Download Capturing Opportunities from Early Writing

Capturing Opportunities from Early Writing
Early reading and early writing support each other.
A look at the very early writing of one child
and linking this it to early reading.
Joan Hobbs
Reading Recovery Tutor (Teacher Leader)
Waikato University
Hamilton, New Zealand
Jared aged 6.03 had been at school for one year when his Reading Recovery
lesson series started.
Jared‟s scores when selected for Reading Recovery
Level 2 Sally‟s New Shoes PM
58:2 1:29
96% No SC
Reading
Level 3 Photo Time
PM
59:4 1:14
93% 1:4
Level 4 Kitty Cat and the Birds PM 67:7 1:9
89% No SC
Read with good memory of these repetitive texts. He relied on
his memory and the illustration to support the reading. Noticed a
mismatch (Monitored) with known high frequency words read
incorrectly, but not able to self-correct. Clear one-to pointing.
Commented throughout about the illustrations.
Score
Stanine
Letter
Identification
51
4
Concepts
About Print
Clay Word
Test
14
2
4
15
2
Burt Word
Reading Test
Writing
Vocabulary
Hearing and
Recording
Sounds in
Words
Record of Oral
Language
6
12
2
Comment
Very fast responding with letter name.
Confused
k
d
p
x
b
q
All early concepts secure; directionality, first
and last, capital and lower case letters, letters
and words, early punctuation; full stop.
Responded to known words quickly.
Did not attempt others.
Known: and, to, he, up
Did not attempt the unknown.
Known: to, is, up, big, he, at
Wrote competently his bank of known words,
for 6 minutes.
Would not attempt any other prompted words.
Wrote: Jared, Sam (sister), mum, dad, I, a, is,
to, at, and, the, we.
1
22
26
42
3
2 34
5 6 7 etc
I n se the r
ot
t we r g g to h v a r
n.
I can see the red boat that we are going to have a ride in.
Level 1
Level 2
Level 3
Joan Hobbs Reading Recovery Teacher Leader 2012
14
11
1
He has good control of the early
and middle level sentences but
was unable to repeat the more
complex structures.
Predictions of Progress for Writing included
At the end of his Lesson Series Jared will need to know how to;
 Progress from ideas to composing his story independently.
 Write a long and complex story of two or more sentences with little
teacher help.
 Be able to use a variety of ways of solving to write known words and
partially known words. Also to have a variety of ways to get to unknown
words.
And the next few weeks he will need to know how to;
 Discuss topics for writing in order to construct powerful sentences that
match his Record of Oral Language scores.
 Increase his knowledge of high frequency words in order to develop a
wide and varied word vocabulary.
 Write known words, learn more words, continue to hear and record
sounds in words, and add in the use of; analogies, onsets and rimes, and
orthography, in order to extend his options in writing.
 Use letter/sound relationships in order to determine the place of letters in
words.
The things he needs to know urgently;
 Write his known words rapidly in order to write more fluently and to
understand that everything needs to be done at speed.
 Quickly learn more high frequency words in order to have a large bank of
known words.
 Begin to use sound (Elkonin) boxes in order to record the sounds he can
hear and give symbols to these.
 Write letters quickly and with correct formation in order to speed up his
production.
 And be prepared to attempt the unknown in order to independently access
print.
The following was recorded during his 3rd week, lesson 14.
Discussion; the Conversation leading to the Composition of the
sentence.
T
On our way from your classroom you were telling me that your mum works.
J
Yes, she works in a shop and she goes to work at school time and at holiday time
too.
Oh, I didn‟t know that she worked at holiday time too. What do you do while she‟s
working?
T
J
I go to After School and I go swimming.
T
So your mum works in a shop. What could you write about that?
J
She goes, she went, she goes to work at school time.
T
That‟s a great sentence. “She goes to work at school time.”
Joan Hobbs Reading Recovery Teacher Leader 2012
Writing the sentence and linking it to those processes used in
early reading.
Note: in the following, the use of capital letters mean that the teacher or Jared used the
letter name and lower case letters relate to the sound given.
J
Writing
Sh written on work page
T
That‟s great.
J
T
I like your capital S.
Do you know how to write the end of
sheeeeeeee
SH
That‟s the start. Let‟s put them here in
sound (Elkonin) boxes
(Pushing counters) sh – eee, sh – eee,
Oh E
J
Writes the E
T
J
T
T
J
T
&
J
J
T
Write „she‟ to make sure you have it in
your head and that you will know it.
Write it here, and here, and on the
board. Check it, are you right.
Jared wrote „She‟ many times.
Now put the word „She‟ into your story.
Where are you up to next?
Jared said “She goes”
Writes G, says “O” and writes an „A‟
then notices it
Covers the „A‟ and J puts „O‟ teacher
writes „E‟ and askes “What can you
hear at the end of „goes‟?”
“ssssssssssssssss”
Yes, an „S‟.
What goes next in your sentence?
J
Reads. She went / she goes.
Writes „to‟
and rereads She went / goes to.
J
T
Wrote W teacher added OR
What can you hear on the end of
„work‟?
Kicking c
Say it again and listen carefully
J
T
J
Workkkkkkk “oh K”
Adds k to finish work.
