Two NON-READERS read together
During circle time, A decided that she wanted to read a different story. She grabbed L; they selected three books and were directed to a table.
The two of them counted together with A using her fingers to reinforce the counting. A then assigned each person a role – she was “the Jasmine,” L was “the Ariel,” and the teacher was “the Cinderella.”
The two children then began to read the books. A started by saying to L, “I’ll show you how to read.” She then opened the book and approximated what was written in it. “Chewey gooey gooey…”
They then opened the ABC book and A sang the words in the book – “a, a, a, a, Alligator.”
A was asserting her independence and gaining control over a situation. It seems like there may be something going on at home, which she is not completely comfortable with. By grabbing a book and a friend, she is able to regain a sense of confidence.
Her memory of the books is great. She doesn’t read, yet, but she does know the words that are in the books for the most part.
A calls L her sister, and L seems to like it. L goes along with A for much of the day, but does have times where she does stuff on her own. Having A there for this particular activity allows L to enter the zone of proximal development through A’s greater knowledge and experience with language.
The two of them counted together with A using her fingers to reinforce the counting. A then assigned each person a role – she was “the Jasmine,” L was “the Ariel,” and the teacher was “the Cinderella.”
The two children then began to read the books. A started by saying to L, “I’ll show you how to read.” She then opened the book and approximated what was written in it. “Chewey gooey gooey…”
They then opened the ABC book and A sang the words in the book – “a, a, a, a, Alligator.”
A was asserting her independence and gaining control over a situation. It seems like there may be something going on at home, which she is not completely comfortable with. By grabbing a book and a friend, she is able to regain a sense of confidence.
Her memory of the books is great. She doesn’t read, yet, but she does know the words that are in the books for the most part.
A calls L her sister, and L seems to like it. L goes along with A for much of the day, but does have times where she does stuff on her own. Having A there for this particular activity allows L to enter the zone of proximal development through A’s greater knowledge and experience with language.