All day kindergarten Cooperating Teacher: Mrs. Novak Total hours together: 3 hours Total for EDU344: 4 hrs 30 mins out of 20 hours I began my fieldwork at St Paul’s on a Monday in Mrs. Novak’s all-day kindergarten … Continue reading Fieldwork Reflection #1 With Picture!
Shocking as it may seem, there was a period in my life when I didn’t like to read. Let me set up the back story: from kindergarten to 4th grade, I attended a Lutheran school. While I loved reading at the time, I dreaded the multiple choice tests I would have to take after completing … Continue reading Assessing and Correcting Reading and Writing Difficulties: Chapter Three
The one message that really stood out for me from the opening chapter was the emphasis on the struggling reader as a unique individual not bound to the common stereotypes that currently pervade our education system. Nobody fits into a box, neatly labeled with terms like “dyslexic” or “ELL.” Instead, we educators should view every … Continue reading Assessing and Correcting Reading and Writing Difficulties: Chapter One