Time transcripts of #14 Charlene Weyand Reading Teacher Complete

[00:00:00.00]	And then in graduate school, I decided to, 

[00:00:05.09]	um, become a reading teacher or a reading coordinator, 

[00:00:08.22]	and so I did that and then my first job as a reading coordinator,

[00:00:13.25]	I had 100 students in six different buildings 

[00:00:16.51]	and they all had reading problems, either word attack skills 

[00:00:21.61]	or they couldn't comprehend or they couldn't speak well

[00:00:24.51]	and I would visit these children, sometimes in classes of three or four

[00:00:29.91]	and sometimes individually, 

[00:00:31.44]	twice a week would drive around to the different schools, 

[00:00:34.33]	and um some of them just needed like word attack skills, 

[00:00:38.48]	they needed work on that or they needed help with comprehension

[00:00:41.57]	or some of the students just needed encouragement. 

[00:00:45.34]	They felt sort of deflated and, um, felt that their efforts were futile 

[00:00:50.91]	in learning how to read well 

[00:00:52.45]	and so it was something they tried to avoid. 

[00:00:54.58]	So, you know, just smiling and encouragement and saying, "Good job"

[00:01:00.29]	you know, they would respond to that just like we all do. 

[00:01:03.99]	Something else that I worked with on the children, with the children, 

[00:01:08.69]	was like Experience Stories, 

[00:01:11.31]	where children who were having a lot of trouble 

[00:01:14.62]	and didn't want to read, just had bad attitudes about it 

[00:01:19.02]	would become involved, for example, ask them what they did 

[00:01:24.28]	Tell me what you did at the grocery store yesterday, 

[00:01:26.74]	or tell me what you did riding your bicycle yesterday

[00:01:31.12]	and they would tell me the story, and write it down 

[00:01:34.01]	and then I'd write it on big, um, poster-board, 

[00:01:39.35]	and um, write in sentences and, um, first of all, 

[00:01:45.22]	we would just read the whole poster-board together

[00:01:48.41]	and he or she would recognize that this is what the story was about. 

[00:01:54.05]	It's a story they made up and told me. 

[00:01:56.27]	So they wouldn't even be looking at some of the words, 

[00:01:59.28]	but they would be able to know some of the words, 

[00:02:01.35]	so they felt some success, and then as they, um, 

[00:02:04.70]	became better at reading and understanding 

[00:02:08.05]	what was on the poster-board, 

[00:02:09.28]	I'd cut it into strips, and so we'd have big strips, 

[00:02:13.63]	and then we would read strips, 

[00:02:15.74]	and then as they got better and more successful

[00:02:18.73]	then just words. 

[00:02:20.19]	And then we'd put the whole poster together, 

[00:02:22.14]	and it was something they could relate to really well, 

[00:02:25.61]	because they'd told me the story in the first place, 

[00:02:29.34]	and that seemed to give them success 

[00:02:33.08]	and that they felt good about their endeavors. 

[00:02:35.89]	They were able to actually read some of it, 

[00:02:38.56]	even though they may not have been reading it, 

[00:02:41.09]	but they remembered it in their head.

[00:02:42.56]	So and then eventually, they learned to know the words, 

[00:02:45.21]	so that was something I liked to do a lot with the children. 

[00:02:48.88]