early behaviors & running records : early language and literacy certificate, course 1
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Early Behaviors & Running Records : Early Language and Literacy Certificate, Course 1 . Class 4 Guided Reading Plus. Housekeeping. Questions from last class Hyphenated words count as one word and one error ‘steering-go-round’ - PowerPoint PPT PresentationTRANSCRIPT
Early Behaviors & Running Records:
Early Language and Literacy Certificate, Course 1
Class 4Guided Reading Plus
HousekeepingO Questions from last class
O Hyphenated words count as one word and one errorO ‘steering-go-round’
O 90% on a book read the day before is instructional, but not good
O At level 3, children should NOT be reading ONLY pattern books!O wean them quickly
HousekeepingO Change of class dates:
O Feb 7 – cancelledO April 11 – new (Rooms 118/119 at Del
Pueblo; Library at Howell)
Homework Review
O Review Running Record Scoring Worksheet
Essential Questions
O Why is it critical to know and address students’ acquisition of early behaviors?
O How do I analyze a running record?
Early Behaviors
Early Language and Literacy Certificate Program
Foundational Ideas: Early Behaviors
OEarly reading & writing behaviors are ESSENTIAL UNDERSTANDINGS on which to build literacy
Foundational Ideas: Early Behaviors
OMany struggling readers are confused about the early behaviors
OBy the time they figure them out, other children have moved on
Foundational Ideas: Early Behaviors
OBe sure that readers at all times can see the print on charts/easels (in word study lessons, interactive writing, and shared reading)
OSitting off to the side or directly in front gives a distorted view.
Foundational Ideas: Early Behaviors
O What does readiness mean?O Readiness was = fixed developmental phaseO Readiness NOW = Emerging O Emerging = growth is shaped by experiences
& opportunities that we create for children to engage with print (Vygotsky)
O “No matter where children are, they are always ‘ready’ to learn the next thing.” (Clay)
Foundational Ideas: Early Behaviors
OThe Early Behaviors MUST quickly become smooth and automatic so they do not require conscious attention
OTable talk: What are the ‘Big 5’ Early Behaviors?
Foundational Ideas: Early Behaviors
O The BIG 5 (model w/ We Dress Up)O Left to right, one to one matchO Locate known word (name, mom)O Locate unknown wordO Letter vs. wordO Learn how to remember
O Foundational pieces for literacy
Foundational Ideas: Early Behaviors
O Academic Language O wordO letterO first, last, beginning, endO period, quotation marksO matchO makes sense
Making the “Invisible” Visible
O These understandings are “Invisible” to proficient readers like us, so we may not think to teach them
O We need to MAKE these understandings visible to emergent readers
O Handout: Making the “Invisible” VisibleO Circle three “ah-has”O Share at your table
So how do we see the “Invisible”?
O Concepts About PrintO Handout: Concepts About Print (Clay) &
CAP Assessment (English & Spanish)O Demo – We Dress Up (p. 10)
O Homework: O Read CAP HandoutO Assess 1 student
O Choose level B/2 with return sweep
Shared Reading LessonO Handout: Shared Reading of Frog
Food (A/1), WRS: 222
O Complete the empty columnO What is the teacher attending to?
O Discussion: What did you notice about the teacher’s language?
Running Records
Early Language and Literacy Certificate Program
Foundational Understandings
OTeach for STRATEGYOWhat does that mean to
you?
ORequires analysis of running records
Foundational Understandings
OWe are analyzing the errors to see what’s good about them.
OErrors tell us what the child knows.
MSV AnalysisO Meaning = content
O Is the student’s response in the ballpark of the meaning of the piece up to the point of error?
O Saturday Sunday
O [The PICTURE informs MEANING. If a student looks at the picture when problem solving, he is using meaning (not visual information).]
MSV AnalysisO Structure = grammar, language
O Could the sentence have worked that way grammatically in book language up to the point of the error?
O The dog can swim. The dog can run.
O [This has nothing to do with the meaning.]
MSV AnalysisO Visual information = print
O 1:1 match, known wordsO Is there any similarity between the
student’s response and the look of the word?
O little house bottle hungry
O [This has nothing to do with the meaning/picture.]
Practice MSV
O You try it – Handout: MSV Practice
O Review
Analyze rr
O Analyze partial rr together (#2.1 – The
Merry-go-round)
O You try it (#2.2)O Review
O You try it (#2.3)O Review
Essential Question
O How do I analyze a running record?
O Why is it critical to know and address students’ acquisition of early behaviors?
Essential ConnectionsO LEAP
O MCD: methods & pacing, academic languageO HIIM: check for understanding, feedback
O English Language LearnersO Oral Language DevelopmentO Academic Language
O Common Core ShiftsO NonfictionO EvidenceO Increasing text complexity
HomeworkO READ
O WRS: 201-204 Learning About PrintO Concepts About Print Handout
O DOO Reflect on reading of WRS: 201-204 O Reflect on classO Give CAP Assessment to 1 Student O Reflect on CAP reading & giving CAP to
student O BRING to next class
O CAP results for 1 studentO Next class powerpoint (for notes)O ALL handouts received thus far