Padlet 2 by Amy Bowlin https://padlet.com/Amy0607/nyu6ftxiqbt4 en-us 2016-09-12 15:43:39 UTC 2025-10-15 11:24:59 UTC hello@padlet.com Amy0607 https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/124528343 2016-09-17 17:57:27 UTC https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/124528343 https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/126224852 2016-09-25 17:45:35 UTC https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/126224852 My student DM was not using V to monitor her reading. I had to prompt her by asking her to find and point to the first letter of the word. https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/126225137 -Amy]]> 2016-09-25 17:50:38 UTC https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/126225137 My case study student was not using MS or V to monitor his reading. When he came to a word he did not know, we would look at the first letter and say another word that started the same. Ex: Just for Jeans. I had to stop him and ask him if that made sense in the story. -Emily J ejacques https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127030513

]]> 2016-09-28 16:33:53 UTC https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127030513 My case study student tends to stop and not say anything when she gets to a word she does not know.  She does not always look to me to give her the word.  Normally she moves her out trying to say the word.  Other times she will look at the first letter in a word (like Emily J.'s student) and will say a different word that starts with the same letter.  I will then have her go back and prompt her to look at the pictures to see if what she said made sense with what is in the pictures and with what we had already read.  kcclevela https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127034384 -Kellie

]]> 2016-09-28 16:43:19 UTC https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127034384 ermyers https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127136830 My case study rushes through reading and as a result he does not use MS or V.  He looks at the first letter and uses words that his is familiar with. I try to get him to slow down, take his time, and especially use Meaning to help him figure out the words he does not know. 
- Elizabeth ]]> 2016-09-29 01:21:39 UTC https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127136830 I have noticed that my case study student does a great job at using V to assist his reading. When he comes across a word he does not know, he checks the pictures to see if it seems to match. He does sometimes struggle with words that are not aided with the visual cues. I prompted him by asking him to read the sentence or phrase again. Usually he would realize that something did not sound right! https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127142803 2016-09-29 02:37:27 UTC https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127142803 kjanewaters https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127144866 2016-09-29 03:07:47 UTC https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127144866 kjanewaters https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127145858 I can tell my case study student uses meaning because he relies on pictures. If something he is saying does not make sense, he will check his picture and then double check the word to correct it then try again. I like the way he makes connections in the text. Although sometimes like the MSV article says, he does think a little too much about his background knowledge and it takes away from him focusing on the book at hand. Structure wise, sometimes my student doesn't pay close attention to the words. He will say "great" instead of "good" and thinks this sounds/looks right but doesn't go back and check the whole word to be sure. When he has done this, I have told him to take another look at the word. I have also gotten him to point to each word when he is reading because most of the time he isn't paying close attention. This is also where he struggles visually, is paying close attention to every letter in the word. It's so important because even one letter to throw off a word. ]]> 2016-09-29 03:21:30 UTC https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127145858 https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127404434 For the first couple of times I went to work with my student he was struggling with a lot of words so I would have him think of words he knew that had similar endings and use that to help him with the words he didn't know. One example was the word "all", he could not fully grasp it so I told him to focus on words like "ball" or "tall" words that he could recognize and use those similar endings. What made me proud this past time I went was when we were reading our books he implemented those strategies without me having to tell him. When he got stuck on a word he started to try and think of other words with similar endings. 
-Mason ]]> 2016-09-29 21:10:43 UTC https://padlet.com/Amy0607/nyu6ftxiqbt4/wish/127404434