You Never Know Which Key Opens the Wardrobe to Narnia

Literacy Success Story Follow Up     After Giovanni’s success story during a previous literacy lesson (see blog "Literacy Success Stroy), I continued to use the same strategy. I had him join a group, had him process the way he needed to- even talking to himself, but he was physically close enough to listen, and he even read parts out loud fluently when I pointed to the words for him.

The newest story results of his comprehension absolutely fascinated me. He drew all the animals involved in the story, had the perfect perspective of a mirrored image of the main character in a pond- advanced understanding that other students in his group did not show.This student understands much more than might be obvious. Results like this do not happen every day. Some days he seems to be too involved in his own world to join what we expect him to do. But seeing that he is capable of understanding and learning just challenges me to find more keys and more access points to his learning and thinking. I strongly believe it is us who need to try to connect with his style of learning rather than pushing a system on him that simply does not work for him. My learning from Movement Method has provided me with tools to have a great chance to access his way of thinking and help him grow.

The Text:

Giovanni’s work:

Giovanni had a better understanding than the neuro typical student (see example below). He got the perspective right and had many more details.

Neuro Typical 5th Grade student representation:

Follow up email from parents:

Mr. Hinojosa:
This is awesome! We love hearing about his progress. We wanted to ask him about the reading to see if he could tell us  about it. When we asked him about it and showed him only the picture of the reading material (not his drawings) he knew immediately what it was. We asked him if he read this in class and he said "yes". We then asked him what was it about and he immediately responded with "he saw himself in the water like a mirror". He was referring to the stag. And then said "he was looking at his horns." He absolutely knew what it was about, retained it, and was able to give us a brief description of the reading. We are curious as to how is he following along during these reading groups. Is he just up and moving around listening to other students read? Does he have his own copy to follow along with? Does he follow along, or does he just listen while moving around? We ask, only because we want to implement whatever is working there here at home as well. Again, thank you so much for sharing this information, and for everything that you do for our son.