Webinar on Different types of SharePoint architectural models
Webinar Focus Different Students, Different Needs, Different ......Webinar Focus Different Students,...
Transcript of Webinar Focus Different Students, Different Needs, Different ......Webinar Focus Different Students,...
5/5/20
1
AdriaKlein,Ph.D.SaintMary’sCollegeofCalifornia
[email protected]@adriaklein_read
DifferentStudents,DifferentNeeds,DifferentSupport–UsingRunningRecordstoMeetthe
NeedsofEnglishLearners
CaliforniaReadingAssociationWebinarMay7,2020
WebinarFocusInChangeOverTime(page95),MarieClaywrote:Ifweharnesstheestablishedpowerofchildren’sorallanguagetoliteracylearningfromthebeginning,sothatliteracyknowledgeandorallanguageprocessingpowermoveforwardtogether,linkedandpatternedfromthestart,thatwillsurelybemorepowerful.Inthiswebinar,wewillprovideanoverviewofthefoundationalimportanceoforallanguage,identifyteachingthatfostersorallanguageandliteracydevelopment,anddiscussthereciprocitybetweenorallanguage,andreadingandwriting.ThefocuswillbeonEnglishlearnersincludinganalyzingrunningrecordstodeepenunderstandingoflanguagestructure.
WebinarOverview• Understandhowtoaddressthewidelyvaryingneedsofthestudentsinthesamesmallreadinggroup.
• Learnteachingideasforreadingandwritinginsmallgroupstosupportlanguagedevelopment.
• QuestionsandAnsweropportunity
Fromorallanguage,childrenlearntoanticipate…•words•phrases•sentences•paragraphsorepisodesofstories•storystructure
USETHECHAT:AnticipationofRelatedWordsinaText
• SOLVETHEPROBLEM
• ENTERTHEFOURWORDSYOUSOLVEDTHISWAY
WORDS:• READTHEOTHERSOLUTIONS 6
Meaning+Structure+VisualInformation-Letter/SoundandSound/Letter
+OralLanguageIntegrationofLanguageandLiteracy
Therabbitran/runs/raced/rompedacrossthegrass/ground/garden.
5/5/20
2
Asanotherexample,whatdoesanticipationmeanatthesentencelevel?
Ben’sTreasureHuntBeverleyRandell,RigbyPMMomsaid,“Ben,comehere.Hereisaclueforyou.” page2“Iloveyou,Mom,”saidBen. page16
SourcesofInformation• Mostoftheinformationweuseasreadersisinvisibleinformation(phonological,structural,andsemantic),broughttothetextbythereader…
• Textprovidetheopportunitytobuildupexperiencewiththemixingofvisibleandinvisibleinformation…
M.Clay(2001),COT,pp.98-99
Allreadersanticipateup-and-comingtext,andthereforechildrenwhodonotcontrolsomeofthesimplerulesofgrammar(forusingverbs,plurals,andpossessivesintheirspeech)willbeslowertosolvethesesimpleproblemsintheirreadingandintheirownattemptstowrite.
Clay,BiksandGutches,page8,2007
Whatabeginningreaderhastodoistodiscoverthathecanalsoanticipatewhatmayoccuramongthevisualpatternsinwrittenlanguage…Theanticipationofwhatmayfollowcreatesapleasingtension—apuzzletobesolved.
Clay,M.(1991).BL,P.94
“Sometimesitisnecessaryforachildtogaincontroloveraparticularlanguagestructurefirst(sayitaloud)beforehereturnstousingthevisualinformation.”
Clay,LL2,page112
OralLanguageDevelopment“Iamencouragingteacherstounderstandthatlearninginonelanguageareaenrichesthepotentialforlearningintheotherareas.Therefore,ifweplaninstructionthatlinksorallanguageandliteracylearning(writingandreading)fromthestart--sothatwritingandreadingandorallanguageprocessingmoveforwardtogether,linkedandpatterned,fromthestart--thatinstructionwillbemorepowerful.” Clay,BecomingLiterate,1991
5/5/20
3
“Languagehasalwaysbeeninsomeoneelse’s
mouthbeforeitcancomeoutofours.”
PeterJohnston,ChoiceWords/Opening
Minds
“Languageisachild’smostpowerfullearningtool.Withinallofthe
instructionalcontextsthatarepartofacomprehensivelanguageandliteracy
curriculum,learningismediatedbyorallanguage.”
Fountas&Pinnell(2011)
OralLanguage
Reading Writing
TheTriangulationofProcessingSystemsinLanguageandLiteracyDevelopment
Syntax
InterpretativeandProductiveLanguageAcquisition
Reading
Listening
Writing
Speaking
Klein,1978,withaddedreferencestoWIDA,2012
CDE.CA.Gov-FreeResource
Copyright © 2011 New Teacher Center. All Rights Reserved.
