Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Learning how to solve new words
Document related concepts
Transcript
1/3/2017 One kind of theory “When adults focus on their own reading they usually ask, Learning how to solve new words while reading and writing continuous text ‘How do I read an unknown word?’ to which they answer, ‘I sound it out’. This leads them to the conclusion that reading is a process of breaking down in which the sound sequence is articulated by the reader.” Change over time in children’s literacy development, Clay 2001, p.92 An alternative perspective: How am I am able to read when all is going well? “Why not sound it out?” Robert Schwartz, 2015 “ I intend to explore a counter argument which claims that children who are learning to read and write continuous text use those texts to help them build the effective neural processing systems which successful readers use as they read And, what can we help children to learn how to do instead? and write without problems.” Clay, 2001, p.92 How will the new text help? New edition Single text – brings theory and procedures together under one cover Carries forward and integrates the new thinking and emphases in the 1st edition (2005) Cross-referencing within the text, further readings and an extensive index Order of some sections has been changed → strengthens internal coherence and rationales Salience to rationales for different activities in Reading Recovery lesson Highlights the importance of writing And the reciprocity between reading and writing continuous text Emphasizes building and extending reading and writing vocabularies as contributing to speed of processing in both activities by freeing and attention providing resources for solving new words 1 1/3/2017 Rationales Continuous text, messages and stories provide the context for Set out in front of each activity and teaching procedure Teacher prompts are highlighted in blue in the context of the rationales, activities and processes being fostered developing effective literacy processing systems in both reading and writing Any work with words outside of text has a rationale in terms of the processing that is being fostered in that activity – e.g. not focusing on “word work” across the lesson building speed, fluency and automaticity with all aspects of processing learning new things about how print works building in the head processes for linking sound sequences and letter sequences learning how to solve new words in reading and writing Perhaps help us sort out some of our confusion about why, how and when to attend detail of words Prompting and teaching to use known letters, clusters or words to solve new words in text comes relatively late in the sequence of instructional procedures Learning to look at print Learning to solve new words in writing Developing strategic processing Solving in new words in reading Learning to look at print Foundational learning Ch 3, 2nd ed Fostering fast access to visual information “Speedy access to visual information in print is of the greatest Learning about direction importance in literacy learning. As you begin to engage learners Locating what to attend to in print with the earliest literacy tasks their fast visual perception of Spatial layout letter forms is building up a network of links between what is Expanding knowledge of print Extending letter knowledge Extending word knowledge Learning how letters make up words seen and what is heard, that is, the sounds of language. Teaching at this early stage provides the foundation for later progress.” LL 2nd ed. p. 61 2 1/3/2017 But only if…. As we move into instructional lessons are we helping children to really look at letters, and at letters within words, and to see the relationship between letters and words? Are we appreciating that Writing continuous texts, stories and messages the whole point of activity breaking words is to help children see that words are made up of letters in sequence? And this learning is best done when the child knows the letters and words they are working with? Phonemic awareness Writing continuous texts, stories and messages Learning to compose and write messages Composing Writing a message or story in his story, to hear the sounds in those words and to write down letters that will the message or story represent those sounds. It is an activity well suited to developing phonemic awareness” (2nd ed. p.93) Ways of solving words for writing Extending Hearing Using “Writing requires the child to pay close attention to the words he has chosen to write writing vocabulary “Using boxes, manipulating counters, and writing letters in boxes provides the brain with opportunities to form new networks. The networks then learn to carry out these and recording sounds in words strategic activities at speed as the child reads and writes”. (p. 93) known words to construct new words Assembling cut-up stories and messages A steep learning curve of phonological analysis Introducing the task The attending and hearing part is maybe not getting enough First the child has to learn how to do the task. Attending to sounds Then he learns how to do a phonemic analysis of words he wants to write. Attending to letters Then he learns some rules about spelling and some exceptions. attention - prior to the introduction of boxes, counters etc, Do we need to revitalize the early parts of these tasks? This is critical. If children are not saying words slowly, listening to themselves, and working from their OWN articulation and analysis of sounds in the words they want to write the power Learning about spelling sequences c h i l d r e n of this approach will be very much undermined. 