making it manageable final

Making it ManageableMaking it Manageable

Effective Teaching of Low Literacy AchieversEffective Teaching of Low Literacy Achievers

Liz Oldridge R.T.Literacy Liz Oldridge R.T.Literacy NelsonNelson

Liz Oldridge NZRA 2009

Teacher KnowledgeTeacher KnowledgeKnow the learner as a personKnow the learner as a personKnow where they’ve come from and Know where they’ve come from and

where they need to be where they need to be Know the characteristics of literacy Know the characteristics of literacy

learners in general– learners in general– Literacy Learning Literacy Learning ProgressionsProgressions

Know what you still need to knowKnow what you still need to know


Where do I Start?Where do I Start?

Assessment that informs teachingAssessment that informs teaching Running Records, STAR, Burt/Clay word Running Records, STAR, Burt/Clay word

tests, HRSW, dictation, writing samples, tests, HRSW, dictation, writing samples, JOST, alphabet, teacher observation and JOST, alphabet, teacher observation and knowledgeknowledge

Analyse to identify strengths and needsAnalyse to identify strengths and needs

NZ Curriculum, English Exemplars, National NZ Curriculum, English Exemplars, National StandardsStandards


What might I need to teach?What might I need to teach?Phonemic/ phonological knowledgePhonemic/ phonological knowledgeAlphabet/blend knowledgeAlphabet/blend knowledgeWord recognitionWord recognitionHow to make links from known to How to make links from known to

unknownunknownHow to monitor own readingHow to monitor own readingHow to be meaning drivenHow to be meaning driven


What might I need to teach?What might I need to teach?

How to check for senseHow to check for senseHow to locate recognisable chunks in How to locate recognisable chunks in

wordswordsHow to read through wordsHow to read through wordsHow to check that predictions fit all How to check that predictions fit all

sources of informationsources of informationHow to make connections with and How to make connections with and

gain meaning from textgain meaning from text


What might I need to teach?What might I need to teach?

How to be sure of what is knownHow to be sure of what is knownFluent, well phrased readingFluent, well phrased readingVocabularyVocabularyDetail: accuracy with known words, Detail: accuracy with known words,

endings and punctuationendings and punctuation


Phonemic awareness and Phonemic awareness and phonological knowledgephonological knowledge

Activities to practise hearing, segmenting and Activities to practise hearing, segmenting and manipulating sounds in words- picture cardsmanipulating sounds in words- picture cards

Syllabification and rhyme- poetry, rhyming texts, Syllabification and rhyme- poetry, rhyming texts, talking about wordstalking about words

Reinforce letter/sound relationships: matching words Reinforce letter/sound relationships: matching words with sounds, isolating or substituting sounds in a with sounds, isolating or substituting sounds in a word, blending individual sounds in words, endings word, blending individual sounds in words, endings

Integrate teaching of reading and writing by Integrate teaching of reading and writing by incorporating writing for sounds into phonics incorporating writing for sounds into phonics instructioninstruction


Phonics cont.Phonics cont. Expose students to poems, rhymes, chants, songs Expose students to poems, rhymes, chants, songs

and repeated readings of shared booksand repeated readings of shared books Provide activities focussing on syllable, onset-rime Provide activities focussing on syllable, onset-rime

and phonemic manipulation and phonemic manipulation Move from larger to smaller units of sound e.g.. From Move from larger to smaller units of sound e.g.. From

syllables to sub syllables (onset-rime) to phonemessyllables to sub syllables (onset-rime) to phonemes Use a mix of oral (poetry, songs etc) and concrete Use a mix of oral (poetry, songs etc) and concrete

(clapping or moving counters) activities(clapping or moving counters) activities There is no sequence of instruction. Students don’t There is no sequence of instruction. Students don’t

need to ‘get’ one type of operation before having need to ‘get’ one type of operation before having experience in anotherexperience in another


But wait, there’s moreBut wait, there’s more

Research has shown that low progress readersResearch has shown that low progress readersare often weaker in phonemic awareness and are often weaker in phonemic awareness and training in it has been said to improve reading training in it has been said to improve reading levels. (Juel, Griffith and Gough, 1986)levels. (Juel, Griffith and Gough, 1986)Intensive training can improve the word reading Intensive training can improve the word reading skills of children who are struggling with literacy skills of children who are struggling with literacy but it is more effective when combined with but it is more effective when combined with training in other reading skills and not taught in training in other reading skills and not taught in isolation.isolation.


Where can I look for help?Where can I look for help?

Effective Literacy Practice in Years 1 to 4. Effective Literacy Practice in Years 1 to 4. pp 32-37 and 43-45pp 32-37 and 43-45

Effective Literacy Practice in Years 5 to 8. Effective Literacy Practice in Years 5 to 8. pp 30-32pp 30-32

Sounds and WordsSounds and WordsReady to Read Support Material – Sound Ready to Read Support Material – Sound

Sense pp 2-6 and p 17Sense pp 2-6 and p 17


Word RecognitionWord Recognition

Deliberately teach high frequency wordsDeliberately teach high frequency words Highlight words in different contexts around the roomHighlight words in different contexts around the room Read and write themRead and write them Reread easy material with simple language structureReread easy material with simple language structure Use flash cards, magnetic letters, memory and board Use flash cards, magnetic letters, memory and board

gamesgames As students increase the number of words they As students increase the number of words they

recognise, they begin to read without having to recognise, they begin to read without having to decode and can give more attention to decode and can give more attention to comprehension. comprehension. Teaching Reading Comp. p64.Teaching Reading Comp. p64.


