1 / 50

Roaming But Not Lost Around the Known

Igey Muzeleya.

lotus
Download Presentation

Roaming But Not Lost Around the Known

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


    1. Roaming But Not Lost Around the Known 2009 National Reading Recovery and K-6 Literacy Conference

    2. When we think of roaming generally we think of being lost. Classic stories of Little Red Riding Hood or Goldilocks who wandered off traditional paths and found themselves roaming around the woods in unfamiliar territory. Currently, I spend a great deal of time in Metro Atlanta. Initially, it seemed daunting to learn the city. The notion of roaming around the known and its importance became more apparent to me as I attempted to discover more about the city.: Known was the main highways Used the highways and became more familiar with how the highways worked. Support of my son to solidify my known. Call him to confirm. Success built my confidence and flexibility. Now, ventured from my known to learn alternate routes to work; avoid traffic congestion; and explore new parts of Metro Atlanta. Without a solid repertoire of known, would not have been able to achieve the new learning.When we think of roaming generally we think of being lost. Classic stories of Little Red Riding Hood or Goldilocks who wandered off traditional paths and found themselves roaming around the woods in unfamiliar territory. Currently, I spend a great deal of time in Metro Atlanta. Initially, it seemed daunting to learn the city. The notion of roaming around the known and its importance became more apparent to me as I attempted to discover more about the city.: Known was the main highways Used the highways and became more familiar with how the highways worked. Support of my son to solidify my known. Call him to confirm. Success built my confidence and flexibility. Now, ventured from my known to learn alternate routes to work; avoid traffic congestion; and explore new parts of Metro Atlanta. Without a solid repertoire of known, would not have been able to achieve the new learning.

    4. No matter how far the river flows it always bring some of itself African proverb

    5. Starting with what a learner already knows enables control. Clay, BDP

    6. Working with what the child already knows how to do nurtures cognitive, emotional and motivational factors in order to propel learning. McNaughton, A Meeting of Minds

    7. Roaming Around the Known Preparation Observation Survey Observation Survey Summary Predictions of Progress

    8. Roaming Around the Known Preparation The Observation Survey will have shown up some of the things that the child can do Clay, LLDI, Part One, p.34

    9. Roaming Around the Known Observation Survey Letter Identification Score = 47/54 Confusions: c/s I/T f/j i/l p/q C/S Unknown: S H

    10. Roaming Around the Known Observation Survey Ohio Word Test Score = 3/20 and am yes

    11. Roaming Around the Known Observation Survey HRSIW Score = 21/37 Beginning and ending consonants

    12. Roaming Around the Known Observation Survey Concepts About Print Score = 14/24 Visual discrimination tasks Period and comma Bottom of picture

    13. Roaming Around the Known Observation Survey Text Level Reading Bird Can Fly Easy Hats Instructional At the Zoo - Hard

    14. Roaming Around the Known Observation Survey Summary Ways of finding Storing Filing Retrieving Linking or cross-referencing Clay, OS, p. 123 Think about strategic activity In the head activity Analyzing the ways the child has learned to work with the information in print. The reader has stored up items of knowledge in memory but he has also learned ways of working with the information in print ways of finding it, storing it, filing it, retrieving it, and linking or cross-referencing one kind of information with another kind. Clay, OS, p. 123Think about strategic activity In the head activity Analyzing the ways the child has learned to work with the information in print. The reader has stored up items of knowledge in memory but he has also learned ways of working with the information in print ways of finding it, storing it, filing it, retrieving it, and linking or cross-referencing one kind of information with another kind. Clay, OS, p. 123

    15. Roaming Around the Known Observation Survey Summary Describing the processing! Pointing out what he can and cannot do on text reading and at what level. Easy, instructional and hard. How does the way the child uses letter and word level knowledge help or hender his getting to the messages. Clay, 132 Pointing out what he can and cannot do on text reading and at what level. Easy, instructional and hard. How does the way the child uses letter and word level knowledge help or hender his getting to the messages. Clay, 132

    16. Roaming Around the Known Observation Survey Summary Useful Strategic Activity on Text When introduced to a simply constructed patterned text, Igey seems control the language. He uses this control to retrieve the message of the story and maintain one-to-one matching. Think about strategic activity In the head activity Analyzing the ways the child has learned to work with the information in print. The reader has stored up items of knowledge in memory but he has also learned ways of working with the information in print ways of finding it, storing it, filing it, retrieving it, and linking or cross-referencing one kind of information with another kind. Clay, OS, p. 123Think about strategic activity In the head activity Analyzing the ways the child has learned to work with the information in print. The reader has stored up items of knowledge in memory but he has also learned ways of working with the information in print ways of finding it, storing it, filing it, retrieving it, and linking or cross-referencing one kind of information with another kind. Clay, OS, p. 123