3 1/3/2017 Lifting the level of challenge daily Children are learning to do things in writing what they will need to do in reading Composing longer and more complex stories Writing Learning to write many new and different words Constructing messages Constructing messages Writing known words faster and more easily – needing less attention Learning new words Extending reading vocabulary Hearing and recording sounds in words (phoneme by phoneme) Taking words apart into letters/letter clusters Using analogy with a known words to get to a new word Using analogy with known words to get to new words Learning how to analyze the sequence of sounds in new words needed to record a message Using known words to construct new words Reading Self-monitoring “Self-monitoring, not letter-by-letter sounding out, provides the mechanism for novice readers to refine their word Developing strategic activity recognition strategies and move toward the fast perceptual Self-monitoring, cross-checking, searching and selfcorrecting recognition.” Linking sound and letter sequences processing that characterizes skilled readers’ word Schwartz, 2015, p.44 A willingness to choose between alternatives “emerges quite early in learning to read when there is disagreement between what children say and what is in the text… leads to complex error detection and correction behaviours… foreshadows the developing processing systems which will monitor, correct and control advanced literacy behaviours leads to a search for more information and this can potentially take processing to new levels of complexity.” “… checking both correct and incorrect attempts against sound-to-letter expectations helps build automatic access to sight words and phonics knowledge, including consonant sounds and vowel patterns.” Schwartz, 2011, 2015 Clay, 2001, p.120 4 1/3/2017 Ch 5 Reading continuous text, whole stories and information books Taking words apart while reading Reading books Familiar reading Reading a new book in every lesson Phrasing in fast and fluent reading Finding and using the information in print: developing the brain’s activity on text Learning how to analyse new words while reading (sections on early processing, self-monitoring, cross-checking, searching, self-correcting) Linking sound sequences to letter sequences: massive practice in text reading Taking words apart while reading “The Reading Recovery lesson is designed to work with what the eyes recognize in visual forms (letters) and in visual patterns of letters (clusters and words), in sequence, left to right, and to work with what the ears can isolate in speech patterns (hearing words within utterances and phonemes within words, and clusters of phonemes in Attending to words in isolation Reading continuous text provides “… opportunities to build up experience with the mixing of visible and invisible knowledge including the way one word influences another in a message.” words). to link the analysis of letters and letter clusters in a word he is scanning from Change over time in children’s literacy development, p100-101 left to right, with a word he is hearing in his head (from beginning to end)” – [learned through massive successful practice in text reading] LL 2nd ed. p.144 Parsing Word analysis “The young reader works across text taking letters, sounds, “When the learner has massive opportunities to read and write words and inter-word relationships into account, but also continuous texts successfully, he will be operating effectively at many working with groupings or words and their levels of attention to text – print detail, language structure and story. interrelationships….” However, sometimes a child will need to do some extensive solving at the “Comprehension is involved in all reading and writing of to reading and writing continuous texts. It provides the reader of all ages continuous text, even a one-sentence message.” with access to new vocabulary.” Change over time in children’s literacy development p.107 word level to discover what a new word is. Word analysis work is integral LL 2nd ed. P.146 5 1/3/2017 Learning how to analyse new words while reading Solving new words while reading “If the child is writing stories, and doing an efficient sound-to-letter Two kinds of new words analysis of the new words he wants to write, the problem to be addressed in this section is ‘What sort of analysis of new words can the teacher help the child to do in his reading?’ The task for the child is to discover ways to solve new words in text and to do this without words that are in the child’s spoken vocabulary words that are unknown to the child – no phonemic representation available (teacher provides) “Teachers must be alert to the newness of vocabulary… and must be prepared to provide the child with the new language he does not yet use” slowing down too much so that he can quickly return to a fast pace of reading.” LL 2nd p. 146 LL 2nd ed. p.146 Pre-conditions for solving new words using letter sequences Natural breaks in language – syllables, inflections and pre-fix/suffix breaks The child is learning how to hear and record sounds in words Consonants more regular than vowels And… So onsets – typically consonants – helpful Vowels in letter clusters more predictable than on their own – rimes are helpful Getting to new words by analogy with known words can be an easier way to solve something new, provided… 1. The word is in the child’s spoken vocabulary 2. 3. 