to P-O-R-T, or not to P-O-R-T

Okay so...I was totally thinking I would be dePORTed when I saw the email to check in for Wednesday's session. Why? Because it was Tuesday of the following week. Prior to that I was so excited that I had read the chapters, and started my lesson plans. POOF! POW! KABAAAM! Time to deflate me head a little. So I just got me some PORTwine and sang...

Gloom, Despair, & Agony...
https://www.youtube.com/watch?v=ZAAKPJEq1Ew

TransPORTing on...
I have a PORTion of the assignment complete, and will be completing the other imPORTant part tonight.

The p-o-r-t exercise works for me because I am a visual repetitive learner. I doodle, draw, and rewrite in order to retain information.

p-o-r-t   / teleport                                                   p-o-r-t   / portage                               
to carry / move or carry across space                    to carry / carry a boat

p-o-r-t   / transport                                                 p-o-r-t   /  airport                               
to carry / move from one place to another            to carry / a place to land or take off

p-o-r-t   / important                                               p-o-r-t   / transportable                        
to carry / of great value, well connected               to carry / able to be carried

p-o-r-t   / report                                                     p-o-r-t   / porter                                   
to carry / give a spoken word, written account     to carry / a person to carry items

p-o-r-t   / deport                                                    p-o-r-t   / rapport                                 
to carry / expel or remove from                            to carry / relationship, bring back (French)

The CSSR (content, structure, sound, reference) seems to be a great way to work through some tougher reads. I tested this one out a little on my daughter. She is currently assigned to read Notes from the Underground By Fyodor Dostoevsky. She is not really enjoying the read, so I launched into a monologue style reading from various parts of the book, trying to get a feel for the book, and encourage her to find something she liked about it. What I found were a ton of descriptive words that I actually enjoyed, but realized that possibly only advanced readers would really grasp the meaning, and enjoy it. She is advanced, but still hasn't found the enjoyment in this particular read. I did however see how the CSSR could be beneficial in working through a read. From my daughters perspective, she did feel like the CSSR process was something she did already utilize, but did not recall having any formal teaching on that process.

TelePORTing now into the future where I hopefully have a good rePORT, since I have an excellent rapPORT so far with our amazing imPORTer of information, PORTer Steffes. (too much?)

See you in class!