Tuesday, 21 April 2015

CLA PEE Paragraph

In Text F, Tania begins to pronounce the concrete noun "Sherlock" which is shown as an illustration in the book she is reading (Text G), however, she does not pronounce the whole word and stops at "Sher". This may be because she is able to see that in the book there is an illustration of a TV saying "Sherlock Holmes Detective' and may feel like she is supposed to read it out. However, there is a sentence break up of "she was watching the telly when suddenly..." and "...she had a brilliant idea" which is broken up by the TV illustration which therefore may have caused confusion to Tania. Due to this, Tania may have started reading "Sherlock Holmes Detective" as she is able to see it on the page, but it breaks the flow of the sentence which she is able to notice and therefore may have been the reason as to why she had stopped reading it out loud, waiting for a response from Nilem to help her.

1 comment:

  1. Good understanding. Try and start with analysis rather than description e.g. Both children display non-fluency at points where Nilem provides the remainder of words the children have begin, perhaps to facilitate reading for meaning. Try also to use more terminology e.g. by mentioning the ellipses. The noun is proper, rather than concrete (names, start with a capital). Evaluate the contribution that the book makes to the reading experiences.

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