4. Think about how to make it easy for the child knows how to attend to print recognizes letters – fast! is building a reading vocabulary (regular and irregular words) understands how letters make up words (practice on known/regular words) And is using information from meaning and structure so that he will know when he has successfully solved the new word Starting with what the child knows the child knows the analogous word well the analogy is accurate the child learns how to ask themselves – what do I know that will help and to check on themselves using other information. Using known vocabulary “Teaching for word analysis will be unhelpful if it does not start with what the child knows. It is risky to try to teach children to use something “Use the vocabulary of the child’s reading books and his own writing as a they know to solve a new word unless you are watching carefully. Look point of reference for word analysis on text. It is the nature of language for evidence of what they are actually attending to, and what they are (and how the brain uses language) that if you help the child to move concluding from your demonstrations. Watch carefully to see how they easily around his secure knowledge he will become able to venture themselves analyse letter sequences before you intervene with your beyond his known repertoire and link novel experiences to the body of teaching.” knowledge that he owns.” LL 2nd ed. p.150 LL 2nd ed. p. 148 6 1/3/2017 Two vocabularies Continue to build a reading vocabulary “The child builds a vocabulary of words he can read, and a vocabulary of words he can write. The Reading Recovery teacher should know the From working with the child in reading text the teacher decides which word, or words, the child should focus his attention on. LL 2nd ed. p. 70 Work with the particular words this child has used in other activities. LL 2nd ed, p.71 Teach to build on the child’s repertoire of know words. On a current or recent story, teach him a new word that he needs to know. LL 2nd ed. p. 153 contents of both vocabularies. Both provide a source of known words that the child can draw on to solve a new word in reading. Learning to write many different words (at least 40) provides the child with enough generative power to build a much larger writing vocabulary. It would be useful for teachers to think about how a new reading vocabulary can also be generated from the variety of words the child already controls in reading.” LL 2nd ed. P. 148 Think about what is happening in writing “The child has to discover the significant features in a word that will A scale of teacher help while reading “Move down the list from least teacher help to most help. allow him to distinguish it from other possible words in his experience. Let the child solve the word independently. The work he does while writing his story for the day can help him to Prompt to the word beginning… or ending… or any known part. The child divides the word with his finger on print…. The teacher articulates the part clearly … and the child locates the part. The teacher divides the word in print… The teacher might construct part of the word making it larger….” discover those features that he will come to use in his reading. The teacher must make clear to the child that what he already knows in writing can be of use to him in reading and vice versa.” LL 2nd ed. p.149 LL 2nd ed. p.152 Draw attention to known visual features Attending to words in isolation “When the child stops at a new word, prompt him to look, selecting from “The early intervention teacher’s task is not to analyse the language in Do you know a word that starts with those letters? Look for something that would help you. What can you see that might help? Do you know a word that looks like that? What can you hear that might help?” LL 2nd ed. p.152 order to present it to the child. Her task to analyse the child’s learning, so she knows how to shape his encounters with the language. He should learn about constructing words and taking words apart in many places in his lessons. The aim is to have him know about how words work and be able to use this awareness while reading texts and while writing. To be able to work on words in isolation is not enough: the reader and writer must also be able to handle those words flexibly in continuous texts.” LL 2nd ed. p. 155 7 1/3/2017 A sequence something like this Cautions “When constructing words provide a model of the word change the onset and retain the rime (giving attention to first letters) retain the onset and change the rime (giving attention to last letters) choose the words for the child (from elsewhere in the lessons) the child thinks of words but the teacher selects the most appropriate Make your interactions brief and to the point. Do not use up valuable reading the teacher introduces new words suitable for this child to increase his flexibility.” time for word analysis and repetitive practice. Just interact to get the problem LL 2nd ed. p. 156 “The daily work in writing, especially hearing and recording sounds in words and learning to write new high-frequency words, can be used to strengthen these things.” “If the teacher takes too big a step in taking words apart while reading the child will end up taking a chance and will not have learned how to apply what he knows about words to the problem-solving. solved. If the child solved the problem then the child’s brain already knows how he solved it! Avoid unnecessary disruption of the reading.” LL 2nd ed. p. 154 LL 2nd ed. p.157 Before we ask the child to solve an unknown word we should ask ourselves… Is he familiar with the ideas and language of this story? Is he reading in a phrased and fluent way? What does he know that would help? Does he know a word that starts with those letters? What word does he know very well that looks like that (simple) word? Could he write the word? Can he hear the sounds in sequence in that word? Does he know how to use that information to solve a new word? If he knows all these things is he working at solving himself and if not, why not? 8