AssessingOralLanguageAnanalysisoftheresponsesachildgivestoasetofsentencescarefullyorderedfordifficultyyieldsadetaileddescriptionofhiscontroloverorallanguage.Whenachildfails,heusuallyrepeatsthedifficultsentenceinawaywhichindicatesthestructuresoverwhichhehascontrol.
Clay,M.(2007).RecordofOralLanguage,pg.11
5/5/20
4
LanguagePlayisLanguageWork
Klein(2012)
Copyright © 2011 New Teacher Center. All Rights Reserved.
UnderstandingLanguageStructuresto
FosterOralLanguageDevelopment
BasedonandadaptedfromClay(1976,2007)andGentile(2003)
WHATMAKESTEXTSDIFFICULTFORLANGUAGELEARNERS?CONSIDERINGBOOKLEVELCHALLENGESFROMALANGUAGELENSACROSSMULTILITERACIES
FirefightersTextLevel16
ComplexSyntax
“…teachersshouldlookmorecloselyatlanguagebehaviors.Knowingwhatthepupildoesleadstomoresignificantteaching” Clay,M.(1998).ChangeOverTime,p.105
5/5/20
5
NoticingLanguageBehaviorsinaRunningRecord
• Describehowsomethingissaidratherthanwhatissaid.
• Showhowachildinteractswithdifferentfeaturesoflanguage.
• Areimportanttoobserve(butoftenignored)!
• Helptodeterminenextinstructionalsteps/possiblelanguageobjectivestoteach.
AnalyzingrunningrecordsfromamultilinguallensusinglanguagerelatedapproximationsFromtheMarch/April,2019ReadingTeacher:Briceño,A.,andKlein,A.ASecondLensOnFormativeReadingAssessmentWithMultilingualStudents
TeachingImplications• Ongoingassessmentoflanguageandliteracy
– Useobservationstodirectteaching• Preparestudentsforsuccessfulproblemsolvingbasedonyourknowledgeoftheirlanguage
• Intentionallyandthoughtfullyexpandthecomplexityandflexibilityofstudents’language
FromtheMarch/April,2019ReadingTeacher:Briceño,A.,andKlein,A.ASecondLensonFormativeReadingAssessmentWithMultilingualStudents
TheProblemtoSolve…WhatWeFoundandWhatWeCanTakeActionOn
• HowdoesaSpanish-speakingstudent’slanguageinfluencetheirEnglishliteracydevelopment?
WefoundfivekeyareasinELsLanguageApproximationsthatimpactedstudent’sformativeandsummativeassessmentdata…thatkeptthestudentsinlowleveltextfartoolongsoitinhibitedprogressandinfluencedreclassification.
TypesofLRApproximationsasaPercentageofTotalLanguageErrors
Tolds31%
Irregularverbtense19%
Inflectionalendings19%
Contractions13%
Prepositions12%
Other6%
LanguageRelated(LR)Approximations• LRapproximationsareattributabletothereader’slanguage–thewaytheyspeak,thelanguagestructurestheyuse,thevocabularytheyknow–andhowsimilarordifferenttheirlanguageisfrombooklanguage– LRapproximationsdifferfromerrorsduetodifficultywithinterpretingprint
– LRapproximationsoftenguideustoadjustinstruction• ThisisthefirststudytolookatLRapproximationsformultilingualstudents
5/5/20
6
Whenachildsays‘bleeded’,‘builded’,and‘singed’,everybitofeverywordhasbeenlearned,includingthepasttensesuffix–ed.Theveryexistenceoftheerrorscomesfromaprocessoflearningthatis,asyet,incomplete:themasteryoftheirregularforms‘bled’and‘sang’. Pinker,1999,p.233
LanguageRelatedApproximations• 95%ofELs’runningrecordscontainedLRapproximations
• 54%ofallthe“errors”ELsmadewereLRapproximations
• 5typesofapproximationscomprised93%ofalltheLRapproximationsELsmade1. Tolds2. Verbs3. Inflectionalendings4. Contractions5. Prepositions
LRApproximation1:TeacherTolds• Mosttolds(2/3)duetounknownvocabulary
– E.g.:sea,drawer,parrots,naughty,island– multiplemeaningwords(e.g.:pool)
• Othertolds(1/3)duetotrickylanguagestructures– questionwordsatthebeginningofasentence– theuseoftheconditional“would;”– sightwordssuchas“come”or“here”atthebeginningofasentenceandpage;and
– theuncommonword“shall”
LRApproximation#2:IrregularVerbs• Irregularpasttenseverbstendtobedifficult(Hakuta,
1976;Rumelhart&McClelland,1985).• Studentsmayovergeneralizerules,saying“singed”and“swimmed”insteadof“sang”and“swam”“(Rumelhart&McClelland,1985)– YoungELstendtoacquireirregularverbsthatvarysignificantlyfromtherootverbsoonerthanregularverbsthattakeinflectionalendingsorirregularverbsthatarenotverydifferent(e.g.,come&came)(Ionin&Wexler,2002).
