Jared Weisberg
September 29th, 2014
Chapter 4: Beyond "Sound It Out" was extremely helpful when reading because I experienced this strategy when working one on one with my Field Experience student. For instance, I observed that my student is a very strong reader, however, I also acknowledged he skips over words he doesn't know how to pronounce. I wasn't very upset when he did this because I understood how it felt to not be able to pronounce the word. I used the skills I was taught in Chapter 4 and put them into use to observe if they would work. I first introduced MSV which stands for meaning, structure and visual. I explained to him how to incorporate meaning, structure and visual into his reading to help better understand what the word means and how to pronounce it properly. But the strategy I noticed that he kept using while reading was meaning. For example, he would try and gain knowledge from pictures in the text and see if it made sense when he would read aloud to himself again. After a few attempts he started to understand that if the fluency matched up with the picture and sentence, it was correct. I was very pleased with his relentless attitude but also proud that my Elementary Teachers also taught me this strategy when I was younger as well. I'm thankful they taught me this since I'm able to continue teaching this strategy to other children. Overall, I thought this was a very helpful Chapter since we acknowledge as teachers that students continue to display trouble with fluency and problem solving an unknown word by themselves. Its important that we take note of the helpful ideas given to us in this chapter and use them in our future classrooms when working with students.
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