Remarkable Readers Remarkable Readers TrainingTraining

Remarkable Readers Remarkable Readers TrainingTraining

Jennifer EtheridgeJennifer Etheridge

What types of problems have you

noticed with the struggling readers at

your school?

What is the Remarkable Readers Programme?

• A one to one support programme for reading based on the Better Reading Partnership

• Trained teaching assistants deliver the programme

• Each session is designed to meet the child’s specific learning needs

• The Reading Partner observes, • assesses and instructs the child• on an individual basis.

Key Objectives for Reading with Students

• Starting where the pupil is• Building on their strengths• Praising good reading behaviours• Planning for success• Creating new and manageable

challenges and goals

Overview of the lesson Cycle

• 1. Reading of a familiar text and discussion of text • 2. Assessment of a recently introduced text and

feedback• 3. Introduction of a new book, the first reading of it

and discussion of text.

• You may also need to supplement with Key Word cards

Letter and Sound ID

Strategic Behaviors to look for…

• Rereads to search for information• Takes the word apart to figure it out• Tries multiple strategies• Rereads to make sense• Keeps reading after attempting unknown word• “Hears” mistakes that don’t sound right or make sense• Takes actions to fix errors• Cross-checks for beginning visual• Puts words together in meaningful phrases• Predicts an unknown word using meaning• Searches pictures or letters in words to make

meaningful guesses

Sample Lesson plans• What type of notes is the Reading

Partner taking?

• What should they focus on for next time?

Introducing a new text

• Sets the right condition for learning• Debugs the book• Provides a framework of understanding• Changes as the child progresses through

the programme.• https://www.youtube.com/watch?v=JwrXUkFMGMo

Introducing a book• Usually read the book yourself first• What do you notice? What do you

think would might cause confusions?

• Practise introducing a book with a partner

• What worked? What didn’t?

Literacy Link Book

• You may be asked to write a comment in a child’s Literacy Link Book.

6/5/14 Honey for Baby Bear

Bob read with fluency and expression. RP

8/5/14 Little Bulldozer

Bob’s reading was assessed today. He is now reading on level 10.

Book introduction and Reading with a child

• Introduce yourself and ask them how they are.

• Tell them, “ We are going to read a new book today.”

• Book introduction • Have the child begin reading the book.• *If required, be sure to write in

the link book.

Strategic Behaviors to look for…

• Rereads to search for information• Takes the word apart to figure it out• Tries multiple strategies• Rereads to make sense• Keeps reading after attempting unknown word• “Hears” mistakes that don’t sound right or make sense• Takes actions to fix errors• Cross-checks for beginning visual• Puts words together in meaningful phrases• Predicts an unknown word using meaning• Searches pictures or letters in words to make

meaningful guesses

Book Introductions• How did it go?

• What went well?

• What would you change?

What is Reading?

Reading Cue Systems

What Are Meaning Cues?Does it make sense? Prior Knowledge Story Sense Illustrations

Did the child’s attempt make sense up to the point of error? The teacher might think about the story background, information from the picture, and meaning in the sentence in deciding whether the child was using meaning as a source.

Ex. Child: “Stop”, said the mail man, but the truck went on.Text: “Stop,” said the mail carrier, but the truck went on.

What Are Structure Cues• Does it sound right? Natural Language Knowledge of English Grammatical patterns and language structures

Structure refers to the way language works. It is often referred to as a syntax. It is the unconscious knowledge of the rules of grammar of the language the reader speaks. This helps as he eliminates alternatives. Using this knowledge, the reader checks whether the sentence “sounds right.”

Ex. Child: “Stop,” said the girl, and the truck went on. Text: “Stop,” said the girl, but the truck went on.

What Are Visual Cues?• Does it look right? Sounds and symbols Analogies Print conventions directionality words/spaces letters beginnings/endings punctuation

Visual information refers to the way the letters and words look. IF the letters in the child’s attempt are visually similar to the letters in the word in the text, it is likely that the reader has used visual information. Analyzing the reader’s visual attention to words can be difficult. The child may only be looking at the beginning sound. He may be only looking at the end. Just knowing that the child is using some visual information in reading isn’t enough. The teacher must attend to the types of visual information the child is picking up.

Ex. Child: The boat was in the pool. Text: The boat was in the pond.

What Are Self-Corrections?

When strategic readers monitor their reading, they often notice that a substitution does not conform to all cues in text. They notice the discrepancy, go back and sample other sources of information (cues), and correct their error. Self-corrections require the readers to search for and use other cue sources, making sure they are interpreting the author’s message.

It’s important for a teacher to understand which cues a child used to make an error as well as the cues used to correct the error.

Turn and TalkThinking about MSV•What strategies did you notice your student using? •What are their strengths?•What areas do they need to work on?•What things would you work on next?

