Charlotte Verity Professional Learning (School Based)

Workshop Notes - Literacy Administering the Observation Survey (Marie Clay)  Text: An Observation Survey of Early Literacy Achievement COMPLETE IN ONE SITTING WORK IN THIS ORDER OF TESTS Generally,  allow a 3 second wait time before moving on. No teaching  or prompting, e.g. even if a child says 1 or stick for l. This is an  assessment . No commenting. Think conservatively with all tests e.g. use the lowest stanine Keep comments very brief. Ways to improve my teaching Shared book: Talk about capital letters, lower case, question marks etc. Ask, “What is this?” Where is the start of the sentence? The end of the sentence? Where do I start reading? Where do I go now (at end of line etc)? Where is the first word, last word? etc Fast word Friday (and daily for LR, IS) – see page 112. Big Book: Say a word and ask, “What is the first sound?” “What is the last sound?” Prompts – self-monitor; monitor/check (e.g. re-read); search for inform...

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...