Remarkable Readers Training

1. Remarkable Readers Training Jennifer Etheridge

2. What types of problems have you noticed with the struggling readers at your school?

3. What is the Remarkable Readers Programme? • A one to one support programme for reading based on the Better Reading Partnership • Trained teaching assistants deliver the programme • Each session is designed to meet the child’s specific learning needs • The Reading Partner observes, • assesses and instructs the child • on an individual basis.

4. Key Objectives for Reading with Students • Starting where the pupil is • Building on their strengths • Praising good reading behaviours • Planning for success • Creating new and manageable challenges and goals

5. Overview of the lesson Cycle • 1. Reading of a familiar text and discussion of text • 2. Assessment of a recently introduced text and feedback • 3. Introduction of a new book, the first reading of it and discussion of text. • You may also need to supplement with Key Word cards Letter and Sound ID

6. Strategic Behaviors to look for… • Rereads to search for information • Takes the word apart to figure it out • Tries multiple strategies • Rereads to make sense • Keeps reading after attempting unknown word • “Hears” mistakes that don’t sound right or make sense • Takes actions to fix errors • Cross-checks for beginning visual • Puts words together in meaningful phrases • Predicts an unknown word using meaning • Searches pictures or letters in words to make meaningful guesses

7. Sample Lesson plans • What type of notes is the Reading Partner taking? • What should they focus on for next time?

8. Introducing a new text • Sets the right condition for learning • Debugs the book • Provides a framework of understanding • Changes as the child progresses through the programme. • https://www.youtube.com/watch?v=JwrXUkFMGMo

9. Introducing a book • Usually read the book yourself first • What do you notice? What do you think would might cause confusions? • Practise introducing a book with a partner • What worked? What didn’t?

10. Literacy Link Book • You may be asked to write a comment in a child’s Literacy Link Book.

11. Book introduction and Reading with a child • Introduce yourself and ask them how they are. • Tell them, “ We are going to read a new book today.” • Book introduction • Have the child begin reading the book. • *If required, be sure to write in the link book.

12. Strategic Behaviors to look for… • Rereads to search for information • Takes the word apart to figure it out • Tries multiple strategies • Rereads to make sense • Keeps reading after attempting unknown word • “Hears” mistakes that don’t sound right or make sense • Takes actions to fix errors • Cross-checks for beginning visual • Puts words together in meaningful phrases • Predicts an unknown word using meaning • Searches pictures or letters in words to make meaningful guesses

13. Book Introductions • How did it go? • What went well? • What would you change?

14. What is Reading?

15. Reading Cue Systems

16. What Are Meaning Cues? Does it make sense? Prior Knowledge Story Sense Illustrations Did the child’s attempt make sense up to the point of error? The teacher might think about the story background, information from the picture, and meaning in the sentence in deciding whether the child was using meaning as a source. Ex. Child: “Stop”, said the mail man, but the truck went on. Text: “Stop,” said the mail carrier, but the truck went on.

17. What Are Structure Cues • Does it sound right? Natural Language Knowledge of English Grammatical patterns and language structures Structure refers to the way language works. It is often referred to as a syntax. It is the unconscious knowledge of the rules of grammar of the language the reader speaks. This helps as he eliminates alternatives. Using this knowledge, the reader checks whether the sentence “sounds right.” Ex. Child: “Stop,” said the girl, and the truck went on. Text: “Stop,” said the girl, but the truck went on.

18. What Are Visual Cues? • Does it look right? Sounds and symbols Analogies Print conventions directionality words/spaces letters beginnings/endings punctuation Visual information refers to the way the letters and words look. IF the letters in the child’s attempt are visually similar to the letters in the word in the text, it is likely that the reader has used visual information. Analyzing the reader’s visual attention to words can be difficult. The child may only be looking at the beginning sound. He may be only looking at the end. Just knowing that the child is using some visual information in reading isn’t enough. The teacher must attend to the types of visual information the child is picking up. Ex. Child: The boat was in the pool. Text: The boat was in the pond.

19. What Are Self-Corrections? When strategic readers monitor their reading, they often notice that a substitution does not conform to all cues in text. They notice the discrepancy, go back and sample other sources of information (cues), and correct their error. Self-corrections require the readers to search for and use other cue sources, making sure they are interpreting the author’s message. It’s important for a teacher to understand which cues a child used to make an error as well as the cues used to correct the error.

20. Turn and Talk Thinking about MSV • What strategies did you notice your student using? • What are their strengths? • What areas do they need to work on? • What things would you work on next?

21. Visual Cueing system (includes Phonics) • Definitions • Grapheme – written representation of a phoneme (sound) • Phoneme – a unit of sound • Digraph – graphemes with 2 letters • Trigraph - graphemes with 3 letters

22. Pure sounds • ssit • acat • ttap • ppan • iin • nnod • mman • dhead • ggo • ohot • ccap • kkitten • ckclock

23. Pure Sounds • e egg • u up • r rat • hhip • bbin • ffin • fffluff • llick • llpull • sshiss • jjam • v van • w win • xbox • yyellow • z zip

24. Pure Sounds • zz buzz • qu quick • ch chip • ar farm • sh shop • or for • th thin • ur hurt • ng ring • ow cow • ai rain • oi coin • ee feet • ear dear • igh night • air fair

25. Pure Sounds • oa boat • ure sure • oo boot/look • er corner • ay day • oy boy • wh when • a-e make • ou out • irgirl • phphoto • e-ethese • ie tie • ue blue