•

Visual Cueing system (includes Phonics)

• Definitions• Grapheme – written representation

of a phoneme (sound)• Phoneme – a unit of sound• Digraph – graphemes with 2 letters• Trigraph - graphemes with 3 letters

Pure sounds

• s sit• a cat• t tap • p pan• i in• n nod

• m man • d head • g go• o hot• c cap • k kitten• ck clock

Pure Sounds• e egg • u up• r rat• h hip• b bin• f fin • ff fluff

• l lick • ll pull • ss hiss • j jam • v van • w win• x box• y yellow• z zip

Pure Sounds

• zz buzz• qu quick• ch chip • ar farm• sh shop• or for• th thin • ur hurt

• ng ring • ow cow• ai rain • oi coin• ee feet • ear dear• igh night • air fair

Pure Sounds• oa boat • ure sure• oo boot/look • er corner• ay day • oy boy • wh when

• a-e make• ou out • ir girl • ph photo • e-e these• ie tie • ue blue

Pure sounds• ew new • i-e like• ea eat • aw saw • oe toe • o-e home• au Paul • u-e rule 

Alternative Pronunciations

• i fin, find • ow cow, blow • y yes, by, very• o hot, cold • ie tie, field • ch chin, school, chef• c cat, cent

Alternative Pronounciations• ea eat, bread • ou out, shoulder, could, you• g got, giant • er farmer, her• u but, put (south) • a hat, what

Let’s Try it out!

• Moat

• Training

• Light

• Shoulder

“Sound it out”• Only prompt a child to use phonics if

they know that word in their oral vocabulary

• Sounding it out involves: recognising the grapheme, its matching sound, producing them in order and then blending them together

Tips for prompting for the Visual Cueing

System• Ensure the child is looking thorough

the whole word from L-R• You can use your finger to uncover

a part of the word at a time.• Model using pure sounds• Phoneme fingers• Hand segmenting and blending

Multisyllabic words• Clap syllables (e.g. car/park).• Sound-talk the first syllable and

blend it: c-ar car.• Sound-talk the second syllable and

blend it: p-ar-k park.• Say both syllables: car park• Assist the student if necessary by

covering up part of the word.

Remember phonics or the visual cueing

system is only one part of reading

Questions and Final Thoughts for Today

Remarkable Readers Remarkable Readers TrainingTraining

Remarkable Readers Remarkable Readers TrainingTraining

Jennifer EtheridgeJennifer Etheridge

The Reading Cueing Systems

•Meaning•Structure•Visual

Sources of Information in text

• Printed text contains three sources of information which the reader used to determine the author’s message. In addition, the reader brings background information and a level of understanding of language to interact with these cues. The sources of information in text are often called the three reading cue systems.

• The teacher’s analysis of the child’s use of meaning, structure, and visual cues is an important part of the running record analysis. They analyze the running record by asking themselves, ”up to the point of this error or substitution, what cue was the child using?”

• When a child self-corrects, they also ask themselves, ”What source of information did the child consider to assist him in correcting the substitution?”

What Are Running Records?

• Written record of reading behaviors • Assessment for analyzing students’ strengths

and needs• Assessment of reading level• Guide to choosing appropriate reading

material• Assessment to determine focus of instruction• Assessment for monitoring student progress

Why Do We Take Running Records?

• To show how students process print• Appropriateness of text• Grouping Students• Monitoring progress• Determines lesson focus• Provides long-term documentation• Focus on strategies used

Steps to Take

• Reading and Record Taking• Calculate error, accuracy, and self-

correction rate• Analyze the running record for

cues used• Identify appropriate teaching focus

Step 1Reading and Record Taking on

Seen Text

• Text -the book introduced/read the previous day

• Take the running record You can use a blank sheet of paper or form Student reads: Independently and unprompted Record text lines as printed in book

**This running record will be used for teaching and planning instruction

Step 2• Calculate error, accuracy, and self-correction rate.• Score the following: Error Rate: Running words = Error rate Errors Self-Correction Ratio: Errors+ Self-corrections = SC Ratio Self-Corrections

**Good SC rates are: 1:1, 1:2, 1:3, 1:4, 1;5

Step 3Running Record Analysis:

A Search for sources of information used by readers:

Why Running records? Marie Clay (1993) developed running records as a

useful, daily, and more reliable measure of how well children read printed text. Clay felt teachers could use these records to guide them in their decisions about any of the following:

evaluation of text difficulty grouping children acceleration of a child monitoring progress of children allowing children to move through different books

at different speeds while keeping records of individual progress

observing particular difficulties in particular children

Cont.• In order to accomplish the goals listed ,

the reading partner should analyze running records to determine the child’s reading behavior.

• By analyzing substitutions and self-corrections made while reading, the teacher can determine the sources of information used and the reading strategies the child has under control.

