Teaching Literacy in the 21st. Century Session 5

Ian Hauser

Classroom Libraries

• Why is it important to have a classroom library?

• What does a classroom library in a High School look like?– Where is it?– What does it contain?– How is it used?

Classroom Libraries

• What are the problems associated with establishing classroom libraries in High Schools?

• What are some possible solutions?

Teaching Literacy

Round Robin Reading and other Perils of

Reading InstructionEach group has been

assigned a ‘peril’ Discuss your ‘peril’ Is it really a peril? Why? What other solutions can you come up with? How will they help?

Student Assessment

•What do we learn about Brandon as a reader during this reading conference?

Assessment

Running Records

A running record is a record of errors, or miscues, that readers make as they are reading. Running Records were developed by Dr Marie Clay as a way for teachers to quickly and easily assess their students’ reading behaviours “on the run”, so to speak.

Running Records capture what the reader did and said while reading. They capture how readers are putting together what they know in order to read. They allow teachers to describe how children are working on text. They allow teachers to hear how children read – fluent, phrased, word by word, acknowledging punctuation, or on the run.

• (Further reference: Clay, M “Running Records for Classroom Teachers)

Cueing SystemsThere are three main cueing systems.

Good readers use all three simultaneously.

• (a) SYNTACTIC CUES –(Structure) cues from our experience and patterns of language.

For example – It ………………… under the water.The word must be a ………………..

• (b) SEMANTIC INFORMATION – (Meaning) cues about meaning which come from our knowledge of the subject.

For example – Tommy put his pet turtle in the tank.It …………………….. under the water.

• (c) GRAPHOPHONIC CUES – (Visual) cues from our knowledge of the conventions of print, the way words look, the relationship between sounds and letters within particular words.

For example – Tommy put his pet turtle in the tank.It d……………….. under the water.

Running Records

Conventions

What do Running Records offer?

• Values the actual act of reading

• Observation time

• Change over time

• Grouping & comparisons

• Analysis links to instruction

• Text reading level

• Self correction rate

Calculation

% errors in 100 - 150 words

95%-100% easy text

90%-94% instructional text

<89% hard text

Running Record form

What is important?

Correct Reading

Substitution

duck

lamb

ChildText

Several attempts

l – la - pet

lamb

sn - sn -

snow

Self Correction

duck SC

lamb

No response

lamb

Insertion

the

Attempts and SC

du - l - la SC

lamb

Re-reading

duck R

lamb

Repetition

R R2

R2 3 4

Told (the three second rule)

duck -

lamb T

Verbal appeal

A

lamb T Y

Re-reading & Self correction

duck SC

lamb

Appeals & Tolds

du - A

lamb T

swo – swe

snow T

Try That Again

snow du - lim -

shelamb

swo – swe TTA

snow

How reading sounds

Some examples:

• Fast and fluent

• Word by word

• Slow and choppy

• Slow and careful

Error Analysis

Sheep MSV

Lamb

Is the child using Meaning?

Is the child using Structure?

Is the child using Visual information?

Self Correction analysis

Error Self correction

La - lady SC MSV MSV

Lamb

Using Visual information on error and able to self correct using Meaning

Running Records

• Let’s try it with Brandon reading!

Reading Record

TEXT CORRECT READING Tommy went √ √ Use Checks to the hospital √ √ √ No error SOUNDING OUT Record each √ √ attempt √ √ h- hos- hospital

hospital 1 error SUBSTITUTION Write in √ won’t substitution went √ √ √ 1 error OMISSION Leave blank √ √ above omitted √ - √ word the 1 error INSERTION Write in √ √ back word - √ √ √ no error REPTITION Bracket words √ √ repeated √ √ R √ no error TWO REPETITIONS Note the √ √ number of √ √ R2 √ repetitions 1 error APPEAL Note if √ √ child asks what √ √ - A the word is hospital 1 error TOLD Note if you √ √ told the word √ √ - the word hospital T no error SELF-CORRECTION Write SC √ won’t SC went √ √ √ 1 error TRY THAT AGAIN Where teacher I worry interrupts Tommy went in √ hes - t- to hospital TTA no error PUNCTUATION . “ “

FLUENCY ( √ ) STRATEGIES USED ( √ ) Reads fast and fluent ___ Do attempts look similar? ___ Uses expression ___ Do attempts sound right? ___ Repeats words or Do attempts make sense? ___ phrases ___ The reader is comprehending ‘Reads’ punctuation ___ text (retell / conversation) ___ Appropriate pausing ___

INSTRUCTIONAL NEEDS

Student:_________________ Class: Date:______

Accuracy Guide Uncorrected Errors % Easy 1 - 5 95 - 100 Instructional 6 – 10 90 – 94 Frustration 10+ < 90

100 words (approximately)

Capturing student reading processing

Running Records are part of An Observation Survey

‘Systematic Observation of Early Literacy Achievement’

Marie Clay

Running Records

• Student level

• Class level

• School level

• Regional level

• State level

Running Records: student level

Time for teacher to observe – objectively Captures reading behaviour on real text Self correction ratio – insights into processing Informs teaching - often immediately Easy to administer / can be done anywhere Evidence for teacher-teacher discussions Guides text reading level decisions Captures change over time for individuals Supports decision making-grouping of

students

Running Records: At the system level

• Observe ‘change over time’ of text• reading level progress of students• Evaluate progress of groups of

students• Evaluate progress at school level• Evaluate school system

What needs to be set in place for this to happen?

• Teachers who know Running Record conventions

• Teachers who know how to analyse Running Records

• Wide selection of leveled texts• Management system for student data

Review

• Text levels• Conventions• Conventions of Seen and Unseen• Time

Text Types: Biggest bang for your buck

• Repetitive texts vs Storyline texts• Seen or Unseen texts• Benchmark texts for assessment• Leveled texts (who do we believe?)• How many words is enough?

Text Selection • Storyline• Semantic information• Vocabulary• Sentence structure (including length)• Illustration support• Print – the visual information

– High frequency words– Level of semantic and structural support– Phonological /orthographic support

Baby Monkey climbed the tree. He climbed to the top of the tree. Baby monkey looked down at the tiger. The tiger was angry. Baby Monkey was safe.

Up climbed Baby Monkey to the top of the tree and looked down at the angry tiger. He was safe.

Baby Monkey climbed the tree.

He climbed to the top of the tree.

Baby Monkey looked

down at the tiger.

The tiger was angry.

Baby Monkey was safe.

The man with the long grey beard…

The long grey bearded man…

• Seen texts (S)– Texts that have been introduced by the

teacher– Texts that have been read before

• Unseen texts (US)– Texts that have not been read before

* Title is given to student* Student is offered the opportunity to

look at the pictures

Conventions

• Standard

• Easily read by others