Literacy Conversations

Literacy ConversationsTaking it furtherStrategic activityFast brainwork that occurswithout us consciously havingto direct it.ClayAttendingSearchingPredictingCross-CheckingConfirmingSelf-CorrectingEffective successful processingPicking up visual information from the pageWorking on the informationPutting the information from the page together with other information known: story information, real world informationMaking a decisionEvaluating that decisionSearching for and using meaningMake meaningful attempts at unknown wordsUse the meaning of the story to predict unknown wordsReread to gather more information to solve the wordReread to search for more details information, characters, plotUse information in the pictures to make a predictionUse headings or titles to think about the meaning in a section of the textUse the knowledge of the genre to help in understanding a textReread to gather information to clarify confusionsSearching for and using structural informationUse knowledge of oral language to solve unknown wordsReread to see if a word sounds right in a sentenceReread to correct using language structureSearching for and using information visual informationUse the visual information to solve wordsUse the sound of the first letter(s) to attempt to solve a wordUse some, most, or all of the visual information to solve wordsUse sound analysis to solve wordsMake attempts that are visually similarUse knowledge of a high frequency word to problem solveUse analogy to solve unknown wordsUses syllables to solve wordsSearch for more visual information in the word to solve wordsSolving wordsRecognise a core of high frequency words quicklyUse a variety of flexible ways to take words apartUse the meaning of the sentence to solve wordsUse the structure of the sentence to solve wordsUse known word parts to solve wordsWork actively to solve wordsUse base words and root words to derive the meanings of wordsMake attempts that are visually similarUse sentence context to derive meanings of wordsSelf-monitoringHesitate at an unknown wordStop at an unknown wordStop at an unknown word and appeal for helpNotice mismatchesNotice when an attempt does not look right, sound right, make senseReread to confirm readingUse knowledge of some high frequency words to check on meaningCheck one source of information with anotherRequest help after making several attempts

Self-correctingReread and try again until accurate?Stop after an error and make another attempt?Stop after an error and make multiple attempts until accurate?Reread to self-correct?Work actively to solve mismatches?Self- correct errors some of the time?Self-correct errors most of the time?Maintaining fluencyRead without pointingRead word groups (phrases)Put words togetherRead smoothlyRead the punctuationMake the voice go down at a full stopMake the voice go up at a question markStress the appropriate words to convey accurate meaningRead at a good rate: not too fast or not to slowSequence of thinking by the teacherAnalysis of running recordsLiteracy ConversationsThe Next Bit!Unlikely responses must be rejected; possible responses must be weighed upClay: LL2: 87Change over timeControl over directional movementOne to one matchingPulling together different kinds of informationChecking on himself as a readerNoticing discrepancies in his own responses by cross-checking informationInitiating self-correction: Self-correcting: monitoring, searching, cross-checking and making all information matchWhat insights do you have into the readers strengths and needs?

What happens after errors or at difficulty?

Look for patterns in the readers success or difficultly in noticing and correcting errors and in solving words in flexible ways.

What is the highest level of processing for this student?Let's TalkCheck out your running records

Talk about the processing your child displays on running records

Sorting it outWhat do you need to clarify, understand more deeply, think more about

Get to know these readersMEG: Prep student

OLIVER: Year One student: Reading Recovery: Week 1

ISABELLE: Year One student: Reading RecoveryBehaviours the reader controlsBehaviours the reader almost controlsBehaviours the reader does not yet controlFamiliar ReadingFamiliar ReadingScope to practise a range of complex behaviours on familiar texts

