Transcript Giving thoughtful attention to the level of help a child

Concepts about print
Cover
Punctuation
All readers (be they 5 year old beginners working
on their 1st books or effective adult readers),
need to find and use different kinds of
information in print and combine the
information which they find in print with what
they carry in their heads from their past
experiences with language
M.Clay
What information does a child use in
their reading?
Good word
recognition and
phonic skills
Visual (V)
Does it look right?
Oral language
comprehension
plus content
Oral language
comprehension
plus own
grammatical
structures
Structure (S)
Does it sound right?
Meaning (M)
Can you say it like that
in English?
Does it make sense?
The Simple View of Reading
Good language
comprehension, poor
word recognition
Good word
recognition, good
language
comprehension
Poor word
recognition, poor
language
comprehension
Good word
recognition, poor
language
comprehension
The Simple View of Reading
Language
comprehension
good
Word
Recognition
poor
Word
recognition good
Language
comprehension poor
Analysing a running record
• Working out sources of information to the
point of error behaviour or self correction:
meaning / structure/ visual cues
•
•
•
•
EASY - 95 – 100%
INSTRUCTIONAL – 90 – 94%
HARD – 80 – 89%
Analyse own running record
“Giving thoughtful attention to the
level of help a child needs and
decide when you are prompting for
processing or when you should be
supplying information that the
learner does not have”
M.Clay
Skills involved in reading
Predicting
and
Anticipating
Monitoring
and
Checking
Context
Self
Correcting
Searching
Reading familiar texts
•
•
•
•
•
•
Enjoyment of a story
Phrased and fluent reading
Attention to print / word recognition
Speed recognition
Use of meaning
This is what a good reader sounds like
Levels of reading
The high progress reader
• Can identify many different
kinds of information
• Appears to focus on the
meaning of the text
• Anticipates
• Checks with a rapid search
• Demonstrates flexibility
across levels of language
• Adjusts pace of reading
The low progress reader
• Operates slowly on mainly
one kind of information
• Disregards discrepancies
between response and print
detail
• Forgets the message
Cut up sentence
•
•
•
•
Monitoring as re - ordering
Phrasing
Cutting up sentence in different ways
Observing the strategies used during re ordering
Composing own written sentence
•
•
•
•
Oral sentence
Shared production of the sentence
Using letters and clusters of letters
Production of high frequency words – taking a
word to fluency
• Re-read, monitor for visual information,
grammatical sense and meaning
Sounds, letter – sound relationships, letter
clusters and words can be practised in
isolation, but the groupings of words become
critical when we are reading and writing
continuous text.
M.Clay
Letter identification
• Fast recognition of known letters
• Extension of known letters
• Upper and lower case letters
Word work
• Use magnetic letters to make up word Left to
Right
• Take word apart and blend
• Substitute initial letters eg look / cook / took
• Substitute end letters – can / cat / cap
• Add endings – looks / looked / looking