• ‘was,’‘were,’‘am’and‘is’differfromtheverb‘tobe’• AnELmaycontrol“Iam”and“hewas”before“Icame”and“heran.”
LRApproximation#3:InflectionalEndings• Regularverbs-Inmostcases,ELsleftofftheending,usuallythepasttense–ed– Look/looked;like/liked;shout/shouted
• “-ing”isoftenacquiredbefore“ed”&“s”onverbs(Brown,1973;Hakuta,1976;Larsen-Freeman,1975)
• Plurals–the–sendingwasleftoffplurals– Flower/flowers,
LRApproximation#4:Contractions• 3stagestolearningcontractions
– Affirmativeterm:do– Twowords:donot,Iam– Contraction:don’t,I’m
• Somestudentsdidn’treadcontractions(it/it’s)• Somestudentsseemedtoignorethecontraction(Iwill/I’ll)
• Readthecontractioninsteadof2words(won’t/willnot)
• Readtheopposite(can/can’t;will/won’t)
5/5/20
7
LRApproximation#5:Prepositions• Prepositionstell:Withwhom?Where?When?
– withmymom,atthepark,inthemorning
• ELscommonlymixedprepositionsthatsharedvisualinformation(in/on,at/to,for/of)
• Sometimesstudentsmonitoredbutwereunabletofixit
• PrepositionscanbeverydifficultforELs• Thechoiceofprepositionoftenseemsarbitrary
(e.g.,whydowegetonaplaneorbusbutinacar?)
ASurprisingFinding
• Onlyafewinstancesoflanguageinterferenceoccurred(usingphonicsorsyntaxofonelanguageinanother)– e.g.,/h/ospitalinSpanish;“thepeopleis”(lagentees)
“Soifarunningrecordisaresultofcarefulobservationsitwilltellushowcloseachild’slanguagepredictionsaretothoseofanauthor.Overtimethereislikelytobeaslowchangetowardthestandarddialectofthebooks…Ithinkaproblemariseswhenyouthinkofarunningrecordasanassessment,withascore(%correct),oryieldinga‘pass’onabooklevel.”
Clay,quotedinRogers&MosleyWetzel,2014,p.126-127
TEACHINGIMPLICATIONSFORCLASSROOMTEACHERSANDLANGUAGESUPPORT
TEACHERS
1.OngoingAssessment–Language&Literacy
• Continuallyassessorallanguageandlookforpatternsacrossreading,writingandspeech– Observepatternsinstudentsreading,writing,talking• sentencestructureandvocabulary
– Ex:ifthechilddoesnotcontrolthethirdpersonsingular“s”inherspeech,s/hemaystruggletoreadthefinal“s”onverbsandmaynotusethe“s”inwriting
1.OngoingAssessment–Language&Literacy
• Re-analyzerunningrecordswithafocusonlanguage
• Closelyexaminetolds• Don’tassumevisualerrors• Thinkbeyondtheaccuracyrate
5/5/20
8
2.CarefulBookSelection&Scaffolding
• Usebookintroductiontoscaffoldtrickyvocabulary– familiarwordsusedinnewordifferentways– unfamiliarvocabulary
• Practicetrickystructures;knowwhento“backoff”(Clay,2005)
2.CarefulBooksSelection&Scaffolding
“Getthenewphraseorsentence:• Totheear (listening)• Tothemouth (saying)• Totheeye (reading)• Tothewrittenproduct(creatingtext)
(Clay,2004,p.5)
2.CarefulBooksSelection&Scaffolding
• Checkforunderstandingfrequently.– Intherunningrecord,consider:
• Tolds• Verbs• Contractions• Prepositions• Plural-s
– Isthechildunderstandingmyteacherlanguage?
3.IntentionalLanguageExpansion
• Sentencetransformations• Bookstoexpandlanguage
Copyright © 2011 New Teacher Center. All Rights Reserved.
Maybe we have to give up things that we think are best practices for things that are
better practices.
Anonymous
SyntacticalDevelopmentbasedonClay’sTheoryofLiteracyDevelopment
“Encourage the use of alternative constructions: expanding the phrase, moving things around, transforming simple statements.”