Sounds like good reading

Teachers encouraging child to solve own problems working for independence

Teachers supporting tentative efforts to solve new problemsChoosing TextsA successful choice of book would be well within the childs control. One or two new things will require new learning. The teaching goal would be to settle these new things into the integrated networks of knowledge that this child already knows.The choice of book will determine how much problem-solving the child will have to do. Select a book that the child will want to read, can relate to some personal knowledge, will succeed with and enjoy, and will use to establish new competencies.Clay: LL2:90Introducing a new bookTeacher reads the book (prior to presenting it to child)Teacher THINKS about the best ways to orient THIS child to THIS textTeacher takes the bugs out of the bookDiscuss pictures to give a sense of complete plotGive opportunities to hear and use new words, phrasesPrepare child for correct respondingTeacher must plan for the child to have in his head the ideas and the language he needs to complete the reading.Teaching on a new bookThe teachers prompts and other responses during the reading have two aims:

To improve the processing of information on continuous texts (the orchestration of efficient reading, the pulling together of everything you know)

To support the continued expansion of the processing system itself to cope with more features of language.Give thoughtful attention to the level of help the child needs and decide when you are prompting for processing or when you should be supplying information that the learner does not have (teaching)Clay: LL2: 94Dont waste words. Commend the child for good work on processing the print, praise to boost morale, say whatever is necessary to keep the story flowing BUT eliminate all unnecessary talk!

Teach not only on errors, but also on successful solving.

Clay: LL2: 95The teacher must give a major share of her teaching opportunities to shaping up fast, efficient processing of continuous text. Being able to pull several processing activities together to solve a novel problem and to do this on the run will set the child up for success.

Clay: LL2: 97Shared ReadingTeaching for early reading behavioursLeft to right directionalityReturn sweepOne to one matchingLocating known and unknown wordsSearching for and using information: m s vSearching for and using multiple sources of informationTeaching for monitoring and self-correctingUsing meaning, structure and visual information

Using multiple sources of information

Teaching for effective word solvingDemonstrate and teach word-solving principles

Provide opportunities to apply these principles as they engage in hands-on work with words

Teaching for, prompting for, and reinforcing problem-solving while readers are processing continuous texts.Listen to how I start it?

Do you know a word that starts with?

Do you know a word like that?

Do you know a word that ends like that?

What do you know that might help?

This part says.Teaching readers to take words apart

Teaching readers to use word parts

Telling the wordUsing understandings from writingLooking at word parts in sequenceMaking connections between wordsTaking apart words using syllables

Using high frequency wordsRecognise it quickly, leaving attention free to solve more difficult wordsUse it to monitor their readingUse it to correct their readingUse it to predict or check on the accuracy of other words in the sentenceUse it as an example to deepen their knowledge of sounds and lettersSubstitute, add or delete letters to read new words: an-andUse it in analogies to get to new words: she-meTeaching for fluencyPausing: using punctuationPhrasing: meaningful phrasesIntonation: capturing patterns of languageStress: changing voice to add meaning to textRate: appropriate pace for the purpose of the readingIntegration: fast processing of all sources of information comprehending message in the storyShared ReadingMEG

OLIVER

ISABELLESystems of Strategic ActivityTHINKING WITHIN THE TEXT

THINKING BEYOND THE TEXT

THINKING ABOUT THE TEXTThinking within the textProcess print rapidlyMonitor understanding of text and search for and use more information when needed to correct errorsSearch for and use different kinds of information Remember information from readingSustain fluency and phrasingAdjust reading to suit different text types or purposes for readingThinking beyond the textPredicting

Making connections

Synthesizing new information

Inferring what the writer is implying, not sayingThinking about the textAnalyse the text while reading it and when reflecting on what youve read.

Critique the text while reading it and when reflecting on what youve read.Young children differ from one another in what they notice about print, the personal connections they make with print, the stories that engage them, the language they remember, the way they interpret stories, the words they notice and learn and many other ways. The common thread is that most children acquire a fully developed literacy processing system that grows and expands over the years.Fountas & Pinnell: 2009:16Clay (1998) described childrens journeys to literacy as different pathways to common outcomes.Learning IntentionsTo support teachers to identify the strengths and needs of young readers

To support teachers to determine what young readers need to learn how to do next

To support teachers to plan for effective teaching for young readers and writers