Hammill Institute on Disabilities

What Do You Feel?Author(s): Suzanne RobinsonSource: Learning Disability Quarterly, Vol. 7, No. 1 (Winter, 1984), p. 126Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/1510282 .

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-LDO APPLICATION . . .

AFFECTIVE COMPREHENSION

SYNONYM SUBSTITUTION Directions to Students-Find synonyms for some of the words in a story which make you feel the mood of the character, place, or event. Substitute the synonyms for the original words. Re-read the sentence, paragraph, or story. Does word choice make any difference in how you feel about the story? Teacher Action - Collect a list of synonyms that the student would likely need. If he/she gets stuck, offer clues to help recall synonyms. If the student is still having difficulty, share the list of synonyms. Next time, try antonyms in the same manner. Extend procedure to experimental writ- ten expression. Starting with a list of synonyms, try different combinations in sentences. Discuss the changes that result, if any. Apply to social studies and science texts. Discuss the implica- tions of using different words for the way in which we interpret factual information. Materials-Word lists, a very descriptive passage.

- Janet Davis Ottawa, Kansas Public Schools

WHAT DO YOU FEEL? The mood of many stories is conveyed

through "feeling" words. The following activity is designed to stimulate children's awareness of such "feeling" words both receptively and active- ly. 1. Have the students select partners and sit on

the floor facing each other. 2. Stand so that only one student in each pair

can see you. 3. Explain to the group that you are going to

hold up a card with a word on it. Only one person in the pair will be able to see the word.

4. The person who can see the word must read it, interpret it, and convey its meaning

to his/her partner "nonverbally" using body movements and facial expressions.

5. Reverse student roles and try a new word. Suggested Words

fear sorrow indifferent jolly shyness silly joy hatred proud hunger bewilderment thoughtful

-Suzanne Robinson The University of Kansas

EXPLORING HUMOR Much humor depends upon our personal or

emotional response to a written selection or ex- perience. Discuss five kinds of things/episodes that make people laugh. 1) Things that make people feel they are better than someone else. 2) Things that make people afraid or angry. 3) Things that do not make any sense: 4) Things about which we are expected to be serious. 5) Things that do not fit together or are out of place.

Have students read The Mouse That Roared and try to pick out examples of the different kinds of humor used. Elicit class discussion about what is funny. Emphasize that we must be able to identify with an experience or feeling in order to think it is funny. Evaluation - Give students points for picking out humorous incidents in the story and for explain- ing why they are funny.

- Carol Normandin Wyandotte County, Kansas Special Education Cooperative

USING ALL LEVELS OF COMPREHENSION

The following questions about the story The Wizard of Oz illustrate how each level of com- prehension can be tapped in just one reading selection.

126 Learning Disability Quarterly

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