I use video to explain, and provide downloadable exemplars of questions. I also provide discussion support about the texts you choose to work with.
You can complete this in one day, or over a month - depending on how many types of text your child enjoys. Once you have learned the main ideas, then it is a 'dip in' system for the relevant lectures.
If you have any questions, feel free to send me a message via email@example.com
This lecture will give you the tools to guide your child into the 'space' their brain needs to be in, in order to fully absorb what they are reading. It may also be useful for your own reading too :)
These are questions which ask the reader to identify information that has been clearly presented within a sentence in the text.
These are questions which ask the reader to interpret answers based on information that has only been hinted at, or mentioned in a different way than in the question.
These are questions which ask the reader provide their own judgement about things in the text, based on what they think the author wants them to think, and their own world view.
This lecture gives you the tools to assist your child in their own storytelling process, and therefore be a participant in the story they are reading.
After this lecture you should be comfortable with the idea that a story is a 'constructed reality' that is designed to help the reader feel 'involved'. Knowing this, you can devise suitable questions for your child to verbally answer
This lecture teaches you to guide your child through an evaluative process; one that makes them an active reader rather than just a passive one.
Having an awareness of how a visual narrative is constructed, can help your child consciously understand the elements that they may currently only be subconsciously relating to. It is also a great step into helping a child create their own visual narrative - even something like a photo book from a recent vacation.
The end of the first chapter is both an annoying and important place to stop your child. This lecture connects with "Getting the brain into gear", and uses follow-on techniques from it. I am using Roald Dahl's "Charlie and the Chocolate Factory" published by Penguin Books, with non-exclusive permission from the Roald Dahl Literary Estate, as my example text.
From this lecture, you will understand how to apply the question strategies learned in Section Two. I am using Roald Dahl's "Charlie and the Chocolate Factory" published by Penguin Books, with non-exclusive permission from the Roald Dahl Literary Estate, as my example text.
By the end of this lecture, you should be feeling confident in your ability to create questions that will allow you to test your child's comprehension. The harder part is getting them to stop reading long enough to tell you the answers! I am using Roald Dahl's "Charlie and the Chocolate Factory" published by Penguin Books, with non-exclusive permission from the Roald Dahl Literary Estate, as my example text.
Non-fiction texts are often overlooked when it comes to reading comprehension - as if the lack of 'conflict' implies a lack of subtlety. In reality, the inferential detail comes from the decisions made by the publisher. I am using "Magnets and Electricity" by Terry Cash and Barbara Taylor, part of the Fun with Science series by Kingfisher, as my example text.
Thanks so much for participating. You are able to go back to each of the relevant sections as your child brings different books home, until you feel completely confident without it. Best of luck, and please feel free to leave a review and/or let your friends know about the course.
The One Ruler
"For chewing gum in class," the head teacher intoned as she held her hand in front of me and raised one finger at a time, "for wearing non-uniform jewellery and for using inappropriate language, I am going to give you four strikes of the ruler."
She turned her back dismissively and walked behind her desk. From the top drawer she selected four different rulers; a clear plastic one, and old wooden one, a shiny aluminium one and a colourful one that seemed to bend at will. She placed them on the top of the desk, facing me and then touched each one for a moment, almost caressingly.
"You choose," she murmured.
I didn't know what to do. I felt like at any moment a director would yell "cut!" and the crew from 'Candid Camera' would jump out from behind the door. It was 2014! Teachers couldn't do this any more, could they?
I visibly jumped. "Ah, um, the wooden one?" I said hesitatingly, thinking that if I was lucky it might snap. My mother had told me a story from when she was younger, when she had actually missed out on the whole punishment due to a ruler snapping. I never expected to be facing a similar scenario, and half wondered if I would tell my own daughter about this experience.
Jodie has been a teacher in one guise or another for twenty years. Her subject areas include English Literature, Media Studies, Drama and English as a Second Language. She has taught International Baccalaureate, IGCSE and NCEA to students who have gone on to study at universities all around the world.
Having a child with ASD has allowed Jodie to study and understand more about the different ways we learn, and this has led to her interest in providing practical support to students whose own courses may be focused on only one learning style.
Studying Literature is not any more difficult than learning to drive a car. There is a difference in style between driving a Lamborghini and a Lada, but they will both get you to where you want to go - as long as you use the same strategies and practise them.