Roaming But Not Lost Around the Known

1. Roaming But Not Lost Around the Known 2009 National Reading Recovery and K-6 Literacy Conference

2. When we think of roaming � generally we think of being lost. Classic stories of Little Red Riding Hood or Goldilocks who wandered off traditional paths and found themselves roaming around the woods in unfamiliar territory. Currently, I spend a great deal of time in Metro Atlanta. Initially, it seemed daunting to learn the city. The notion of roaming around the known and its importance became more apparent to me as I attempted to discover more about the city.: Known was the main highways � Used the highways and became more familiar with how the highways worked. Support of my son to solidify my known. Call him to confirm. Success built my confidence and flexibility. Now, ventured from my known to learn alternate routes to work; avoid traffic congestion; and explore new parts of Metro Atlanta. Without a solid repertoire of known, would not have been able to achieve the new learning.When we think of roaming � generally we think of being lost. Classic stories of Little Red Riding Hood or Goldilocks who wandered off traditional paths and found themselves roaming around the woods in unfamiliar territory. Currently, I spend a great deal of time in Metro Atlanta. Initially, it seemed daunting to learn the city. The notion of roaming around the known and its importance became more apparent to me as I attempted to discover more about the city.: Known was the main highways � Used the highways and became more familiar with how the highways worked. Support of my son to solidify my known. Call him to confirm. Success built my confidence and flexibility. Now, ventured from my known to learn alternate routes to work; avoid traffic congestion; and explore new parts of Metro Atlanta. Without a solid repertoire of known, would not have been able to achieve the new learning.

4. �No matter how far the river flows it always bring some of itself�� African proverb

5.  Starting with what a learner already knows enables control. Clay, BDP 

6.  Working with what the childalready knows how to do nurtures cognitive, emotionaland motivational factors in order to propel learning.  McNaughton, A Meeting of Minds 

7. Roaming Around the KnownPreparation Observation Survey Observation Survey Summary Predictions of Progress

8. Roaming Around the KnownPreparation �The Observation Survey will have shown up some of the things that the child can do�� Clay, LLDI, Part One, p.34

9. Roaming Around the KnownObservation Survey Letter Identification Score = 47/54 Confusions: c/s I/T f/j i/l p/q C/S Unknown: S H

10. Roaming Around the KnownObservation Survey Ohio Word Test Score = 3/20 and am yes

11. Roaming Around the KnownObservation Survey HRSIW Score = 21/37 Beginning and ending consonants

12. Roaming Around the KnownObservation Survey Concepts About Print Score = 14/24 Visual discrimination tasks Period and comma Bottom of picture

13. Roaming Around the KnownObservation Survey Text Level Reading Bird Can Fly � Easy Hats � Instructional At the Zoo - Hard

14. Roaming Around the KnownObservation Survey Summary Ways of finding Storing Filing Retrieving Linking or cross-referencing Clay, OS, p. 123 Think about strategic activity � In the head activity Analyzing the ways the child has learned to work with the information in print. The reader has stored up items of knowledge in memory but he has also learned ways of working with the information in print � ways of finding it, storing it, filing it, retrieving it, and linking or cross-referencing one kind of information with another kind.� Clay, OS, p. 123Think about strategic activity � In the head activity Analyzing the ways the child has learned to work with the information in print. The reader has stored up items of knowledge in memory but he has also learned ways of working with the information in print � ways of finding it, storing it, filing it, retrieving it, and linking or cross-referencing one kind of information with another kind.� Clay, OS, p. 123

15. Roaming Around the KnownObservation Survey Summary Describing the processing! Pointing out what he can and cannot do on text reading and at what level. Easy, instructional and hard. How does the way the child uses letter and word level knowledge help or hender his getting to the messages. Clay, 132 Pointing out what he can and cannot do on text reading and at what level. Easy, instructional and hard. How does the way the child uses letter and word level knowledge help or hender his getting to the messages. Clay, 132

16. Roaming Around the KnownObservation Survey SummaryUseful Strategic Activity on Text When introduced to a simply constructed patterned text, Igey seems control the language. He uses this control to retrieve the message of the story and maintain one-to-one matching. Think about strategic activity � In the head activity Analyzing the ways the child has learned to work with the information in print. The reader has stored up items of knowledge in memory but he has also learned ways of working with the information in print � ways of finding it, storing it, filing it, retrieving it, and linking or cross-referencing one kind of information with another kind.� Clay, OS, p. 123Think about strategic activity � In the head activity Analyzing the ways the child has learned to work with the information in print. The reader has stored up items of knowledge in memory but he has also learned ways of working with the information in print � ways of finding it, storing it, filing it, retrieving it, and linking or cross-referencing one kind of information with another kind.� Clay, OS, p. 123