Clay, 2004, “Talking, Reading and Writing”, JRR, Spring
5/5/20
9
DIFFERENTSTUDENTS,DIFFERENTNEEDS,DIFFERENTSUPPORT
RunningRecordAnalysisofTwoStudentsinSameGroupAssessedatSameReadingLevel
• LydiaandIsaiah---2students,2runningrecords,and2verydifferentprocessingbehaviors
• Discusseachchild’sprocessingoftext• Considerinstructionalsupports
INTHEYARDby:JeniWilsonandSueDavis (Rigby,2000)
2--Therearemanylivingthingsintheyard.4--Thereisabeeonaflowerintheyard.Canyoufindit?6--Thereisawormonthegroundintheyard.Canyoufindit?8--Thereisacaterpillaronaleafintheyard.Canyoufindit?10--Thereisaspideronarockintheyard.Canyoufindit?12--Thereisabirdinatreeintheyard.Canyoufindit?14--Wherearethecreatures?Usethekeytofindout.
15--Key1-bee2-worm3-caterpillar4-spider5-bird16--Indexbee4-5bird12-13caterpillar8-9spider10-11worm6-7
5/5/20
10
USETHECHAT:RunningRecordAnalysisofTwoStudents
• Pickoneofthestudentsanddoaquickanalysistherunningrecordwithlanguagebehaviorsinmind
• Putonecommentonthechataboutthechild’sprocessingoftext
• CODEYOURCOMMENT• L:forLydia• I:forIsaiah• READTHECOMMENTSFORTHESTUDENTYOUANALYZED
QuestionsandAnswers:SynthesizingandApplyingOurDiscussionToday
• Backinyourclassroomandinyourdistancelearninglessons,whatwillyounoticeaboutyourEnglishlearners?
• Whatmightyoudotoscaffoldlanguage?
USETHECHAT:KeyTake-Aways• Whatare3keytake-awaysfromtoday’ssessionthatapplytoyoursettingorclassroom.
• SHARETHEMONTHECHAT;CODETHEMTHISWAY:
KEY!:KEY2:KEY3:• Whataresomethingsyoumightdoinyourinterventionlessonsandinyourclassroomgroupstosupportstudents’languageandliteracy?
• HowmightcollaborationbetweenClassroomandLanguageteachersbeexpandedandenhanced?
SelectedSourcesAvalos,M.A.,Plasencia,A.,Chavez,C.andRascon,J.(2007)ModifiedGuidedReading: Gatewayto
EnglishasaSecondLanguageandLiteracyLearning.TheReadingTeacher.61(4)p.318-329.Briceño,A.&Klein,A.F.(2016).Makinginstructionaldecisions:Deepeningourunderstandingof
emergentEnglishLearners’processingoftext.JournalofReadingRecovery,16(1),55-66.Briceño,A.&Klein,A.F.(2019).RethinkingFormativeReadingAssessmentwithEmergentBilinguals.
TheReadingTeacher.March/April,2019.ReadOnlyLink:rdcu.be/9Up2Clay,M.M.(1967).Thereadingbehavioroffiveyearoldchildren:Aresearchreport.NewZealandJournal
ofEducationalStudies,2(1),11-37.Clay,M.M.(1982).Observingyoungreaders:Selectedpapers.Portsmouth,NH:Heinemann.Clay,M.M.(1991).Becomingliterate:Theconstructionofinnercontrol.Portsmouth,NH:
Heinemann.Clay,M.M.(2001).Changeovertimeinchildren'sliteracydevelopment.Portsmouth,NH:
Heinemann.Clay,M.M.(2004).Talking,readingandwriting.JournalofReadingRecovery,3(2),1-15.Clay,M.M.(2013).Anobservationsurveyofearlyliteracyachievement(3rded.).Portsmouth,NH:
Heinemann.Doyle,M.A.(2013).MarieM.Clay’stheoreticalperspective:Aliteracyprocessingtheory.In
D.E.Alvermann&R.B.Ruddell(Eds.),Theoreticalmodelsandprocessesofreading6thed.(pp.636-656).Newark,DE:InternationalReadingAssociation.
Fried,M.D.(2013).Activatingteaching:Usingrunningrecordstoinformteachingdecisions.JournalofReadingRecovery,12(1),5-16.
Kaye,E.L.&VanDyke,J.(2012).Interpretingrunningrecords:Examiningcommonpractices.JournalofReadingRecovery,11(2),5-21.
Feelfreetoemailme!AdriaKlein,Ph.D.,[email protected]
@adriaklein_read