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AdriaKlein,Ph.D.SaintMary’sCollegeofCalifornia

aklein@stmarys-ca.edu@adriaklein_read

DifferentStudents,DifferentNeeds,DifferentSupport–UsingRunningRecordstoMeetthe

NeedsofEnglishLearners

CaliforniaReadingAssociationWebinarMay7,2020

WebinarFocusInChangeOverTime(page95),MarieClaywrote:Ifweharnesstheestablishedpowerofchildren’sorallanguagetoliteracylearningfromthebeginning,sothatliteracyknowledgeandorallanguageprocessingpowermoveforwardtogether,linkedandpatternedfromthestart,thatwillsurelybemorepowerful.Inthiswebinar,wewillprovideanoverviewofthefoundationalimportanceoforallanguage,identifyteachingthatfostersorallanguageandliteracydevelopment,anddiscussthereciprocitybetweenorallanguage,andreadingandwriting.ThefocuswillbeonEnglishlearnersincludinganalyzingrunningrecordstodeepenunderstandingoflanguagestructure.

WebinarOverview•  Understandhowtoaddressthewidelyvaryingneedsofthestudentsinthesamesmallreadinggroup.

•  Learnteachingideasforreadingandwritinginsmallgroupstosupportlanguagedevelopment.

•  QuestionsandAnsweropportunity

Fromorallanguage,childrenlearntoanticipate…•words•phrases•sentences•paragraphsorepisodesofstories•storystructure

USETHECHAT:AnticipationofRelatedWordsinaText

•  SOLVETHEPROBLEM

•  ENTERTHEFOURWORDSYOUSOLVEDTHISWAY

WORDS:•  READTHEOTHERSOLUTIONS 6

Meaning+Structure+VisualInformation-Letter/SoundandSound/Letter

+OralLanguageIntegrationofLanguageandLiteracy

Therabbitran/runs/raced/rompedacrossthegrass/ground/garden.

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Asanotherexample,whatdoesanticipationmeanatthesentencelevel?

Ben’sTreasureHuntBeverleyRandell,RigbyPMMomsaid,“Ben,comehere.Hereisaclueforyou.” page2“Iloveyou,Mom,”saidBen. page16

SourcesofInformation•  Mostoftheinformationweuseasreadersisinvisibleinformation(phonological,structural,andsemantic),broughttothetextbythereader…

•  Textprovidetheopportunitytobuildupexperiencewiththemixingofvisibleandinvisibleinformation…

M.Clay(2001),COT,pp.98-99

Allreadersanticipateup-and-comingtext,andthereforechildrenwhodonotcontrolsomeofthesimplerulesofgrammar(forusingverbs,plurals,andpossessivesintheirspeech)willbeslowertosolvethesesimpleproblemsintheirreadingandintheirownattemptstowrite.

Clay,BiksandGutches,page8,2007

Whatabeginningreaderhastodoistodiscoverthathecanalsoanticipatewhatmayoccuramongthevisualpatternsinwrittenlanguage…Theanticipationofwhatmayfollowcreatesapleasingtension—apuzzletobesolved.

Clay,M.(1991).BL,P.94

“Sometimesitisnecessaryforachildtogaincontroloveraparticularlanguagestructurefirst(sayitaloud)beforehereturnstousingthevisualinformation.”

Clay,LL2,page112

OralLanguageDevelopment“Iamencouragingteacherstounderstandthatlearninginonelanguageareaenrichesthepotentialforlearningintheotherareas.Therefore,ifweplaninstructionthatlinksorallanguageandliteracylearning(writingandreading)fromthestart--sothatwritingandreadingandorallanguageprocessingmoveforwardtogether,linkedandpatterned,fromthestart--thatinstructionwillbemorepowerful.” Clay,BecomingLiterate,1991

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“Languagehasalwaysbeeninsomeoneelse’s

mouthbeforeitcancomeoutofours.”

PeterJohnston,ChoiceWords/Opening

Minds

“Languageisachild’smostpowerfullearningtool.Withinallofthe

instructionalcontextsthatarepartofacomprehensivelanguageandliteracy

curriculum,learningismediatedbyorallanguage.”

Fountas&Pinnell(2011)

OralLanguage

Reading Writing

TheTriangulationofProcessingSystemsinLanguageandLiteracyDevelopment

afk1183@gmail.com

Syntax

InterpretativeandProductiveLanguageAcquisition

Reading

Listening

Writing

Speaking

Klein,1978,withaddedreferencestoWIDA,2012

CDE.CA.Gov-FreeResource

Copyright © 2011 New Teacher Center. All Rights Reserved.

