A Critical Discourse Analysis of Family Literacy Practices: Power in and out of Print

By Rebecca Rogers | Go to book overview
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Appendix F

Snapshot of Vicky's Remedial
Reading Lesson

1/20/98 Observation Remedial Reading
9:45-10:45 a.m.

Remedial reading time started with decoding practice and then students took their individual lesson plans and worked from workbooks. They were not allowed to move to the next section until they got a certain number right from the workbook. The reading teacher stated that they would read books as a group when they had time. The following transcript shows how the books were introduced and vocabulary words discussed. The books were introduced through vocabulary words similar to the event recounted in the following dialogue. Here, the teacher is flashing vocabulary cards at the students from the story To the Top!

T: Very quickly, let's do it. Let's do it. Come on, come on, try it.
ST1: Oxygen
Vicky: Oxygen tanks
ST1: Meshner
T: No mesh. Not mesh. Look at this. What's this?
Vicky: Mess
T: No. What's this?
Vicky: Mess
T: Mess. Spell ess. Spell ess.
Vicky: e-s-s
T: That's right. Spell mess.
Vicky: M-e-s-s
T: Yulp. Spell ner.
ST2: n-e-r
T: What's his name?
Vicky: Reinhold Messner.
T: How many parts in Mesner?

-169-

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