LAN2240 Lecture 5: Week 5 - 2nd year LAN
28 May 2018
School
Department
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Professor
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!WEEK!5!
Differentiated!reading!instruction!
!
Strategic!Activity!(in!early!reading)!
• Self-monitoring;!the!reader!realises!something!is!wrong!!
o Evident!when!the!reader!repeats!a!word,!rereads,!self-corrects,!tries!another!
word,!appeals!for!help!
• Cross0checking;!one!source!of!information!against!another!to!self!monitor!or!problem!
solve,!checking!the!source!used!against!another!source!
o Evident!when!the!reader…!self!corrects,!tries!another!word,!tries!another!word,!
repeats!a!word!or!phrase!after!a!wrong!response!
• Rereading0to0confirm0a0response;!to!check!that!what!has!been!read!makes!sense,!
sounds!right,!looks!right!by!hearing!it!again!in!fluent!reading!
o Often!happens!after!the!reader!has!self!corrected!or!after!the!teacher!has!'told'!
the!child!the!word!!
• Rereading0to0problem0solve0a0response;!the!reader!rereads!or!repeats!a!word,!phrase,!
sentence,!or!page!in!order!to!problem!solve!an!unknown!word!
• Self-correcting;!the!reader!independently!corrects!a!wrong!response!
• Appealing0to0the0teacher0for0help0
o Evident!when!the!reader!verbally!or!non-verbally!seeks!help!
• Unsuccessful0attempts;!reading!work!that!is!unsuccessful,!several!repetitions!or!
substitutions,!when!attempts!are!followed!by!a!'told'!
!!
Running!Records!
Help!teachers!to!monitor!a!child's!progress!
and!make!decisions!about!what!to!teach!
next.!Gather!data!about!text!difficulty!and!
how!a!child!draws!on!their!prior!knowledge,!
oral!language!and!knowledge!of!the!printed!
code!to!problem!solve!the!texts!they!read!
(MSV,!strategic!activity,!and!FPI).!Give!an!
accurate!picture!of!reading!when!the!child!
reads!100-150!words!and!the!teacher!
records!their!reading!using!a!kind!of!
shorthand.!
!!
Analysing!the!child's!errors!for!their!use!of!MSV!
Errors!in!running!records!provide!opportunities!for!analysis.!Analyse!the!running!record!up!
to!the!point!of!the!error!(and!not!past!it)!and!ask!yourself…!
What0source0of0information0led0the0child0to0make0that0error?0!
• Did!the!meaning!(semantic!information)!of!the!text!influence!the!error?!
• Did!the!structure!(syntactic!information)!of!the!sentence!influence!the!error?!!
• Did!the!visual!information!from!the!print!(graphophonic!information)!influence!the!
error?!!
!
!
!
!
3!Sources!of!Information!
Document Summary
Help teachers to monitor a child"s progress and make decisions about what to teach next. Gather data about text difficulty and how a child draws on their prior knowledge, oral language and knowledge of the printed code to problem solve the texts they read (msv, strategic activity, and fpi). Give an accurate picture of reading when the child reads 100-150 words and the teacher records their reading using a kind of shorthand. Analysing the child"s errors for their use of msv. Errors in running records provide opportunities for analysis. Analyse the running record up to the point of the error (and not past it) and ask yourself . Guided reading: teacher directed, children work in small groups (4-6 children, children with similar instructional needs are grouped together, groups are dynamic (reviewed every 6-8 weeks, supports children"s independent reading of text. Levels of text difficulty: easy (independent) 95-100% accuracy.