Classroom PracticeClassroom Practice

Provide shared, guided and personal reading Provide shared, guided and personal reading opportunitiesopportunities

Provide daily writing opportunitiesProvide daily writing opportunitiesBuild word chartsBuild word chartsWord cards for sortingWord cards for sortingCut-up sentencesCut-up sentencesTake any opportunity to reinforce high Take any opportunity to reinforce high

frequency words using the think aloud frequency words using the think aloud approach to model identification of known approach to model identification of known words in text reading words in text reading


VocabularyVocabulary Vocabulary difficulty strongly influences the readability Vocabulary difficulty strongly influences the readability

of textof text Teaching vocabulary can improve students’ Teaching vocabulary can improve students’

comprehensioncomprehension For students experiencing difficulties in literacy, For students experiencing difficulties in literacy,

vocabulary knowledge is often a major stumbling vocabulary knowledge is often a major stumbling blockblock

Teaching shouldn’t be systematic and sequential but Teaching shouldn’t be systematic and sequential but instead children should study letters, sounds and instead children should study letters, sounds and words in reading and writing contextswords in reading and writing contexts


How to help students acquire How to help students acquire vocabularyvocabulary

Provide many opportunities for talkProvide many opportunities for talkProvide opportunities to use new words in Provide opportunities to use new words in

speaking, listening, reading and writingspeaking, listening, reading and writingReading ‘mileage’ an important factorReading ‘mileage’ an important factorRepeated exposure to new words is needed Repeated exposure to new words is needed

to consolidate vocabulary knowledgeto consolidate vocabulary knowledgeProvide explanations of the meanings of Provide explanations of the meanings of

words while reading to childrenwords while reading to children


Context based InstructionContext based InstructionExplicitly focus on, and discuss new Explicitly focus on, and discuss new

vocabulary selected from texts children will vocabulary selected from texts children will readread

Model strategies to explore meanings of new Model strategies to explore meanings of new wordswords

Provide meaningful practice and specific Provide meaningful practice and specific feedbackfeedback

Use co-operative problem solvingUse co-operative problem solving ‘‘What kinds of words would we expect to be in What kinds of words would we expect to be in

this text?’this text?’


Text IntroductionText IntroductionMake sure you’ve read it and are familiar with Make sure you’ve read it and are familiar with

the language and conceptsthe language and concepts Introduce the text typeIntroduce the text type Introduce the storyline/conceptsIntroduce the storyline/concepts Introduce vocabulary that you know will be Introduce vocabulary that you know will be

trickytrickyText selection crucialText selection crucialPrior knowledge- may not be of particular Prior knowledge- may not be of particular

topic, but students need to be able to make a topic, but students need to be able to make a connectionconnection


A Typical LessonA Typical Lesson Spend 3-4 minutes on text introductionSpend 3-4 minutes on text introduction Possibly Possibly brieflybriefly make some links using words that are make some links using words that are

known to show the relationship to a new word. known to show the relationship to a new word. Some discussion around predictionsSome discussion around predictions Student reads the text independently or however Student reads the text independently or however

much of it you decide is appropriatemuch of it you decide is appropriate When the student comes back to you, question to When the student comes back to you, question to

encourage checking of predictions and pull out a encourage checking of predictions and pull out a couple of bits for the student to read to youcouple of bits for the student to read to you

There will almost certainly be a couple of teaching There will almost certainly be a couple of teaching points to addresspoints to address


Prompts that workPrompts that workWhat do you know about that word that What do you know about that word that

can help you?can help you?Does that sound okay to you?Does that sound okay to you?You said….does that make sense?You said….does that make sense?Do you know that word?Do you know that word?You know that wordYou know that wordWhat are you going to do now?What are you going to do now?Use what you knowUse what you know


SpecificsSpecifics

Use CDs for fluency practiceUse CDs for fluency practice Read to, then with the student to model fluent Read to, then with the student to model fluent

readingreading Poetry helps with phrasingPoetry helps with phrasing Access to many easy/familiar texts gives the Access to many easy/familiar texts gives the

opportunity to practise what is controlledopportunity to practise what is controlled Are they listening, monitoring, self-correcting?Are they listening, monitoring, self-correcting? Train parents that it’s okay to reread!Train parents that it’s okay to reread!


TipsTips Record word work/teaching points in a bookRecord word work/teaching points in a book Use think aloud to model both reading and Use think aloud to model both reading and

comprehension strategy usecomprehension strategy use Insist on accurate reading of punctuationInsist on accurate reading of punctuation Ensure students know what fluent, accurate readers Ensure students know what fluent, accurate readers

dodo Provide activities that practise/reinforce what is being Provide activities that practise/reinforce what is being

learnedlearned Give follow up work that allows student to show Give follow up work that allows student to show

understanding without having to write copious understanding without having to write copious amountsamounts


PointersPointersMaking the lesson manageable for you Making the lesson manageable for you

ensures that it happensensures that it happensDirectly following the guided reading Directly following the guided reading

session, the student rereads the text/the session, the student rereads the text/the parts they have read. parts they have read.