AssessingOralLanguageAnanalysisoftheresponsesachildgivestoasetofsentencescarefullyorderedfordifficultyyieldsadetaileddescriptionofhiscontroloverorallanguage.Whenachildfails,heusuallyrepeatsthedifficultsentenceinawaywhichindicatesthestructuresoverwhichhehascontrol.

Clay,M.(2007).RecordofOralLanguage,pg.11

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LanguagePlayisLanguageWork

Klein(2012)

Copyright © 2011 New Teacher Center. All Rights Reserved.

UnderstandingLanguageStructuresto

FosterOralLanguageDevelopment

BasedonandadaptedfromClay(1976,2007)andGentile(2003)

WHATMAKESTEXTSDIFFICULTFORLANGUAGELEARNERS?CONSIDERINGBOOKLEVELCHALLENGESFROMALANGUAGELENSACROSSMULTILITERACIES

FirefightersTextLevel16

ComplexSyntax

“…teachersshouldlookmorecloselyatlanguagebehaviors.Knowingwhatthepupildoesleadstomoresignificantteaching” Clay,M.(1998).ChangeOverTime,p.105

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NoticingLanguageBehaviorsinaRunningRecord

•  Describehowsomethingissaidratherthanwhatissaid.

•  Showhowachildinteractswithdifferentfeaturesoflanguage.

•  Areimportanttoobserve(butoftenignored)!

•  Helptodeterminenextinstructionalsteps/possiblelanguageobjectivestoteach.

AnalyzingrunningrecordsfromamultilinguallensusinglanguagerelatedapproximationsFromtheMarch/April,2019ReadingTeacher:Briceño,A.,andKlein,A.ASecondLensOnFormativeReadingAssessmentWithMultilingualStudents

TeachingImplications•  Ongoingassessmentoflanguageandliteracy

– Useobservationstodirectteaching•  Preparestudentsforsuccessfulproblemsolvingbasedonyourknowledgeoftheirlanguage

•  Intentionallyandthoughtfullyexpandthecomplexityandflexibilityofstudents’language

FromtheMarch/April,2019ReadingTeacher:Briceño,A.,andKlein,A.ASecondLensonFormativeReadingAssessmentWithMultilingualStudents

TheProblemtoSolve…WhatWeFoundandWhatWeCanTakeActionOn

•  HowdoesaSpanish-speakingstudent’slanguageinfluencetheirEnglishliteracydevelopment?

WefoundfivekeyareasinELsLanguageApproximationsthatimpactedstudent’sformativeandsummativeassessmentdata…thatkeptthestudentsinlowleveltextfartoolongsoitinhibitedprogressandinfluencedreclassification.

TypesofLRApproximationsasaPercentageofTotalLanguageErrors

Tolds31%

Irregularverbtense19%

Inflectionalendings19%

Contractions13%

Prepositions12%

Other6%

LanguageRelated(LR)Approximations•  LRapproximationsareattributabletothereader’slanguage–thewaytheyspeak,thelanguagestructurestheyuse,thevocabularytheyknow–andhowsimilarordifferenttheirlanguageisfrombooklanguage– LRapproximationsdifferfromerrorsduetodifficultywithinterpretingprint

– LRapproximationsoftenguideustoadjustinstruction•  ThisisthefirststudytolookatLRapproximationsformultilingualstudents

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Whenachildsays‘bleeded’,‘builded’,and‘singed’,everybitofeverywordhasbeenlearned,includingthepasttensesuffix–ed.Theveryexistenceoftheerrorscomesfromaprocessoflearningthatis,asyet,incomplete:themasteryoftheirregularforms‘bled’and‘sang’. Pinker,1999,p.233

LanguageRelatedApproximations•  95%ofELs’runningrecordscontainedLRapproximations

•  54%ofallthe“errors”ELsmadewereLRapproximations

•  5typesofapproximationscomprised93%ofalltheLRapproximationsELsmade1.  Tolds2.  Verbs3.  Inflectionalendings4.  Contractions5.  Prepositions

LRApproximation1:TeacherTolds•  Mosttolds(2/3)duetounknownvocabulary

–  E.g.:sea,drawer,parrots,naughty,island– multiplemeaningwords(e.g.:pool)

•  Othertolds(1/3)duetotrickylanguagestructures– questionwordsatthebeginningofasentence–  theuseoftheconditional“would;”– sightwordssuchas“come”or“here”atthebeginningofasentenceandpage;and

–  theuncommonword“shall”

LRApproximation#2:IrregularVerbs•  Irregularpasttenseverbstendtobedifficult(Hakuta,

1976;Rumelhart&McClelland,1985).•  Studentsmayovergeneralizerules,saying“singed”and“swimmed”insteadof“sang”and“swam”“(Rumelhart&McClelland,1985)–  YoungELstendtoacquireirregularverbsthatvarysignificantlyfromtherootverbsoonerthanregularverbsthattakeinflectionalendingsorirregularverbsthatarenotverydifferent(e.g.,come&came)(Ionin&Wexler,2002).

