Literacy Processing is how the brain works with the text to get a message (reading) or create a message (writing).
Reading recovery children will need to go through every level.
Able - very able readers may move through the colours (i.e. may not spend long on each level)
The workshop leader suggests that the book going home is not a guided book; it should be a phrased, fluent book (even if from browsing book). The take home book should be enjoyable and not labour intensive.
Green level: teach chunking.... a much more effective strategy than sounding out.
Other strategies to teach:
* Self-correct
* Notice errors
* Monitor or checking
* Search for information
* Find the information (e.g. look for a cue in picture and finding it)
* Use the information
* Self-correcting
* Cross checking
Taking running records:
* Text must have been seen and taught (guided text)
* Record on Marie Clay Running Record Sheet
* Include on form: the level, the colour, name, date
* Record must mimic the lines in the text (i.e. return at end of every line)
* NO prompting....i.e., no: try that again; look at the first sound etc
* Teach for no finger pointing beyond yellow
* If a child Appeals, make as A for appeal and then say "You try" (NOT sound it out etc)
* Personal nouns are counted as an error only once in story
* Watch for when a child makes no attempts to solve (eg AM at times)
Coding
If a child gets completely confused with a phrase...
After Running Record, make a comment on reading, e.g. fluent, well phrased, word for word, stilted, not observing punctuation etc.
Analysis of Errors and Self-Corrections
Make comments about whether the child is using M, S or V when reading (even if making error).
Make comments about strategy (re-reading, self-correcting, noticing errors).
Make comments about what child was using in self-corrections (M, S, V)
My next steps:
* Spend more time on book introductions.
* Slow things down...perhaps spend longer on each text, esp L14 and above.
* Be explicit that reading for phrasing and fluency is required. A teacher session may focus on shared reading with the children, showing/guiding phrasing and fluency.
Reading recovery children will need to go through every level.
Able - very able readers may move through the colours (i.e. may not spend long on each level)
The workshop leader suggests that the book going home is not a guided book; it should be a phrased, fluent book (even if from browsing book). The take home book should be enjoyable and not labour intensive.
Green level: teach chunking.... a much more effective strategy than sounding out.
Other strategies to teach:
* Self-correct
* Notice errors
* Monitor or checking
* Search for information
* Find the information (e.g. look for a cue in picture and finding it)
* Use the information
* Self-correcting
* Cross checking
Taking running records:
* Text must have been seen and taught (guided text)
* Record on Marie Clay Running Record Sheet
* Include on form: the level, the colour, name, date
* Record must mimic the lines in the text (i.e. return at end of every line)
* NO prompting....i.e., no: try that again; look at the first sound etc
* Teach for no finger pointing beyond yellow
* If a child Appeals, make as A for appeal and then say "You try" (NOT sound it out etc)
* Personal nouns are counted as an error only once in story
* Watch for when a child makes no attempts to solve (eg AM at times)
Coding
If a child gets completely confused with a phrase...
After Running Record, make a comment on reading, e.g. fluent, well phrased, word for word, stilted, not observing punctuation etc.
Analysis of Errors and Self-Corrections
Make comments about whether the child is using M, S or V when reading (even if making error).
Make comments about strategy (re-reading, self-correcting, noticing errors).
Make comments about what child was using in self-corrections (M, S, V)
My next steps:
* Spend more time on book introductions.
* Slow things down...perhaps spend longer on each text, esp L14 and above.
* Be explicit that reading for phrasing and fluency is required. A teacher session may focus on shared reading with the children, showing/guiding phrasing and fluency.
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