26. Pure sounds • ew new • i-e like • ea eat • aw saw • oe toe • o-e home • au Paul • u-e rule

27. Alternative Pronunciations • i fin, find • ow cow, blow • y yes, by, very • o hot, cold • ie tie, field • ch chin, school, chef • c cat, cent

28. Alternative Pronounciations • ea eat, bread • ou out, shoulder, could, you • g got, giant • er farmer, her • u but, put (south) • a hat, what

29. Let’s Try it out! • Moat • Training • Light • Shoulder

30. “Sound it out” • Only prompt a child to use phonics if they know that word in their oral vocabulary • Sounding it out involves: recognising the grapheme, its matching sound, producing them in order and then blending them together

31. Tips for prompting for the Visual Cueing System • Ensure the child is looking thorough the whole word from L-R • You can use your finger to uncover a part of the word at a time. • Model using pure sounds • Phoneme fingers • Hand segmenting and blending

32. Multisyllabic words • Clap syllables (e.g. car/park). • Sound-talk the first syllable and blend it: c-ar car. • Sound-talk the second syllable and blend it: p-ar-k park. • Say both syllables: car park • Assist the student if necessary by covering up part of the word.

33. Remember phonics or the visual cueing system is only one part of reading

34. Questions and Final Thoughts for Today

35. Remarkable Readers Training Jennifer Etheridge

36. The Reading Cueing Systems • Meaning • Structure • Visual

37. Sources of Information in text • Printed text contains three sources of information which the reader used to determine the author’s message. In addition, the reader brings background information and a level of understanding of language to interact with these cues. The sources of information in text are often called the three reading cue systems. • The teacher’s analysis of the child’s use of meaning, structure, and visual cues is an important part of the running record analysis. They analyze the running record by asking themselves, ”up to the point of this error or substitution, what cue was the child using?” • When a child self-corrects, they also ask themselves, ”What source of information did the child consider to assist him in correcting the substitution?”

38. What Are Running Records? • Written record of reading behaviors • Assessment for analyzing students’ strengths and needs • Assessment of reading level • Guide to choosing appropriate reading material • Assessment to determine focus of instruction • Assessment for monitoring student progress

39. Why Do We Take Running Records? • To show how students process print • Appropriateness of text • Grouping Students • Monitoring progress • Determines lesson focus • Provides long-term documentation • Focus on strategies used

40. Steps to Take • Reading and Record Taking • Calculate error, accuracy, and self-correction rate • Analyze the running record for cues used • Identify appropriate teaching focus

41. Step 1Reading and Record Taking on Seen Text • Text -the book introduced/read the previous day • Take the running record You can use a blank sheet of paper or form Student reads: Independently and unprompted Record text lines as printed in book **This running record will be used for teaching and planning instruction

42. Step 2 • Calculate error, accuracy, and self-correction rate. • Score the following: Error Rate: Running words = Error rate Errors Self-Correction Ratio: Errors+ Self-corrections = SC Ratio Self-Corrections **Good SC rates are: 1:1, 1:2, 1:3, 1:4, 1;5

43. Step 3Running Record Analysis:A Search for sources of information used by readers: Why Running records? Marie Clay (1993) developed running records as a useful, daily, and more reliable measure of how well children read printed text. Clay felt teachers could use these records to guide them in their decisions about any of the following: evaluation of text difficulty grouping children acceleration of a child monitoring progress of children allowing children to move through different books at different speeds while keeping records of individual progress observing particular difficulties in particular children

44. Cont. • In order to accomplish the goals listed , the reading partner should analyze running records to determine the child’s reading behavior. • By analyzing substitutions and self-corrections made while reading, the teacher can determine the sources of information used and the reading strategies the child has under control.

45. Step 4 • Identify Appropriate Teaching Focus- strategies, not skills • Plan instruction based on student strengths and needs • Select new reading material at instructional/independent level

46. Tallying Errors and Self-Corrections 1. Total each line separately going across the line of text. 2. An uncorrected substitution, omission, or insertion counts as one error. 3. Unsuccessful multiple attempts on one word count as only one error house here her home 4. An error on a proper noun is counted only on the first error. Subsequent errors on that proper noun are coded but not tallied. 5. If a word is mispronounced due to a speech problem or dialect, it is coded but is not an error. 6. Repetitions are coded but are not errors. 7. Waits are coded but are not errors. 8. Sounding the first letter is coded but does not count as an error if the word is subsequently read correctly. 9. TTA- Try That Again= 1 error 10. Told= 1 error 11. Contractions count as one error 12. Each insertion counts as one error 13. Skipped line- each word counts as an error 14. If a child invents text, just write inventing at the bottom of the page unless he invented on one line, then count each error 15. The only time the teacher can say anything is when the child says something like, “I don’t know this word.” If that happens, code an A on the top line and say ,”Try it.”

47. Now… • Let’s Practice taking and analyzing a running record

48. Thoughts and Questions • How did it go? • What did you notice about the child’s reading? • What are some areas that you might work on with this student?

49. What is Comprehension?

50. Comprehension Comprehension occurs as the listener builds a mental representation of the information contained within the language that a speaker is using… the listener's general knowledge and level of cognitive development will have a bearing on the comprehension of the message. To generate an accurate mental representation… the listener has to process the language and the concepts. • Independent review of the teaching of early reading, paragraph 61, page 88