Early Behaviors & Running Records : Early Language and Literacy Certificate, Course 1

1. Early Behaviors & Running Records:Early Language and Literacy Certificate, Course 1 Class 4 Guided Reading Plus

2. Housekeeping • Questions from last class • Hyphenated words count as one word and one error • ‘steering-go-round’ • 90% on a book read the day before is instructional, but not good • At level 3, children should NOT be reading ONLY pattern books! • wean them quickly

3. Housekeeping • Change of class dates: • Feb 7 – cancelled • April 11 – new (Rooms 118/119 at Del Pueblo; Library at Howell)

4. Homework Review • Review Running Record Scoring Worksheet

5. Essential Questions • Why is it critical to know and address students’ acquisition of early behaviors? • How do I analyze a running record?

6. Early Behaviors Early Language and Literacy Certificate Program

7. Foundational Ideas: Early Behaviors • Early reading & writing behaviors are ESSENTIAL UNDERSTANDINGS on which to build literacy

8. Foundational Ideas: Early Behaviors • Many struggling readers are confused about the early behaviors • By the time they figure them out, other children have moved on

9. Foundational Ideas: Early Behaviors • Be sure that readers at all times can see the print on charts/easels (in word study lessons, interactive writing, and shared reading) • Sitting off to the side or directly in front gives a distorted view.

10. Foundational Ideas: Early Behaviors • What does readiness mean? • Readiness was = fixed developmental phase • Readiness NOW = Emerging • Emerging = growth is shaped by experiences & opportunities that we create for children to engage with print (Vygotsky) • “No matter where children are, they are always ‘ready’ to learn the next thing.” (Clay)

11. Foundational Ideas: Early Behaviors • The Early Behaviors MUST quickly become smooth and automatic so they do not require conscious attention • Table talk: What are the ‘Big 5’ Early Behaviors?

12. Foundational Ideas: Early Behaviors • The BIG 5 (model w/ We Dress Up) • Left to right, one to one match • Locate known word (name, mom) • Locate unknown word • Letter vs. word • Learn how to remember • Foundational pieces for literacy

13. Foundational Ideas: Early Behaviors • Academic Language • word • letter • first, last, beginning, end • period, quotation marks • match • makes sense

14. Making the “Invisible” Visible • These understandings are “Invisible” to proficient readers like us, so we may not think to teach them • We need to MAKE these understandings visible to emergent readers • Handout: Making the “Invisible” Visible • Circle three “ah-has” • Share at your table

15. So how do we see the “Invisible”? • Concepts About Print • Handout: Concepts About Print (Clay) & CAP Assessment (English & Spanish) • Demo – We Dress Up (p. 10) • Homework: • Read CAP Handout • Assess 1 student • Choose level B/2 with return sweep

16. Shared Reading Lesson • Handout: Shared Reading of Frog Food (A/1), WRS: 222 • Complete the empty column • What is the teacher attending to? • Discussion: What did you notice about the teacher’s language?

17. Running Records Early Language and Literacy Certificate Program

18. Foundational Understandings • Teach for STRATEGY • What does that mean to you? • Requires analysis of running records

19. Foundational Understandings • We are analyzing the errors to see what’s good about them. • Errors tell us what the child knows.

20. MSV Analysis • Meaning = content • Is the student’s response in the ballpark of the meaning of the piece up to the point of error? • Saturday Sunday • [The PICTURE informs MEANING. If a student looks at the picture when problem solving, he is using meaning (not visual information).]

21. MSV Analysis • Structure = grammar, language • Could the sentence have worked that way grammatically in book language up to the point of the error? • The dog can swim. The dog can run. • [This has nothing to do with the meaning.]

22. MSV Analysis • Visual information = print • 1:1 match, known words • Is there any similarity between the student’s response and the look of the word? • littlehouse bottle hungry • [This has nothing to do with the meaning/picture.]

23. Practice MSV • You try it – Handout: MSV Practice • Review

24. Analyze rr • Analyze partial rr together (#2.1 – The Merry-go-round) • You try it (#2.2) • Review • You try it (#2.3) • Review

25. Essential Question • How do I analyze a running record? • Why is it critical to know and address students’ acquisition of early behaviors?

26. Essential Connections • LEAP • MCD: methods & pacing, academic language • HIIM: check for understanding, feedback • English Language Learners • Oral Language Development • Academic Language • Common Core Shifts • Nonfiction • Evidence • Increasing text complexity

27. Homework • READ • WRS: 201-204 Learning About Print • Concepts About Print Handout • DO • Reflect on reading of WRS: 201-204 • Reflect on class • Give CAP Assessment to 1 Student • Reflect on CAP reading & giving CAP to student • BRING to next class • CAP results for 1 student • Next class powerpoint (for notes) • ALL handouts received thus far