Rereading is so much more than practice. Rereading is so much more than practice. Reread in pairs and make sure feedback Reread in pairs and make sure feedback

is according to agreed success criteria. is according to agreed success criteria. See See Teaching Reading comprehension. Teaching Reading comprehension.


Struggling writersStruggling writers

Is it poor writing or poor spelling?Is it poor writing or poor spelling?Teacher expectation Teacher expectation Child and teacher may have a different Child and teacher may have a different

perception of the purpose of writingperception of the purpose of writingFocus more on what the child is trying to Focus more on what the child is trying to

do or say than on what we’re trying to do or say than on what we’re trying to teachteach


Shared UnderstandingsShared UnderstandingsModel writing in smaller groupsModel writing in smaller groupsProvide explicit discussion of purposes for Provide explicit discussion of purposes for

modellingmodellingWrite with the childWrite with the childPair the child with a more fluent writer to Pair the child with a more fluent writer to

produce a joint textproduce a joint textProvide intensive individual instruction in Provide intensive individual instruction in

deep and surface featuresdeep and surface features


Being explicitBeing explicit Show the connection between reading, writing Show the connection between reading, writing

and spellingand spelling Teach for, and provide practice in proofreading Teach for, and provide practice in proofreading

to enhance these connectionsto enhance these connections Model the use of classroom resources – child’s Model the use of classroom resources – child’s

own text, a dictionary, any teacher written list, own text, a dictionary, any teacher written list, general classroom resources and specific general classroom resources and specific teacher written resources teacher written resources

Teach a core writing vocabularyTeach a core writing vocabulary Model clear articulation of wordsModel clear articulation of words


A self-extending systemA self-extending system

Slow articulation of unknown words (word Slow articulation of unknown words (word solving)solving)

Using knowledge of one word to write another by Using knowledge of one word to write another by analogy (Searching)analogy (Searching)

Using classroom resources to locate an Using classroom resources to locate an unknown wordunknown word

Re-reading of text (Monitoring and editing)Re-reading of text (Monitoring and editing) Revision of writingRevision of writing


Deeper featuresDeeper features

Use think-aloud to model strategy useUse think-aloud to model strategy use Model planning and semantic webbing to Model planning and semantic webbing to

encourage organisation and sequencing of ideasencourage organisation and sequencing of ideas Help children think through what they want to Help children think through what they want to

writewrite Use shared and guided writing to teach text Use shared and guided writing to teach text

structure and different strategies/conventionsstructure and different strategies/conventions Provide writing frames and demonstrate the use Provide writing frames and demonstrate the use

of themof them


Making it happenMaking it happen Plan with the student, giving them the necessary Plan with the student, giving them the necessary

vocabularyvocabulary Provide a way of getting to the high frequency Provide a way of getting to the high frequency

words that they can’t spellwords that they can’t spell Remind them of what they can spellRemind them of what they can spell Jot the first sentence down as they dictate itJot the first sentence down as they dictate it Read it back to them and then they write itRead it back to them and then they write it Check on them and then get the next sentence Check on them and then get the next sentence

from them etc.from them etc.


Spelling Spelling Don’t over-emphasize correct spelling and obstruct Don’t over-emphasize correct spelling and obstruct

creativitycreativity Build an accurately spelled vocabulary of basic wordsBuild an accurately spelled vocabulary of basic words Teach patterns and generalizations by pulling words Teach patterns and generalizations by pulling words

from reading and writing contexts and examining them from reading and writing contexts and examining them Select spelling words that reflect features that students Select spelling words that reflect features that students

‘use but confuse’‘use but confuse’ Organise spelling words according to spelling patternsOrganise spelling words according to spelling patterns Use words that are known as sight words in readingUse words that are known as sight words in reading


Teacher- AidesTeacher- Aides ‘ ‘ Never do anything for the child that they can do Never do anything for the child that they can do

for themselvesfor themselves.’ .’ Be deliberate and specific; write prompts on Be deliberate and specific; write prompts on

cardscards Model and monitorModel and monitor Ensure that what is done, is what you want Ensure that what is done, is what you want

done; no adjusting of the programme!done; no adjusting of the programme! Utilise aides with other learners; low achievers Utilise aides with other learners; low achievers

need the teacherneed the teacher


Finally…..be wary of Finally…..be wary of commercial programmescommercial programmes

Know why you need it and be sure it is Know why you need it and be sure it is what you need! what you need!

Ensure that you don’t try to make the child Ensure that you don’t try to make the child fit the programmefit the programme

The right programme may be useful for The right programme may be useful for somesome students for students for somesome time time


making it manageable final

Education

text liz oldridge nzra

text reading liz oldridge

children liz oldridge

contexts liz oldridge

punctuation liz oldridge

driven liz oldridge

meanings of words

words ready