•  ‘was,’‘were,’‘am’and‘is’differfromtheverb‘tobe’•  AnELmaycontrol“Iam”and“hewas”before“Icame”and“heran.”

LRApproximation#3:InflectionalEndings•  Regularverbs-Inmostcases,ELsleftofftheending,usuallythepasttense–ed– Look/looked;like/liked;shout/shouted

•  “-ing”isoftenacquiredbefore“ed”&“s”onverbs(Brown,1973;Hakuta,1976;Larsen-Freeman,1975)

•  Plurals–the–sendingwasleftoffplurals– Flower/flowers,

LRApproximation#4:Contractions•  3stagestolearningcontractions

– Affirmativeterm:do– Twowords:donot,Iam– Contraction:don’t,I’m

•  Somestudentsdidn’treadcontractions(it/it’s)•  Somestudentsseemedtoignorethecontraction(Iwill/I’ll)

•  Readthecontractioninsteadof2words(won’t/willnot)

•  Readtheopposite(can/can’t;will/won’t)

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LRApproximation#5:Prepositions•  Prepositionstell:Withwhom?Where?When?

–  withmymom,atthepark,inthemorning

•  ELscommonlymixedprepositionsthatsharedvisualinformation(in/on,at/to,for/of)

•  Sometimesstudentsmonitoredbutwereunabletofixit

•  PrepositionscanbeverydifficultforELs•  Thechoiceofprepositionoftenseemsarbitrary

(e.g.,whydowegetonaplaneorbusbutinacar?)

ASurprisingFinding

•  Onlyafewinstancesoflanguageinterferenceoccurred(usingphonicsorsyntaxofonelanguageinanother)– e.g.,/h/ospitalinSpanish;“thepeopleis”(lagentees)

“Soifarunningrecordisaresultofcarefulobservationsitwilltellushowcloseachild’slanguagepredictionsaretothoseofanauthor.Overtimethereislikelytobeaslowchangetowardthestandarddialectofthebooks…Ithinkaproblemariseswhenyouthinkofarunningrecordasanassessment,withascore(%correct),oryieldinga‘pass’onabooklevel.”

Clay,quotedinRogers&MosleyWetzel,2014,p.126-127

TEACHINGIMPLICATIONSFORCLASSROOMTEACHERSANDLANGUAGESUPPORT

TEACHERS

1.OngoingAssessment–Language&Literacy

•  Continuallyassessorallanguageandlookforpatternsacrossreading,writingandspeech– Observepatternsinstudentsreading,writing,talking• sentencestructureandvocabulary

– Ex:ifthechilddoesnotcontrolthethirdpersonsingular“s”inherspeech,s/hemaystruggletoreadthefinal“s”onverbsandmaynotusethe“s”inwriting

1.OngoingAssessment–Language&Literacy

•  Re-analyzerunningrecordswithafocusonlanguage

• Closelyexaminetolds• Don’tassumevisualerrors• Thinkbeyondtheaccuracyrate

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2.CarefulBookSelection&Scaffolding

•  Usebookintroductiontoscaffoldtrickyvocabulary– familiarwordsusedinnewordifferentways– unfamiliarvocabulary

•  Practicetrickystructures;knowwhento“backoff”(Clay,2005)

2.CarefulBooksSelection&Scaffolding

“Getthenewphraseorsentence:•  Totheear (listening)•  Tothemouth (saying)•  Totheeye (reading)•  Tothewrittenproduct(creatingtext)

(Clay,2004,p.5)

2.CarefulBooksSelection&Scaffolding

•  Checkforunderstandingfrequently.–  Intherunningrecord,consider:

•  Tolds• Verbs• Contractions• Prepositions• Plural-s

–  Isthechildunderstandingmyteacherlanguage?

3.IntentionalLanguageExpansion

•  Sentencetransformations•  Bookstoexpandlanguage

Copyright © 2011 New Teacher Center. All Rights Reserved.

Maybe we have to give up things that we think are best practices for things that are

better practices.

Anonymous

SyntacticalDevelopmentbasedonClay’sTheoryofLiteracyDevelopment

“Encourage the use of alternative constructions: expanding the phrase, moving things around, transforming simple statements.”