17. Roaming Around the KnownObservation Survey SummaryProblem Strategic Activity on Text When challenged with an increased amount of text in narrative form, Igey relies on obtaining the message of the story from the pictures and mostly ignores errors. The strain of the increased text, seems to hamper his control of language and slows the pace of processing. Think about strategic activity � In the head activity Analyzing the ways the child has learned to work with the information in print. The reader has stored up items of knowledge in memory but he has also learned ways of working with the information in print � ways of finding it, storing it, filing it, retrieving it, and linking or cross-referencing one kind of information with another kind.� Clay, OS, p. 123Think about strategic activity � In the head activity Analyzing the ways the child has learned to work with the information in print. The reader has stored up items of knowledge in memory but he has also learned ways of working with the information in print � ways of finding it, storing it, filing it, retrieving it, and linking or cross-referencing one kind of information with another kind.� Clay, OS, p. 123

18. Roaming Around the KnownPredictions of Progress �and in the next few weeks he will need to know how to�� Clay, LLDI, Part One, p.31 Next few weeks includes Roaming Around the Known.Next few weeks includes Roaming Around the Known.

19. Roaming Around the KnownPredictions of Progress �and in the next few weeks he will need to know how to consistently apply directional movement in order to search and monitor print. � Next few weeks includes Roaming Around the Known.Next few weeks includes Roaming Around the Known.

20. Roaming Around the KnownPredictions of Progress �and in the next few weeks he will need to know how to write known words without reversing letters in order to use his repertoire of known to search, monitor and link known to unknown to problem-solve when reading and writing.

21. Roaming Around the KnownKeynotes Confidence Ease Flexibility Discovery

22. Roaming Around the KnownFeatures Getting to Know You Observation Opportunities to Discover Mostly reading and writing texts Fluency Demonstration Release (from preconceived notions) Features of Roaming Around the Known foster a learning relationship. Teaching happens, but it is not deliberate instruction of new items or processes. A general rule of thumb for me has been, if it is a procedure in Part Two, then stop yourself and question whether you have evidence that the processes you are about to teach are in the child�s known. Features of Roaming Around the Known foster a learning relationship. Teaching happens, but it is not deliberate instruction of new items or processes. A general rule of thumb for me has been, if it is a procedure in Part Two, then stop yourself and question whether you have evidence that the processes you are about to teach are in the child�s known.

23. Roaming Around the KnownGetting to Know You

24. Getting to Know All About You

25. Roaming Around the KnownObservation Role of conversation Responding Recording

26. Roaming Around the KnownRole of Conversation Observe Listen Tune Into

27. Roaming Around the KnownRole of Conversation Being sensitive to the learner�s thinking allows the teacher to draw the child�s attention to many things. Things overlooked New aspects of the task To other possible interpretations BDP p. 13Being sensitive to the learner�s thinking allows the teacher to draw the child�s attention to many things. Things overlooked New aspects of the task To other possible interpretations BDP p. 13

28. Roaming Around the KnownRole of Conversation Being sensitive to the learner�s thinking allows the teacher to draw the child�s attention to many things. Things overlooked New aspects of the task To other possible interpretations BDP p. 13Being sensitive to the learner�s thinking allows the teacher to draw the child�s attention to many things. Things overlooked New aspects of the task To other possible interpretations BDP p. 13

29. Roaming Around the KnownRole of Conversation �Good conversations with children will be good teaching exchanges�� Clay, BDP, p 2 �it has been found again and again that children have fewer conversational exchanges with adults in school than they have at home. BDP, p. 5 �what is important for a good, natural learning situation is for the child to have a conversation with a person who uses simple language in correct forms and who is flexible enough to change his or her language to suit the language of the child being spoken to. The mature speaker of the language is the language resource required by the child.�it has been found again and again that children have fewer conversational exchanges with adults in school than they have at home. BDP, p. 5 �what is important for a good, natural learning situation is for the child to have a conversation with a person who uses simple language in correct forms and who is flexible enough to change his or her language to suit the language of the child being spoken to. The mature speaker of the language is the language resource required by the child.

