Mary did a very good job. She
came in not being able to answer what “predict” meant or even guess what it
meant and she left being able to define predict as “guessing what will happen
next because of what you read” and make accurate and relevant predictions about
the reading.
When I first went to the room to bring Mary to the reading
resource room, all the kids wanted to go with me. “Take me!
I want to go! Can I go?” When I asked Mary to follow me out into the
hall, I think she felt really important and excited because a big smile came
across her face. Once we got to the room
we talked for a bit while I set up the computer and materials. She shared that she had been in the room
before and liked it because there were so many books.
I started by telling her what we would be doing. After, I asked her what she thought “predict”
meant and I received a blank stare. I
asked her what comes to mind when she hears the word or if she had even heard
it before. After a large moment of
silence, she smiled and shook her head no.
So I went ahead and started to explain it. Using the examples was really helpful for
her. As soon as I gave my first example and
had her finish the second, I think she was able to understand. Creating examples that students can comprehend
and that are relevant, helps scaffold and make the content connectable.
As Mary began reading, she did pretty well. The text has some made up words, so I decided
to read every other page with her. Her
fluency was pretty slow, but from where she was in the beginning of the year,
she has certainly improved. When the
first predict question came up, she seemed a bit surprised because she was
getting into the story and the repetition of reading. Stopping made her think about what was
actually happening in the text. All of
her predictions were relevant and could have potentially happened. Near the end of the story she even made a
comment on a page about what might happen next before I prompted her to
predict. This was very encouraging and
evident that she comprehended the lesson because she started to take the skill
and apply it on her own.
As the story ended, we talked about why it was important and she
decided that it helped her understand the story better. Mary concluded by saying that she really
enjoyed the story. Working one on one
with a student provided me the opportunity to specifically tailor the lesson to
meet the individual student’s needs. It
is important to incorporate pull out lessons into your classroom to address
individual students’ needs.
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