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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