Step 4• Identify Appropriate Teaching

Focus- strategies, not skills• Plan instruction based on student

strengths and needs• Select new reading material at

instructional/independent level

Tallying Errors and Self-Corrections

1. Total each line separately going across the line of text. 2. An uncorrected substitution, omission, or insertion counts as one error.3. Unsuccessful multiple attempts on one word count as only one error house here her home4. An error on a proper noun is counted only on the first error. Subsequent errors on that

proper noun are coded but not tallied.5. If a word is mispronounced due to a speech problem or dialect, it is coded but is not an

error.6. Repetitions are coded but are not errors.7. Waits are coded but are not errors.8. Sounding the first letter is coded but does not count as an error if the word is subsequently

read correctly.9. TTA- Try That Again= 1 error10. Told= 1 error11. Contractions count as one error12. Each insertion counts as one error13. Skipped line- each word counts as an error 14. If a child invents text, just write inventing at the bottom of the page unless he invented on one line, then count each error 15. The only time the teacher can say anything is when the child says something like, “I don’t know this word.” If that happens, code an A on the top line and say ,”Try it.”

Now…• Let’s Practice taking and analyzing

a running record

Thoughts and Questions

• How did it go? • What did you notice about the

child’s reading?• What are some areas that you

might work on with this student?

What is Comprehension?

ComprehensionComprehension occurs as the listener builds a mental representation of the information contained within the language that a speaker is using… the listener's general knowledge and level of cognitive development will have a bearing on the comprehension of the message. To generate an accurate mental representation… the listener has to process the language and the concepts. •Independent review of the teaching of early reading, paragraph 61, page 88

ComprehensionThe comprehension processes children use to understand written texts are the same as those they already use to understand spoken messages. The difference lies in the fact that children access written texts through their eyes rather than via their ears. They have to incorporate visual word identification processes into the comprehension system, but the system remains the same be it

for oral or written language.

Comprehension• Reading comprehension is a highly interactive

process.• It draws on general knowledge of vocabulary

as well as on our experience of the world. • This in turn enables us to increase our

knowledge in these areas. • Reading comprehension is a highly interactive

process that takes place between a reader and a text.

Comprehension• Individual readers will bring variable

levels of skills and experiences to these interactions.

• These include language skills, cognitive resources and world knowledge.

• Reading occurs within a particular sociocultural and emotional context..

Why worry about comprehension?

• Reading is more than saying the words or getting from the beginning of the

• book to the end. To be successful readers, children need to be able to

• comprehend text. Research has shown there are some strategies we can

• share with children as we read that will help them gain more understanding

Five strategies are important to ensure good reading comprehension.

• These are:• Making Connections• Visualizing• Questioning• Inferring• Determining Importance

Making Connections• Readers constantly make connections

as they read; connections to their own lives, another book, or real world events. Bringing those connections out and discussing then can lead to more interaction and interest in a text as well as deepen comprehension.

•

Making Connections• What does this book remind you of?• Have you experienced any of the events

or situations in this book?• Can you understand how the character

was feeling? Why?• What do you know about the book’s

topic?• Does this book remind you of another

book?

Visualising

• Readers create pictures in their minds as they read. If they aren’t able to, comprehension is lost. Perhaps background knowledge isn’t solid enough for the child to understand the text or perhaps he or she needs to reread for understanding. You could have your children make stops while reading aloud to describe the pictures in their minds. They could even draw for you what they see.

Visualising

• What do you picture as you read this paragraph?

• When reading this story did you make pictures in your head?

• How did these pictures help you understand the story better?

Questioning• When readers question the text before,

during, and after they read, they attend more closely to the text, clarify meaning, make predictions, and focus their attention on what’s important. It is critical for readers to understand some of the most interesting questions we have aren’t always answered in the story.

Questioning• Before Reading• What do you think will happen?• Why do you suppose…• During Reading• What do you think?• What do you wonder?• How come…• What does this word mean? How can I

figure out using clues from the text?

Questioning• After Reading• What would have happened if…• I wonder why the author…• I wonder where we could look to

find out more about…

Inferring• More than simple prediction,

inferring happens when readers can take what they know and what is written in the book to read between the lines. The ability to infer helps the reader get to the why of the story and draw conclusions.

Inferring• Why did you think that would

happen?• Why did the author write the story

in that way?• Why do you think the character

feels that way?• Why did the character do that

Determining Importance

• Readers need to prioritize as they read. Prioritizing is related to main idea and identifying themes. It is a critical skill for students as they encounter textbooks and nonfiction. Be sure your child pays attention to first and last lines of a paragraph, titles, heading, captions, fonts, illustrations, italics, and boldfaced print. Initiate discussion before reading by asking what your child knows about the topic and what he or she would like to learn.

Determining Importance

• What kind of message is the author sending?

• What are the main ideas?• What is just interesting without

being important?

Discussion is the key to comprehension

• Who• What • When • Where • Why • How

What is Reading?

Any Questions or thoughts?

Remarkable Readers Management

• Benchmarking• Identification of students• Once a week for 15-20 minutes for

15 weeks• 3x a week for 15-20 minutes for

10 weeks

Remarkable Readers Folder and Book box

• The Folder is for you to make notes and plan your sessions as well as keep a record of the child’s progress.

• The book box provides storage for the child’s familiar texts to work on improving fluency and enjoyment.

Does it work?• Children will sometimes make 2

sublevels of progress within one program series.

• Children become more engaged and enthusiastic learners.

• Many children begin to read for pleasure.

Questions and Final Thoughts