Preschool: I
remember playing puppets with my friends and creating scenes and stories with
each puppet we used at school just like a book would have a scene and story.
Kindergarten: even
though we couldn't read that well, my teacher let each student bring in a book
each week and "read" it to the class. Even though we couldn't read
the words, it allowed my imagination to speak through the pictures and images
in the book.
Second grade: once I
could read, I remember on road trips that we would take my family would play a
game with license plates. We would look
at the license plates of the cars in front of us and try to make words out of
the letters at we saw on the license plates.
We would also play the alphabet game where we had to find a sign with a
word for each letter of the alphabet we were on.
Third grade: I began
to learn cursive and had to re-identify letters based on the cursive that was
on the board and the cursive I was learning.
Sixth grade: once a
week, I took a children's book to school and read it to a first grade class. As
I was reading the book, I would point at the words to show them what I was
reading.
Eighth grade: I was
placed in an accelerated English class because of my grades and my previous
MEAP scores. We had to read more novels and write more papers.
Ninth grade: the
teacher I had my freshman year is the teacher that taught me all about novels
and literary devices. He taught me
grammar and how to write a good essay too, but most importantly taught me how
to read and analyze what I was reading and how to take important words out of a
piece of literary work.
Twelfth grade:
during the IB tests, we had to read and analyze texts and then write essays
about the texts we had to read. This
made me a critical reader and made me recognize key words within the passage
that could be used as literary devices to analyze the piece.
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