POWS

 “Dora Learns To Write”

(DIDN’T USE THE STRUCTURE)

The teacher actually does enough to help Dora out with her punctuation at the end of sentences. What the teacher did at the beginning was have Dora reading aloud and talk about what she had wrote. The teacher, WHOSE (POSSESSIVE PRONOUN, THE REVISION WAS MADE TO SHOW WHO IS INCHARGE) goal was to get Dora to think, would ask her questions about her writing because Dora wrote all of her words together. The teacher and Dora framed each word to show Dora that each word had ITS (POSSESSIVE PRONOUN, THE REVISION WAS MADE TO MAKE A POSSESSIVE PRONOUN INSTEAD OF IT BEING PLURAL) own place. Dora learned from one of her friends at the writing table that by putting a dot where she thought the word ended would help her separate the words, she seemed to get it. After awhile the teacher told the entire class that those are periods not dots in the sentence. The teacher helped Dora by having her talk about why she put a period there, even though the teacher knew it was a wrong spot for the period. “Let’s read YOUR (POSSESSIVE PRONOUN, THE REVISION WAS MADE TO SHOW HOW THE TEACHER GOT DORA TO INTERACT) writing,” (Cordeiro) the teacher said to Dora. The teacher talked about Dora’s story and how when we are reading our voice will drop down and that’s when we will put a period down. So they would talk about each sentence to see if it was a good place to stop and put a period. Her teacher pulled out Dora’s story book that she had been reading and told her that periods happen at different places on the page, then she had Dora go back through her story and find where the periods go. She worked on this problem for a long time; she had to read with meaning. After Dora started reading with meaning, she started to understand that you have to go with the flow, otherwise it would sound awkward when she stopped at some of her periods.

            What the teacher doesn’t do to help Dora is occasionally check back in with her because she just assumed she was doing it the right way after that. Dora seemed to have to figure it out on her own when she was reading. But at the same time the teacher needs to help all of her students out. The teacher seems to help Dora out in the beginning but as time goes on, the teacher seems to forget about Dora and not show her how to correctly punctuate her sentences. Well the teacher does but gives Dora all the information at the beginning, and kind of overloads her.

            It takes Dora a long time to apply the concept of sentence-end-marking because the teacher overloaded he with a lot of information at the beginning, then kind of lets her be after that, while sometimes checking back in with her. Dora figures most of it out by trying to apply the teachers concept with her story book because she had liked that book a lot and she seemed to use that book and relate it back to her story. Finally once she got the concept the teacher had finally come back to see how she was doing and had her read her story to the class. OVERALL THE TEACHER USED HER KNOWLEDGE TO HELP DORA AND THE CLASS UNDERSTAND THE LANGAUAGE OF WRITING (Compound sentence).