READING TECHNIQUES FOR CLASS
A Challenging Story
A Question---It Says—I Say—And So
Jamaica’s Find By Janita Havill
Some Schemata Building Activities:
Story frame
KWL
Discussion Web
Story impressions 1
Story Impressions 2
The Collaborative Graffiti wall
A Challenging Story
Dr Bintz gave us a paper with this short story on it and asked us to translate what it says and answer some of the questions on the paper. The story is not only challenging but also interesting and I was able to figure it out.
The story:
A Mardsan Giberter for Farfie
Glis was very fraper. She had denarpen Farfie’s mardsan. She didn’t talp a giberter for him. So she conlanted to plimp a mardsan binky for him. She had just sparved the binky when he jibbed in the gorger.
“Clorsty Mardsan!” she boffed.
“That’s a croustish mardsan binky,” boffed Farfie, “but my mardsan is on Stansan. Agsan is Kelsan.”
“In that ruspen,” boffed Glis, “I won’t whank you your giberter until Stansan.”
Translation:
A Birthday Cake for Farfie
Glis was embarrassed. She had forgotten Farfies birthday. She didn’t get a present for him. So she started to cook a birthday cake for him. She had just finished the cake when Farfie barged into the room.
"Happy Birthday" she said.
"That’s a nice birthday cake" said Farfie” but my birthday is on Saturday. Today is Thursday"
"In that case" Glis said “I won’t give you your present until Saturday"
Comment:
One needs to read between the lines, to have the use of language cueing system to bring meaning to this seemingly non-sensical paragraph. These include:
a. Knowledge of syntax or word order.
b. Grapho-phonemic or how alphabet spellings relate to speech sounds.
c. Semantics or meaning and comprehension. Pragmatics or context
A Question---It Says—I Say—And So
After reading chapter 7 from Reading and learning how to Read by Vacca et al.
Dr Bintz gave us a paper with this short story on it and asked us to translate what it says and answer some of the questions on the paper. The story is not only challenging but also interesting and I was able to figure it out.
The story:
A Mardsan Giberter for Farfie
Glis was very fraper. She had denarpen Farfie’s mardsan. She didn’t talp a giberter for him. So she conlanted to plimp a mardsan binky for him. She had just sparved the binky when he jibbed in the gorger.
“Clorsty Mardsan!” she boffed.
“That’s a croustish mardsan binky,” boffed Farfie, “but my mardsan is on Stansan. Agsan is Kelsan.”
“In that ruspen,” boffed Glis, “I won’t whank you your giberter until Stansan.”
Translation:
A Birthday Cake for Farfie
Glis was embarrassed. She had forgotten Farfies birthday. She didn’t get a present for him. So she started to cook a birthday cake for him. She had just finished the cake when Farfie barged into the room.
"Happy Birthday" she said.
"That’s a nice birthday cake" said Farfie” but my birthday is on Saturday. Today is Thursday"
"In that case" Glis said “I won’t give you your present until Saturday"
Comment:
One needs to read between the lines, to have the use of language cueing system to bring meaning to this seemingly non-sensical paragraph. These include:
a. Knowledge of syntax or word order.
b. Grapho-phonemic or how alphabet spellings relate to speech sounds.
c. Semantics or meaning and comprehension. Pragmatics or context
A Question---It Says—I Say—And So
After reading chapter 7 from Reading and learning how to Read by Vacca et al.
Adapted from Beers, K. (2003). When Kids Can’t Read. Portsmouth, NH: Heinemann, pp. 165-171
Jamaica’s Find By Janita Havill
(Dr Bintz hid the text and showed only the illustrations for students to write the story)
Here is my version to it.
Jamaica went to play in the park and found a red hat and a stuffed dog. She gave the hat to the man at the lost-and-found but kept the dog for herself. Nobody at home seemed to like the dog. Once by herself in her room, Jamaica made up her mind to take the dog to the lost-and-found. The next day she took it there and went to play in the park again. A girl her age was there and Jamaica asked her to join in playing in the slide. The little girl apologized because she had to look for a stuffed dog she had lost there. Jamaica took her to the lost-and-found. They became friends from that day on.
Some Schemata Building Activities
Jo Anne Vacca et al. Reading and Learning to Read
KWL (What do you Know? What do you Want to Find? What did you Learn?)
Discussion Web for Where the Red Fern Grows.
Story impressions for Where the Red Fern Grows.
Story Impressions – Art: Use the words to write a story before we read the story.
The Collaborative Graffiti Wall Presentation.
This story is about a little raccoon who does not want to go to school. She assures him that he will like it because he will have new friends, new toys, and new books. Even better, she came up with a wonderful trick which has been in the family for years. She gives him a kiss in his tiny palm and little Chester feels ‘his mother's kiss rush from his hand, up his arm, and into his heart." Then, tells him that whenever he feels lonely at school, he has to press his hand to his cheek to feel the warmth of his mother's kiss. Chester likes the idea, gives his mom a Kissing Hand, as well, to comfort her when he is away, and sets off to school.
It is the story of many kids’ first day of school. They have much difficulty making the home to school transition.
https://justbooksreadaloud.com/ReadToMe.php?vid=KissingHand
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