However, I have had a handful of students also attempt to read the words correctly and fail and not go back and reread. For example, one student was reading about a jaguars sleek broad legs, and instead of saying broad she said board. She did not go back to fix her mistake and did not seem to think it didn't make sense.
Wednesday, August 21, 2013
Module 1: Page #14, Activity 4
Since I am administering my F&P tests to my students I have seen many behaviors listed on both sides of the Proficient/Less Proficient chart. There are very few students at this point in the year that read to make it sound like language. Students have had some background knowledge on earthquakes and animal adaptations so many have been able to use their background knowledge to help them answer the deeper questions I ask about those books in the F&P kit. Many of the students I have tested do seem to go back and reread if they call out a word that doesn't make sense and they correct themselves.
However, I have had a handful of students also attempt to read the words correctly and fail and not go back and reread. For example, one student was reading about a jaguars sleek broad legs, and instead of saying broad she said board. She did not go back to fix her mistake and did not seem to think it didn't make sense.
However, I have had a handful of students also attempt to read the words correctly and fail and not go back and reread. For example, one student was reading about a jaguars sleek broad legs, and instead of saying broad she said board. She did not go back to fix her mistake and did not seem to think it didn't make sense.
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