    17. Roaming Around the Known Observation Survey Summary Problem Strategic Activity on Text When challenged with an increased amount of text in narrative form, Igey relies on obtaining the message of the story from the pictures and mostly ignores errors. The strain of the increased text, seems to hamper his control of language and slows the pace of processing. Think about strategic activity In the head activity Analyzing the ways the child has learned to work with the information in print. The reader has stored up items of knowledge in memory but he has also learned ways of working with the information in print ways of finding it, storing it, filing it, retrieving it, and linking or cross-referencing one kind of information with another kind. Clay, OS, p. 123Think about strategic activity In the head activity Analyzing the ways the child has learned to work with the information in print. The reader has stored up items of knowledge in memory but he has also learned ways of working with the information in print ways of finding it, storing it, filing it, retrieving it, and linking or cross-referencing one kind of information with another kind. Clay, OS, p. 123

    18. Roaming Around the Known Predictions of Progress and in the next few weeks he will need to know how to Clay, LLDI, Part One, p.31 Next few weeks includes Roaming Around the Known.Next few weeks includes Roaming Around the Known.

    19. Roaming Around the Known Predictions of Progress and in the next few weeks he will need to know how to consistently apply directional movement in order to search and monitor print. Next few weeks includes Roaming Around the Known.Next few weeks includes Roaming Around the Known.

    20. Roaming Around the Known Predictions of Progress and in the next few weeks he will need to know how to write known words without reversing letters in order to use his repertoire of known to search, monitor and link known to unknown to problem-solve when reading and writing.

    21. Roaming Around the Known Keynotes Confidence Ease Flexibility Discovery

    22. Roaming Around the Known Features Getting to Know You Observation Opportunities to Discover Mostly reading and writing texts Fluency Demonstration Release (from preconceived notions) Features of Roaming Around the Known foster a learning relationship. Teaching happens, but it is not deliberate instruction of new items or processes. A general rule of thumb for me has been, if it is a procedure in Part Two, then stop yourself and question whether you have evidence that the processes you are about to teach are in the childs known. Features of Roaming Around the Known foster a learning relationship. Teaching happens, but it is not deliberate instruction of new items or processes. A general rule of thumb for me has been, if it is a procedure in Part Two, then stop yourself and question whether you have evidence that the processes you are about to teach are in the childs known.

    23. Roaming Around the Known Getting to Know You

    24. Getting to Know All About You

    25. Roaming Around the Known Observation Role of conversation Responding Recording

    26. Roaming Around the Known Role of Conversation Observe Listen Tune Into

    27. Roaming Around the Known Role of Conversation Being sensitive to the learners thinking allows the teacher to draw the childs attention to many things. Things overlooked New aspects of the task To other possible interpretations BDP p. 13Being sensitive to the learners thinking allows the teacher to draw the childs attention to many things. Things overlooked New aspects of the task To other possible interpretations BDP p. 13

    28. Roaming Around the Known Role of Conversation Being sensitive to the learners thinking allows the teacher to draw the childs attention to many things. Things overlooked New aspects of the task To other possible interpretations BDP p. 13Being sensitive to the learners thinking allows the teacher to draw the childs attention to many things. Things overlooked New aspects of the task To other possible interpretations BDP p. 13

    29. Roaming Around the Known Role of Conversation Good conversations with children will be good teaching exchanges Clay, BDP, p 2 it has been found again and again that children have fewer conversational exchanges with adults in school than they have at home. BDP, p. 5 what is important for a good, natural learning situation is for the child to have a conversation with a person who uses simple language in correct forms and who is flexible enough to change his or her language to suit the language of the child being spoken to. The mature speaker of the language is the language resource required by the child.it has been found again and again that children have fewer conversational exchanges with adults in school than they have at home. BDP, p. 5 what is important for a good, natural learning situation is for the child to have a conversation with a person who uses simple language in correct forms and who is flexible enough to change his or her language to suit the language of the child being spoken to. The mature speaker of the language is the language resource required by the child.