Clay, 2004, “Talking, Reading and Writing”, JRR, Spring

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DIFFERENTSTUDENTS,DIFFERENTNEEDS,DIFFERENTSUPPORT

RunningRecordAnalysisofTwoStudentsinSameGroupAssessedatSameReadingLevel

•  LydiaandIsaiah---2students,2runningrecords,and2verydifferentprocessingbehaviors

•  Discusseachchild’sprocessingoftext•  Considerinstructionalsupports

INTHEYARDby:JeniWilsonandSueDavis (Rigby,2000)

2--Therearemanylivingthingsintheyard.4--Thereisabeeonaflowerintheyard.Canyoufindit?6--Thereisawormonthegroundintheyard.Canyoufindit?8--Thereisacaterpillaronaleafintheyard.Canyoufindit?10--Thereisaspideronarockintheyard.Canyoufindit?12--Thereisabirdinatreeintheyard.Canyoufindit?14--Wherearethecreatures?Usethekeytofindout.

15--Key1-bee2-worm3-caterpillar4-spider5-bird16--Indexbee4-5bird12-13caterpillar8-9spider10-11worm6-7

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USETHECHAT:RunningRecordAnalysisofTwoStudents

•  Pickoneofthestudentsanddoaquickanalysistherunningrecordwithlanguagebehaviorsinmind

•  Putonecommentonthechataboutthechild’sprocessingoftext

•  CODEYOURCOMMENT•  L:forLydia•  I:forIsaiah•  READTHECOMMENTSFORTHESTUDENTYOUANALYZED

QuestionsandAnswers:SynthesizingandApplyingOurDiscussionToday

•  Backinyourclassroomandinyourdistancelearninglessons,whatwillyounoticeaboutyourEnglishlearners?

•  Whatmightyoudotoscaffoldlanguage?

USETHECHAT:KeyTake-Aways•  Whatare3keytake-awaysfromtoday’ssessionthatapplytoyoursettingorclassroom.

•  SHARETHEMONTHECHAT;CODETHEMTHISWAY:

KEY!:KEY2:KEY3:•  Whataresomethingsyoumightdoinyourinterventionlessonsandinyourclassroomgroupstosupportstudents’languageandliteracy?

•  HowmightcollaborationbetweenClassroomandLanguageteachersbeexpandedandenhanced?

SelectedSourcesAvalos,M.A.,Plasencia,A.,Chavez,C.andRascon,J.(2007)ModifiedGuidedReading: Gatewayto

EnglishasaSecondLanguageandLiteracyLearning.TheReadingTeacher.61(4)p.318-329.Briceño,A.&Klein,A.F.(2016).Makinginstructionaldecisions:Deepeningourunderstandingof

emergentEnglishLearners’processingoftext.JournalofReadingRecovery,16(1),55-66.Briceño,A.&Klein,A.F.(2019).RethinkingFormativeReadingAssessmentwithEmergentBilinguals.

TheReadingTeacher.March/April,2019.ReadOnlyLink:rdcu.be/9Up2Clay,M.M.(1967).Thereadingbehavioroffiveyearoldchildren:Aresearchreport.NewZealandJournal

ofEducationalStudies,2(1),11-37.Clay,M.M.(1982).Observingyoungreaders:Selectedpapers.Portsmouth,NH:Heinemann.Clay,M.M.(1991).Becomingliterate:Theconstructionofinnercontrol.Portsmouth,NH:

Heinemann.Clay,M.M.(2001).Changeovertimeinchildren'sliteracydevelopment.Portsmouth,NH:

Heinemann.Clay,M.M.(2004).Talking,readingandwriting.JournalofReadingRecovery,3(2),1-15.Clay,M.M.(2013).Anobservationsurveyofearlyliteracyachievement(3rded.).Portsmouth,NH:

Heinemann.Doyle,M.A.(2013).MarieM.Clay’stheoreticalperspective:Aliteracyprocessingtheory.In

D.E.Alvermann&R.B.Ruddell(Eds.),Theoreticalmodelsandprocessesofreading6thed.(pp.636-656).Newark,DE:InternationalReadingAssociation.

Fried,M.D.(2013).Activatingteaching:Usingrunningrecordstoinformteachingdecisions.JournalofReadingRecovery,12(1),5-16.

Kaye,E.L.&VanDyke,J.(2012).Interpretingrunningrecords:Examiningcommonpractices.JournalofReadingRecovery,11(2),5-21.

Feelfreetoemailme!AdriaKlein,Ph.D.,aklein@stmarys-ca.edu

@adriaklein_read