Author: Danielle Mauro (Page 8 of 9)

In fourth grade, my grades had started dropping and i had to take a reading and writting test. and i learned i have a reading/learning dissability. the next year i was put into resourse, which is pretty much like extra help. i would have to leave the class with a couple other kids everyday, and do other work with a different teacher. everytime i would leave the room, i felt weird, confused and left out. at that time, i felt like nothing was happening, especially since i didnt make any new friends or have any friends there and i didnt really understand why i was there in the first place. it would be fun sometimes, we would play writting or spelling games on fridays and we wold get prizes, and i would be able to walk back to class with a cool little toy. but the rest of fifth grade want the best in that aspect. i would miss out on somethings, i remmeber when all the girls had the “talk”, i was taking a reading/wrting test, and i walked in half way through the talk and the teacher had to bring me a chair in front of everybody. from that point forword it went well. i had resourse every year, and in sixth grade i had actually understood why i was in the class and i met my best friend in that class.

Over the years i really never realized how much it had actually helped me with my reading. in ninth grade was my last year of resourse, and it was with my best friend! when we found out we both werent coming back, we were really sad, devestated and i was really scared. i was so scared that i would have no available help for me when i needed it. after my last year of resourse, thats when i realzied i had actually grown with my skills. i had pretty much gone to resourse every other day those two years in eighth and ninth grade, doing homework, and thats it. i didnt need any help, and that felt good! the next three years in high school, the only help i got was extra time on tests, finals and regents, which made me feel a lot more safe and comforatable. if im being completley honest, i didnt even use it that often. since then i think i have done fine with my reading. although, i do feel like i read slow and i have to reread whatever i read, when theres questions following it.

free write turning point in education:

In 4th grade i had been told i had a reading/learning dissability. the next year in 5th grade, i would have to go to a different room with a couple other kids, i think everyday. we would get spelling lessons and grammer practice, stuff like that. pretty much extra help/resourse. i didnt really understand what was going on when i had to leave the class room, bt i felt out of the loop. but i did enjoy it, on fridays we would play reading games and earn prizes. but it did ake me feel left out. i remember spesifically i had to take a reading test while everyone i the grade got “the talk” and i missed half of it and had to come in half way through and i was so embarassed. from that point on it wasnt that bad. 6th grade through 8th grade was pretty much the teacher there helping you with homework from other classes, and those teacers telling you what you need to work on, but i made some friends in resourse and actually had fun, and my reading skills got a lot better and was on track with everyone else. in 9th grade it was my last year of resourse, ever, and with my best friend. i had realized at that point that i wasnt even really asking my reosurse teacher for help, well not often. and then twoards the end of the year i found out that i wasnt going to have resourse next year, and i was devestated. i felt like i would have no help at all going foward, and i was terrified. but i did it, and the next year i didnt have resourse, and i was completly fine. i just felt off. but i felt a little better because for the rest of high school i had time and a half on all tests, finals or regents, so that made me feel a little more more comforatable. since then i think i have been fine with reading, i just have to usually read the passage a second time because by the time i read the questions, i forget all the details and i do read i think slower than others. about a year ago i was looking at my told report cards from elementary school, and i just saw the drop in my grades in mid 4th grade and it shocked me.

9/1/21

Free Write:

Elementary school. I don’t remember much from elementary school, but the memories i do have arent the best. But i’ll start with the good first. In kindergarten, i made a friend and we used to play princesses based on what color our shirt was. And i loved my teacher. But then at the end of the year my friend moved away 🙁 then in first grade i actually made my first long time friend. And, just want to warn you, i will be talking about vomit. I got extra cocoa puffs for lunch that day, i was so happy. But then, later on when we were doing a math worksheet, i felt sick and i raised my hand. But my teacher said give me one second. That second was very bad. I turned to my right, and threw up on this girl. I had no idea who she was. But i got her sent home because she was covered in vomit, and then we were best friends. And she still is my friend, and im so happy i still remember how we became friends. Then a whole lot of nothing happened till 5th grade, 5th grade was not good. Its when i had to be taken out of the class everyday to go to resource, because i had a reading disability or learning disability. 

———————————–

Bunn, Mike. “How to Read Like A Writer.” 

Writing Spaces: 

Readings on Writing, Volume 2

In the first couple of paragraphs, he talks a little about his job and realized that everything he reads while at his job, every word in the book has so much thought into it. So he decided to do the same! The second section of the piece (pages 72 and 73)talks about the goal of reading in writing, and trying to figure out what their goal as the writer was, their technique, and why. The next page (74), it shows examples of reading, and examining every detail like someone with an intricate job.  The next few ages talk about what to think about or expect before reading the piece. For example, the genre, published or student written. The next section (page 79-81) are questions to ask as and when you are reading and what you should be writing as you are reading.