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Use alongside the Running Record and Writing Analysis data booklet.
Please present in Times Roman 14 font, or Arial 12.
Hannahs accuracy rate on this text is 90%. This indicates that she should
remain at this reading level. Hannahs self correction rate is fair at 1:5. She is
predominantly using meaning and structural cues. She uses visual cues less
frequently. In her self corrections she uses a mixture of meaning and structural
cues, but mostly visual cues. Hannah attempted most of the words in the text,
omitting only one guinea. She sounded out the first letters of the words
sadly, Josh and hail. Hannah appealed for help four times when she had
difficulty. She relied on the visual information in the illustrations e.g the school
floating, the father/principle and the children looking scared. Hannahs answers
to the questions post reading indicate a satisfactory understanding of the depth
of the story.
2. Where-to-next?
How could you extend Hannahs meaning (m), grapho-phonic (v)
knowledge, and processing strategies within the Guided Reading of
Nibbles.
Meaning: Focus on the cover picture and start discussion around the picture
of Nibbles in the cage. Introduce vocabulary that might cause difficulty before
beginning to read. Encourage Hannah to predict the story (processing
strategy). During the reading stop to discuss the pictures. Ask questions like
Who do you see?,Where are they? and What are they doing? Use oral
cloze prompts. Make links to Hannahs prior knowledge. Ask Does this make
sense? (processing strategy). Encourage cross-checking of meaning with
structural and grapho-phonic information.
Why?
Encouraging discussion centred on the illustrations will help Hannah to make
connections to her prior knowledge and to predict the story. This will help her
to uncover important information about the text and therefore to gain a deeper
understanding of the story, characters and themes.
Structure: Focus on word endings such as -ing and -ed. Encourage cross
checking of (m/s/v) information. Ask Is this the right word in the sentence?
(processing strategy).
Why?
Focusing on word endings will help Hannah to recognise when words do and
do not sound right as she reads a sentence.
What else could support related learning within the wider literacy
approaches?
Surface features
Word Classes: Focus on the increased use of adjectives to improve the
descriptive quality of Alexs work. Introduce more sophisticated verbs.
Punctuation: Discuss the use of commas.
Grammar: Discuss the use of multiple tenses within one text.
Spelling: Focus on the h/f word this. Discuss letter and sounds found in the
middle of words.
2. Alex is also working in a Guided Writing group with students who have
similar learning needs. Having identified some areas of potential learning,
describe what you could teach next. Focus on one deeper and one surface
feature.
Deeper feature: I would focus on developing the level of detail in the story. I
would model a recount for the students during which I would not move through
the piece without adding more information to the basic when, what, why
details of the story. I would do this by thinking aloud, using questions like who
was there and what were we doing?, How were we doing it?, How did we
feel?, What did we see?
By the end of year 4 students should have a well developed idea of the kinds
of texts that they enjoy reading (MoE, 2010). If students are to really engage
with and enjoy reading they must read texts that relate to their lives and
interests (MoE, 2003). Guided reading promotes this idea of reading for
enjoyment in a number of ways. It encourages the selection of texts that will
challenge students at an appropriate level through the use of levelled readers
such as the Ready to Read core instructional reading series (MoE, 2014).
These readers use storylines and familiar vocabulary to which young students
can relate (MoE, 2010). Furthermore guided reading takes place in small
groups which encourages a balance between teacher guidance, self-reflection
and discussion amongst students, all of which help to create a more natural
context within which students can enjoy their reading experience (Biddulph,
2002).
Ministry of Education. (2009). The New Zealand curriculum reading and writing
standards for years 1-8. Wellington, New Zealand: Learning Media.
During the forming intentions stage students need to develop an idea (MoE,
2009). Teachers can support students in this area by asking them to talk about
the ideas that they might already be considering.This could be done be asking
students to pair up and share their ideas (Wing Jan, 2009). This can transform
the unobservable thinking of the student into a verbal expression on which
teachers can provide feedback (MoE, 2003). Teachers should also ask
questions such as What are the most important points that relate to your
idea?. Answering these kinds of questions will require students to elaborate
on their initial concept (MoE, 2003). Teachers also need to support students as
they make decisions about the purpose and audience for their writing (MoE
2007 & 2009). This can again be achieved through the use of questioning.
Thinking about and answering questions such as Who is this piece of writing
for? should provide students with a clear focus to move towards when
composing (MoE, 2003). Teachers of younger students or students with a
lower ability should provide support in the form of demonstrating and modelling
writing (Wing Jan, 2009). Encouraging students to brainstorm ideas or to draw
pictures relating to their writing is a good way for teachers to support students
efforts to plan in advance. Planning can help students to evolve their ideas and
to visualise the different sections of their writing (MoE, 2003).
The composing a text stage involves activities such as students writing down
their ideas, adding details, and clarifying their meaning. As this is the stage
where students put their pen to paper or their fingers to the keyboard they
must also attend to surface features such as spelling and grammar (MoE,
2003). Teachers can support students by encouraging them to reflect on how
they are presenting their ideas to their audience. Teachers can do this by
asking questions such as In what order should your ideas be presented?
Teachers should also support students as they learn about the importance of
detail when communicating their ideas to their audience (MoE 2007 & 2009). It
is necessary for teachers to focus students attention on the level of description
in their writing and encourage them to think about the types of word classes
they are relying on or neglecting (Wing Jan, 2009). Teachers can do this by
asking students to look at their writing and answer questions such as Does
this sound repetitive?, How can you use adjectives to make your writing as
interesting as possible? (MoE, 2003). Teachers also need to provide support
in relation to surface features. This can be achieved by asking students to
sound out words or by modelling the use of different types of punctuation, as
well as through focusing on the use of different tenses and common word
endings (MoE, nd).
For students the revising stage involves reviewing their work before adding,
removing or rearranging text they have written (Wing Jan, 2009). This is an
important stage as it gives students a chance to reflect on and improve what
they have composed (Wing Jan, 2009). Teachers can support students at this
stage by encouraging them to reread their writing. This is vital as students
need to be able to gauge the clarity and fitness for purpose of their writing
(MoE, 2010). Teachers can also provide feedback to students in relation to the
level of detail they are using in their writing. They can suggest that students
search for and use a variety of vocabulary in order to increase clarity of
meaning or to make their writing more engaging (MoE, 2003). Teachers should
continue to draw their students attention to surface features at this stage
(Wing Jan, 2009).
It is important to note that during all stages of the writing process teachers
must support students by giving them time. Developing writing skills cannot be
rushed and providing students with enough time everyday to hone their
technique is vital (Wing Jan, 2009). Another important point for teachers to
remember is that students do not always need to experience each part of the
four stage process when they write. The planning involved in the forming
intentions stage might be the focus of a lesson, or a personal piece composed
by a student may not end up moving through to the publishing or presenting
stage (MoE, 2003).
Ministry of Education. (nd). My dad has the same shoes (level 1i). Retrieved
from
http://assessment.tki.org.nz/Assessment-tools-resources/The-NZ-Curriculum-E
xemplars/English-exemplars/Written-language/Character/My-Dad-has-the-Sam
e-Shoes
Ministry of Education. (2009). The New Zealand curriculum reading and writing
standards for years 1-8. Wellington, New Zealand: Learning Media.
Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). Victoria,
Australia: Oxford University Press.