Joan Hobbs Reading Recovery Teacher Leader 2012
Linkages to reading
The child is expected to write all that he
can independently.
Writing is oral language written down.
We can have a go at what we don‟t know.
The work page is the place for attempts.
Praise is critical, learning from the
positive.
Punctuation is important.
Words are made up of sounds with links
to letters.
Words have parts that are represented
with sounds.
The sounds can be separated out.
Sounds are represented with letter
symbols.
Some symbols are known by name.
The formation of some letters is known.
High frequency words need to be known.
Extending the child‟s writing vocabulary
Part 2 page 57/58
Checking and confirming are important
with new learning.
It is important to retain the story.
Fostering independence.
Spaces between words.
Monitoring (noticing) he wrote the wrong
letter.
It is OK to have another attempt.
Help is available.
Correcting is important.
Words have beginnings and ends.
Sounds have letter names.
Writing a sentence not a list of individual
words.
Rereading, Monitoring, Rereading.
Writing known word „to‟ quickly.
One to one pointing to each word, selfcorrecting the reading.
Writing is co-construction.
Words have beginnings and endings.
Caused him utter confusion.
Listening to yourself can support the way
to work things out.
Some sounds relate to more than one
letter. Teacher missed an opportunity for
the use of sound boxes.
J
“She goes to work
at”
Reads “she went / she goed / she
goes to work at”
Writes S
T
J
I like the way you checked your
reading yourself.
I‟ll write the rest of „school‟.
Say „goes‟
goes
Can you hear the S on the end –
goesss goesss
goessssss Yes
T
What‟s next?
J
Reads “She went, she goessssss to
work at school”
J
T
T
J
T
J
T
Writes T says “I”
Draws Elkonin boxes for 3 sounds
Pushing counters into boxes while
saying t I m
Writes T I M in left to right order
Adds the E
Writes „time‟ into his story
Is it ended?
J
Adds the full stop and reads “She
went / she goes to work at school
time.
T
J
Now what are you going to do
Reads it 3 times at a fairly good speed.
She go / goes to work at school
time.
She went / she goes to work at
school time.
She goes to work at school time
I like the way you were checking.
Where is the tricky bit?
Points to „goes‟.
Yes that one is hard for you.
What letter is at the beginning and
end?
Says “G S”
Good searching, read it again.
“She goes to work at school time.”
Read with good even speed,
expression, and phrasing – She goes to
work / at school time.
T
J
T
J
T
J
Joan Hobbs Reading Recovery Teacher Leader 2012
Return sweep used for next word.
Known high frequency word „at‟ in writing
and reading.
Rereads, Monitors, rereads, points
carefully, self corrects.
Attempting independently, the first letter
of the next word.
Praise is crucial to support independent
processing.
Some things are too hard and help is
available.
We need to attend to the challenges
Listening helps to isolate parts of a word
Trialling, having it confirmed.
Being responsible for own work.
Never do anything for the child that he
can do for himself.
Rereads, Monitors, confirms with the
visual ending of word.
Puts spacing between word school and
time.
Attempting a sound analysis
Words are made up of parts
There is a left to right sequence and we
can articulate the parts slowly.
Words often have unheard parts.
An opportunity to add more information.
Words are only words without
punctuation.
Punctuation is important. The full stop is
already known.
It is necessary to retain the message in
the head and reread to confirm it is
correct.
Being responsible for self.
The story stays the same.
We must read exactly what the author
has written.
It is the readers responsibility to Monitor
and Search the reading.
Scanning supports fast looking.
Questioning for Monitoring.
Searching and locating.
A way to support the looking.
Using initial and final letter to confirm.
Searching behaviours.
All reading strategies used.
Reading must sound like reading with
phrasing and expression.
T
You worked really hard Jared, great
work.
Mum will enjoy your story too.
Acknowledging the work.
Praise is always important.
Another reason for writing.
The cut-up sentence.
The sentence was then written on card and cut into individual words and the full
stop was cut off.
Jared reassembled it without a model.
She goes to work at school time.
J
J
Cut up sentence
Put down the word She. He then said
„went‟ and looks in the words for it.
Rereads “She”
Finds goes and puts it next, with a
good space
She goes to work
Rereads “She went / she goes to work”
Adds at school time.
(Sentence is all in one line.)
J
T
Reads the sentence “She went to
work at school time.”
You made a mistake, can you find it?
J
Reads “She went (NO) she goes to
work at school time.” I made a
mistake and I fixed it.
T
Yes, you did. Good fixing.
One more time.
“She goes to work at school time.”
High five!
J
T
Linkages to reading
Memory for text.
Using Structure and Prediction.
Searching
Text goes from left to right.
Rereading to get to next word.
Monitoring, Rereading, Correcting.
Matching text word with voice and finger.
Adding early punctuation – full stop.
Sentence can be in a different
orientation.
Using his strong structure to predict.
Even though the structure is correct it is
not what the author wrote, and it doesn‟t
look right.
Noticing the mismatch of what is seen
and said.
Searching by rereading to the beginning
of the sentence.
Ensuring the text stays the same.
Aware of and commenting on his
processing.
Praise for the successful correction.
The sentence was then put into an envelope for Jared to take home to do.
Joan Hobbs Reading Recovery Teacher Leader 2012