Concepts about print

• Title Page

Left before right Word

Letter

Cover

PunctuationWhere to start

All readers (be they 5 year old beginners working on their 1st books or effective adult readers),

need to find and use different kinds of information in print and combine the information

which they find in print with what they carry in their heads from their past experiences with

language M.Clay

What information does a child use in their reading?

Visual (V)Does it look right?

Meaning (M)Does it make sense?

Structure (S)Does it sound right?

Can you say it like that in English?

Good word recognition and

phonic skills

Oral language comprehension

plus contentOral language

comprehension plus own

grammatical structures

The Simple View of Reading

Good language comprehension, poor

word recognition

Good word recognition, poor

language comprehension

Poor word recognition, poor

language comprehension

Good word recognition, good

language comprehension

The Simple View of Reading Language comprehension

good

Word Word Recognition recognition good poor

Language comprehension poor

Analysing a running record

• Working out sources of information to the point of error behaviour or self correction: meaning / structure/ visual cues

• EASY - 95 – 100%• INSTRUCTIONAL – 90 – 94%• HARD – 80 – 89% • Analyse own running record

“Giving thoughtful attention to the level of help a child needs and decide when you are prompting for processing or when you should be supplying information that the learner does not have”

M.Clay

Skills involved in reading

Predicting Monitoring

and and Anticipating Checking

Self Correcting Searching

Context

Reading familiar texts

• Enjoyment of a story• Phrased and fluent reading• Attention to print / word recognition• Speed recognition• Use of meaning• This is what a good reader sounds like

Levels of reading

• Can identify many different kinds of information

• Appears to focus on the meaning of the text

• Anticipates• Checks with a rapid search• Demonstrates flexibility

across levels of language• Adjusts pace of reading

The low progress reader• Operates slowly on mainly

one kind of information• Disregards discrepancies

between response and print detail

• Forgets the message

The high progress reader

Cut up sentence

• Monitoring as re - ordering• Phrasing• Cutting up sentence in different ways• Observing the strategies used during re -

ordering

Composing own written sentence

• Oral sentence• Shared production of the sentence• Using letters and clusters of letters• Production of high frequency words – taking a

word to fluency• Re-read, monitor for visual information,

grammatical sense and meaning

Sounds, letter – sound relationships, letter clusters and words can be practised in isolation, but the groupings of words become critical when we are reading and writing continuous text.

M.Clay

Letter identification

• Fast recognition of known letters• Extension of known letters• Upper and lower case letters

Word work

• Use magnetic letters to make up word Left to Right

• Take word apart and blend• Substitute initial letters eg look / cook / took• Substitute end letters – can / cat / cap• Add endings – looks / looked / looking