    30. Roaming Around the Known Role of Conversation Let the children do the talking. Owocki & Goodman, 2002 it has been found again and again that children have fewer conversational exchanges with adults in school than they have at home. BDP, p. 5 what is important for a good, natural learning situation is for the child to have a conversation with a person who uses simple language in correct forms and who is flexible enough to change his or her language to suit the language of the child being spoken to. The mature speaker of the language is the language resource required by the child.it has been found again and again that children have fewer conversational exchanges with adults in school than they have at home. BDP, p. 5 what is important for a good, natural learning situation is for the child to have a conversation with a person who uses simple language in correct forms and who is flexible enough to change his or her language to suit the language of the child being spoken to. The mature speaker of the language is the language resource required by the child.

    31. Roaming Around the Known Longest Utterance Information informs the teacher about the childs control of language. Use the information to assist with selection of texts; base for Change over Time; basis to observe and be sensitive to childs learning Information informs the teacher about the childs control of language. Use the information to assist with selection of texts; base for Change over Time; basis to observe and be sensitive to childs learning

    32. Roaming Around the Known Responding and Recording

    33. Roaming Around the Known Teaching Relationship Framework for conversations with rich interactions and opportunities to formulate thoughts into spoken language.Framework for conversations with rich interactions and opportunities to formulate thoughts into spoken language.

    34. Roaming Around the Known Teaching Relationship

    36. Roaming Around the Known Keep a Daily Diary of Useful Notes What does she do well? What strategies does she try? How does she help herself? What more have you noticed about the letters, words & other features of print that she knows? Discuss & Report Instances In Which You Noticed the Child Being Taught More About What She Already Knows What does she do well? What strategies does she try? How does she help herself? What more have you noticed about the letters, words & other features of print that she knows? Discuss & Report Instances In Which You Noticed the Child Being Taught More About What She Already Knows

    37. Roaming Around the Known Opportunities to Discover If you give him your support and he succeeds then he begins to try again to use some of the old discarded strategic activities. Clay, LLDI, Part 1, p. 36 You should show delight when he spontaneously relates this to that. Unleashes two sets of responses: (1) discarded approaches cease to be used on texts (2) new ones appear.You should show delight when he spontaneously relates this to that. Unleashes two sets of responses: (1) discarded approaches cease to be used on texts (2) new ones appear.

    38. Roaming Around the Known Mostly Reading and Writing Texts Lets talk about mostly!

    39. Roaming Around the Known Mostly About Reading and Writing Texts Use readable texts!

    40. Roaming Around the Known Readable Texts a very easy story book a very simple story you have read to this child a simple book about an experience the child has had a simple story you write for the child keeping to his known vocabulary a simple text he has dictated. Use Maryanns video of finding a readable text Jean Ridley with Daikari Use Maryanns video of finding a readable text Jean Ridley with Daikari

    41. Roaming Around the Known Readable Texts You cannot relay on a published sequence of material for these earliest lessons. Clay, LLDI, Part One, p. 35 Use Maryanns video of finding a readable text Jean Ridley with Daikari Use Maryanns video of finding a readable text Jean Ridley with Daikari

    42. Roaming Around the Known Mostly About Reading and Writing Texts You can read to the child. You can make some books. Aim to have the child feel in control. Use footage of Igey reading and writing. Use footage of Igey reading and writing.

    43. Roaming Around the Known Fluency Get the responding fluent And habituated but even at this stage encourage flexibility Clay, LLDI, Part One, p. 34

    44. Roaming Around the Known Fluency Praise him for his efforts. Clay, LLDI, Part One, p.34

    45. Roaming Around the Known Fluency Show delight in everything he does, however minor. Clay, LLDI Part One, 34

    46. Roaming Around the Known Demonstration Clear demonstration is more effective than talking Clay, LLDI, Part Two, p. 33 The teacher can demonstrate as she reads and writes, commenting on print layout, where to start, which way to move, and how to get helpful information from a page of print. p. 33The teacher can demonstrate as she reads and writes, commenting on print layout, where to start, which way to move, and how to get helpful information from a page of print. p. 33

    47. P. David Pearson Kids are who they are Know what they know Bring what they bring

    48. Roaming Around the Known Teachers Role Observe Demonstrate Task-share Think Engage Encourage Relinquish Clay, LLDI, Part One

    49. Roaming Around the Known Release The most important reason for Roaming Around the Known is that is requires the teacher to stop teaching from her preconceived ideas. She has to work in ways that will suit each child, working with what he is able to do. This will be her focus throughout the lesson series. LLDI 2, p. 33The most important reason for Roaming Around the Known is that is requires the teacher to stop teaching from her preconceived ideas. She has to work in ways that will suit each child, working with what he is able to do. This will be her focus throughout the lesson series. LLDI 2, p. 33

    50. How to Obtain a Copy eceftr@langate.gsu.edu

More Related