running records & oral language development: early language and literacy certificate, course 1...
TRANSCRIPT
1
Running Records & Oral Language Development:Early Language and Literacy
Certificate, Course 1
Class 11Guided Reading Plus
2
Housekeeping
O Reminder: The deadline to register for the PDU and Adams State is Feb 15
O Read the Tidbits! You need to know and understand what is written in them.O You may see that the same point
made several different times. Why do you think that is?
3
Homework - QuizO True or false?
O When a child self-corrects….
O we MSV both the error and the self correction.
O we choose the one thing (M, S, or V) that probably sent him back to investigate further and circle the appropriate letter.
O it means that the reader has monitored and noticed a mismatch.
4
Homework - QuizO Would you give a told if….
O the word is read wrong and the child keeps going, but you know the word will be in the text many times?
O the child stops and does nothing for three seconds?
O the child makes multiple attempts and keeps trying past three seconds?
5
Essential Question
O How do running records guide my instruction?
O How does a teacher weave oral language instruction throughout the Guided Reading Plus lesson?
6
Running Record Practice
O INDIVIDUALLY: Take, score & analyze The Hungry Giant (F/10)O Turn in with your name on it
O Handout: The Hungry Giant (taken, scored, analyzed)
O Interpret O Use Reading Focus Area Handout
O How does the child appear to monitor with Meaning? Structure? Visual information?
O How does the child appear to search with Meaning? Structure? Visual information?
7
Foundational Understandings: Oral Language
OTeaching is a form of conversation (Clay).
OWhat does this mean to you?
8
Foundational Understandings: Oral Language
O A teacher listens carefully before replying.
O Think about how parents expand children’s vocabulary – they (children) speak, we listen intently, try to understand & reply thoughtfully (acknowledge meaning & expand on syntax)O Child: “Eat pasquetti.”O Parent/Teacher: “Yes, you like to eat
spaghetti.”
9
Foundational Understandings: Oral Language
OLanguage interactions are the most important characteristic of teaching – more so than books, exercises, or any other type of material.
10
Foundational Understandings: Oral Language
O Language expands with experience (Lindfors)
O Syntax (grammar) becomes increasingly complex
O Vocabulary expandsO Pronunciations are refinedO Children learn new ways to use
language (pragmatics)O Children learn to talk about language
(academic language, ex. word, sounds)
11
Foundational Understandings: Oral Language
O If a word is not in a reader’s oral vocabulary, it is much harder to read and understand.
OA student who focuses on letters and sounds but does not understand what he is reading is headed for disaster!
12
Oral Language Development
O Watch DVD: Writing Day FictionO Writing Prompt
O What do you notice about how the teacher weaves oral language development into the writing?
O If these children were ELLs, what might you have done differently?
13
Oral Language Development
O How can a teacher weave oral language development through each component of the GRP lesson?
O Jigsaw – assign one to each table and share outO Word WorkO Book OrientationO During ReadingO After Reading: Meaning Discussion & Strategy
DiscussionO Assessment: Running RecordO Writing About Reading Discussion & Writing
14
Essential Question
O How do running records guide my instruction?
O How does a teacher weave oral language instruction throughout the Guided Reading Plus lesson?
15
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
16
Progress MonitoringO Progress Monitoring
O turn in Feb 21 with copies of running records
O use group Progress Monitoring form & follow the format of Sample PM Form
O record most recent data from running recordsO note: on informal rr’s each child’s book will
be differentO record a reading focus & writing focus for
each student (initial + current)O use Reading & Writing Focus Areas
17
HomeworkO READ
O WRS: 143-150 – Analyzing Texts in Preparation for Small Group Teaching
O DOO Reflect on classO Reflect on reading
O BRING to next classO Progress Monitoring – due Feb 21
O initial data & focus areasO current rr data & focus areas O copies of current rr’s
O Next class powerpoint (for notes)O ALL handouts received thus far