1. Taking it further

2. Literacy Conversations Recap Running Records I & II Shared Reading Putting learning into practice

3. Strategic activity Fast brainwork that occurs without us consciously having to direct it. Clay

4. Sense /Meaning Does it make sense? Visual Does that look right? Sounds Say it! What can you hear? What would you expect to see? Structure Does that sound right?

5. AttendingSearchingPredicting Cross- Checking ConfirmingSelf-Correcting

6. Effective successful processing Picking up visual information from the page Working on the information Putting the information from the page together with other information known: story information, real world information Making a decision Evaluating that decision

7. Searching for and using meaning Make meaningful attempts at unknown words Use the meaning of the story to predict unknown words Reread to gather more information to solve the word Reread to search for more details – information, characters, plot Use information in the pictures to make a prediction Use headings or titles to think about the meaning in a section of the text Use the knowledge of the genre to help in understanding a text Reread to gather information to clarify confusions

8. Searching for and using structural information Use knowledge of oral language to solve unknown words Reread to see if a word ‘sounds right’ in a sentence Reread to correct using language structure

9. Searching for and using information visual information Use the visual information to solve words Use the sound of the first letter(s) to attempt to solve a word Use some, most, or all of the visual information to solve words Use sound analysis to solve words Make attempts that are visually similar Use knowledge of a high frequency word to problem solve Use analogy to solve unknown words Uses syllables to solve words Search for more visual information in the word to solve words

10. Solving words Recognise a core of high frequency words quickly Use a variety of flexible ways to take words apart Use the meaning of the sentence to solve words Use the structure of the sentence to solve words Use known word parts to solve words Work actively to solve words Use base words and root words to derive the meanings of words Make attempts that are visually similar Use sentence context to derive meanings of words

11. Self-monitoring Hesitate at an unknown word Stop at an unknown word Stop at an unknown word and appeal for help Notice mismatches Notice when an attempt does not look right, sound right, make sense Reread to confirm reading Use knowledge of some high frequency words to check on meaning Check one source of information with another Request help after making several attempts

12. Self-correcting Reread and try again until accurate? Stop after an error and make another attempt? Stop after an error and make multiple attempts until accurate? Reread to self-correct? Work actively to solve mismatches? Self- correct errors some of the time? Self-correct errors most of the time?

13. Maintaining fluency Read without pointing Read word groups (phrases) Put words together Read smoothly Read the punctuation Make the voice go down at a full stop Make the voice go up at a question mark Stress the appropriate words to convey accurate meaning Read at a good rate: not too fast or not to slow

14. Sequence of thinking by the teacher What will the child need to be able to do in order to read this text? What acts of processing are observed ? How can we prompt for more efficient processing ?

15. Analysis of running records Cues used and neglected How the reading sounds How has the child monitored? What is the highest level of processing for this child, on this text?

16. The Next Bit!

17. Unlikely responses must be rejected; possible responses must be weighed up… Clay: LL2: 87

18. Change over time Control over directional movement One to one matching Pulling together different kinds of information Checking on himself as a reader Noticing discrepancies in his own responses by cross- checking information Initiating self-correction: Self-correcting: monitoring, searching, cross-checking and making all information match

19. What insights do you have into the reader’s strengths and needs? What happens after errors or at difficulty? Look for patterns in the reader’s success or difficultly in noticing and correcting errors and in solving words in flexible ways. What is the highest level of processing for this student?

20. Check out your running records… Talk about the processing your child displays on running records…

21. What do you need to clarify, understand more deeply, think more about…

22. MEG: Prep student OLIVER: Year One student: Reading Recovery: Week 1 ISABELLE: Year One student: Reading Recovery

23. Behaviours the reader controls Behaviours the reader almost controls Behaviours the reader does not yet control

25. Familiar Reading Scope to practise a range of complex behaviours on familiar texts “Sounds like ‘good reading’ Teachers encouraging child to solve own problems – working for independence Teachers supporting tentative efforts to solve new problems