30. Roaming Around the KnownRole of Conversation Let the children do the talking.� Owocki & Goodman, 2002 �it has been found again and again that children have fewer conversational exchanges with adults in school than they have at home. BDP, p. 5 �what is important for a good, natural learning situation is for the child to have a conversation with a person who uses simple language in correct forms and who is flexible enough to change his or her language to suit the language of the child being spoken to. The mature speaker of the language is the language resource required by the child.�it has been found again and again that children have fewer conversational exchanges with adults in school than they have at home. BDP, p. 5 �what is important for a good, natural learning situation is for the child to have a conversation with a person who uses simple language in correct forms and who is flexible enough to change his or her language to suit the language of the child being spoken to. The mature speaker of the language is the language resource required by the child.

31. Roaming Around the KnownLongest Utterance Information informs the teacher about the child�s control of language. Use the information to assist with selection of texts; base for Change over Time; basis to observe and be sensitive to child�s learning Information informs the teacher about the child�s control of language. Use the information to assist with selection of texts; base for Change over Time; basis to observe and be sensitive to child�s learning

32. Roaming Around the KnownResponding and Recording

33. Roaming Around the KnownTeaching Relationship Framework for conversations with rich interactions and opportunities to formulate thoughts into spoken language.Framework for conversations with rich interactions and opportunities to formulate thoughts into spoken language.

34. Roaming Around the KnownTeaching Relationship

36. Roaming Around the KnownKeep a Daily Diary of Useful Notes What does she do well? What strategies does she try? How does she help herself? What more have you noticed about the letters, words & other features of print that she knows? Discuss & Report Instances In Which You Noticed the Child Being Taught More About What She Already Knows What does she do well? What strategies does she try? How does she help herself? What more have you noticed about the letters, words & other features of print that she knows? Discuss & Report Instances In Which You Noticed the Child Being Taught More About What She Already Knows

37. Roaming Around the KnownOpportunities to Discover �If you give him your support and he succeeds then he begins to try again to use some of the old discarded strategic activities.� Clay, LLDI, Part 1, p. 36 �You should show delight when he spontaneously relates this to that.� Unleashes two sets of responses: (1) discarded approaches cease to be used on texts (2) new ones appear.�You should show delight when he spontaneously relates this to that.� Unleashes two sets of responses: (1) discarded approaches cease to be used on texts (2) new ones appear.

38. Roaming Around the KnownMostly Reading and Writing Texts Let�s talk about mostly!

39. Roaming Around the KnownMostly About Reading and Writing Texts Use readable texts!

40. Roaming Around the KnownReadable Texts a very easy story book a very simple story you have read to this child a simple book about an experience the child has had a simple story you write for the child keeping to his known vocabulary a simple text he has dictated. Use Maryann�s video of finding a readable text � Jean Ridley with Daikari Use Maryann�s video of finding a readable text � Jean Ridley with Daikari

41. Roaming Around the KnownReadable Texts �You cannot relay on a published sequence of material for these earliest lessons.� Clay, LLDI, Part One, p. 35 Use Maryann�s video of finding a readable text � Jean Ridley with Daikari Use Maryann�s video of finding a readable text � Jean Ridley with Daikari

42. Roaming Around the KnownMostly About Reading and Writing Texts You can read to the child. You can make some books. Aim to have the child feel in control. Use footage of Igey reading and writing. Use footage of Igey reading and writing.

43. Roaming Around the KnownFluency �Get the responding fluent And habituated but even at this stage encourage flexibility�� Clay, LLDI, Part One, p. 34

44. Roaming Around the KnownFluency �Praise him for his efforts.� Clay, LLDI, Part One, p.34

45. Roaming Around the KnownFluency �Show delight in everything he does, however minor.� Clay, LLDI Part One, 34

46. Roaming Around the KnownDemonstration �Clear demonstration is more effective than talking�� Clay, LLDI, Part Two, p. 33 �The teacher can demonstrate as she reads and writes, commenting on print layout, where to start, which way to move, and how to get helpful information from a page of print. � p. 33�The teacher can demonstrate as she reads and writes, commenting on print layout, where to start, which way to move, and how to get helpful information from a page of print. � p. 33

47. P. David Pearson Kids are who they are Know what they know Bring what they bring

48. Roaming Around the KnownTeacher�s Role Observe Demonstrate Task-share Think Engage Encourage Relinquish Clay, LLDI, Part One

49. Roaming Around the KnownRelease The most important reason for Roaming Around the Known is that is requires the teacher to stop teaching from her preconceived ideas. She has to work in ways that will suit each child, working with what he is able to do. This will be her focus throughout the lesson series. LLDI 2, p. 33The most important reason for Roaming Around the Known is that is requires the teacher to stop teaching from her preconceived ideas. She has to work in ways that will suit each child, working with what he is able to do. This will be her focus throughout the lesson series. LLDI 2, p. 33

50. How to Obtain a Copy eceftr@langate.gsu.edu