26. Choosing Texts A successful choice of book would be well within the child’s control. One or two new things will require new learning. The teaching goal would be to settle these new things into the integrated networks of knowledge that this child already knows. The choice of book will determine how much problem- solving the child will have to do. Select a book that the child will want to read, can relate to some personal knowledge, will succeed with and enjoy, and will use to establish new competencies. Clay: LL2:90

27. Introducing a new book Teacher reads the book (prior to presenting it to child) Teacher THINKS about the best ways to orient THIS child to THIS text Teacher ‘takes the bugs’ out of the book Discuss pictures to give a sense of complete plot Give opportunities to hear and use new words, phrases Prepare child for correct responding Teacher must plan for the child to have in his head the ideas and the language he needs to complete the reading.

28. Teaching on a new book The teacher’s prompts and other responses during the reading have two aims: - To improve the processing of information on continuous texts (the orchestration of efficient reading, the pulling together of everything you know) - To support the continued expansion of the processing system itself to cope with more features of language.

29. Give thoughtful attention to the level of help the child needs and decide when you are prompting for processing or when you should be supplying information that the learner does not have (teaching) Clay: LL2: 94

30. Don’t waste words. Commend the child for good work on processing the print, praise to boost morale, say whatever is necessary to keep the story flowing BUT eliminate all unnecessary talk! Teach not only on errors, but also on successful solving. Clay: LL2: 95

31. The teacher must give a major share of her teaching opportunities to shaping up fast, efficient processing of continuous text. Being able to pull several processing activities together to solve a novel problem and to do this on the run will set the child up for success. Clay: LL2: 97

33. Teaching for early reading behaviours Left – to – right directionality Return sweep One to one matching Locating known and unknown words Searching for and using information: m s v Searching for and using multiple sources of information

34. Teaching for monitoring and self-correcting Using meaning, structure and visual information Using multiple sources of information

35. Teaching for effective word solving Demonstrate and teach word-solving principles Provide opportunities to apply these principles as they engage in hands-on work with words Teaching for, prompting for, and reinforcing problem- solving while readers are processing continuous texts.

36. “Listen to how I start it? “Do you know a word that starts with…?” “Do you know a word like that?” “Do you know a word that ends like that? “What do you know that might help?” “This part says….

37. Teaching readers to take words apart Teaching readers to use word parts Telling the word Using understandings from writing Looking at word parts in sequence Making connections between words Taking apart words using syllables

38. Using high frequency words Recognise it quickly, leaving attention free to solve more difficult words Use it to monitor their reading Use it to correct their reading Use it to predict or check on the accuracy of other words in the sentence Use it as an example to deepen their knowledge of sounds and letters Substitute, add or delete letters to read new words: an-and Use it in analogies to get to new words: she-me

39. Teaching for fluency Pausing: using punctuation Phrasing: meaningful phrases Intonation: capturing patterns of language Stress: changing voice to add meaning to text Rate: appropriate pace for the purpose of the reading Integration: fast processing of all sources of information comprehending message in the story

40. MEG OLIVER ISABELLE

41. THINKING WITHIN THE TEXT THINKING BEYOND THE TEXT THINKING ABOUT THE TEXT

42. Thinking within the text Process print rapidly Monitor understanding of text and search for and use more information when needed to correct errors Search for and use different kinds of information Remember information from reading Sustain fluency and phrasing Adjust reading to suit different text types or purposes for reading

43. Thinking beyond the text Predicting Making connections Synthesizing new information Inferring what the writer is implying, not saying

44. Thinking about the text Analyse the text while reading it and when reflecting on what you’ve read. Critique the text while reading it and when reflecting on what you’ve read.

45. Young children differ from one another in what they notice about print, the personal connections they make with print, the stories that engage them, the language they remember, the way they interpret stories, the words they notice and learn and many other ways. The common thread is that most children acquire a fully developed literacy processing system that grows and expands over the years. Fountas & Pinnell: 2009:16

46. Clay (1998) described children’s journeys to literacy as ‘different pathways to common outcomes.”

47. Learning Intentions To support teachers to identify the strengths and needs of young readers To support teachers to determine what young readers need to learn how to do next To support teachers to plan for effective teaching for young readers and writers