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Roaming Around the Known
Teaching the Child More About What He/She Already Knows
Dr. Clifford I. Johnson Trainer of Teacher Leaders
“For the first two weeks of the tutoring programme stay with what the child already knows how to do. Do not deliberately teach
him any new items or processes (although he will probably learn quite a lot from your task-sharing over these first ten sessions).” Clay, LLDI-2, p. 32.
Dr. Clifford I. Johnson Georgia State University
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To Teach or Not to Teach?
Or
How & What Should I Teach During Roaming Around the Known?
Dr. Clifford I. Johnson
Georgia State University 4
The single most important factor influencing learning is what the learner already knows. Ascertain this & teach him accordingly. —David Ausubel
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“Stay with what the child already knows. Do not introduce any new
items of learning.”
• Teach the child more about what he/she already knows.
• Get the responding fluent & habituated. • Encourage flexibility. • Use the same knowledge in different
ways. • Hold the child‟s interest, bolster
confidence. • Make him your co-worker. • Make it easy to learn.
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Fundamental Principles
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• The beginning reader must learn that what I see I must say & what I say I must be seeing!
• “As long as the child cannot locate the word he is saying in the line of print, he will remain a non-reader.” (Clay, BL p.
Fundamental Principles
• What I see I must say; and, what I say, I must see.
• A child can have the coordination of one-to-one but not have the concept that what you see you must say and what you say you must see.
– Example: I can jump.
• Unless you have coordination and the concept that what you see you must say and what you say you must see you do not have one-to-one.
Fundamental Principles
It is more important for the teacher to teach the child how to develop self-monitoring while reading & writing than for her to focus on & foster highly accurate reading & writing.
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Jazariyah Douglas
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Using the child’s name to teach him more about what he already knows… (using magnetic letters)
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• Cliff
clifF
Cilff Cliff
ffilc
fclfi
March, 1999 Clifford I. Johnson, RR Trainer--Georgia State University
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Scale of Knowing
New
Seen before
Worked with
Almost under control
Controlled with lapses
Controlled and correct
Controlled with almost no attention
High Attention
Minimal Attention
Experience
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Prior knowledge is the beginning place for new knowledge. It is always where all learners start.
--James Zull
Prior knowledge comes from life‟s experiences!
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Teaching for Phrasing in Fluent Reading
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The teacher observes…
How does the reading sound? Does her reading indicate a good sense of story; memory for text? Is her reading fluent & phrased with some intonation?
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Ninel: L11
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A child cannot understand anything if it isn‟t connected in some way to something s/he already knows. --James Zull
Prior knowledge is a gift to the teacher. It tells her where & how to start!
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•The teaching of phonics is an important
aspect of beginning reading instruction.
•Phonics instruction must be embedded in the context of a total reading/language arts program.
•Classroom teachers have always taught phonics as part of their reading programs.
•Teachers do not need a script to teach
phonics.
THE ROLE OF PHONICS
20 Dr. Clifford I. Johnson* Georgia State University*
FIRST CHURCH OF THE
PHONICS FAITHFUL
Church Bulletin
• 9:00 Infant Phonemic Awareness
• 10:00 Sunday School for Syllabication
• 11:00 Sermon: “Keeping the Faith in Consonant Blends for Troubled Times”
• Hymns: Nearer My Schwa to Thee
Onward Phonic Soldiers
Abide With Word Segmentation
Amazing Consonant Deletion
Funding for this service is brought to you by: DIBELS, McGraw Hill, The American Federation of Teachers & The Bill & Malinda Gates Foundation.
Dr. Clifford I. Johnson Georgia State University
Roaming is a time for the teacher to learn all that the child already knows.
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Rehearse What the Child Already Knows
About Reading & Writing
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The teacher works with reading texts & writing texts (& not with letters or words in isolation). This seems to give the child a feeling that he is really reading & really writing.
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Build on errors rather than correcting them. It may be better to ignore an error than to correct it. --James Zull
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Encourage Writing
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Why is writing so important during Roaming Around the Known? • The child is required to
– pay attention to letter detail;
– a sequence of phonemes;
– a sequence of letters;
– the link between messages in oral language & messages in printed language.
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Why is unlined paper recommended?
• Lined paper (LP) is too confining for learning to use space & direction.
• LP imposes constraints that the early learner is not ready for.
• Motor control for LP is too difficult.
• LP prevents the child from showing the teacher what he can do so she can plan her teaching moves appropriately.
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Georgia State University 31
Mechanics of Writing
It is important for us to provided opportunities for children to write but in the early stages of learning we should not be concerned about the size of their writing, keeping to straight lines, making it look good & expecting the child to already know about the directional rules, page layout & punctuation.
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Letter Formation Children can learn to write every letter in the
alphabet using these strokes:
Down Down/Up Around Across
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• At the beginning, what the child can write is a good indicator of what the child knows in detail about written language.
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Use the Observation Survey for
Roaming Around the Known
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• The Observation Survey will have shown up some of the things that the child can do.
• Roaming Around the Known will have given the teacher more information about what the child already knows.
Dr. Clifford I. Johnson
Georgia State University 36
Observation Survey Results for
Emilio
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Score Stanine
• LI: 21/54 1
• WT: 0/20 1
• CAP: 11/24 3
• WV: 1 1
• HRSW: 3/37 1
• TL: 0 Dad
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Letter Identification • Test Score: 21/54 Stanine Score: 1
• Slowly identified letters by name, aware of term “letters.”
• Unknown letters include: a, F f, K k, z, H h, J j, Y y, L l, M, N, I, G g, R r, V v, T t, g, d.
• He demonstrated confusions of several visually similar letters: B/P, P/B, p/q.
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Ohio Word Test
• Test Score: 0/20 Stanine Score: 0
• He was unable to recognize any words on List A.
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Concepts About Print
• Test Score: 11/24 Stanine: 3
• Demonstrated early behaviors with front of book, where to start, which way to go, return sweep, concepts of first & last. Identified bottom of picture, knew where to begin by turning the book. Knew the meaning of questions mark (?) & a period (.). He was able to identify one letter & two letters & the first & last letter of a word.
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Writing Vocabulary Score Sheet
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• Test Score: 1 Stanine Score: 1 Emilio was able to write his first name &
he attempted to write his last name by writing the letter A (the first letter of his last name).
Writing Vocabulary Observation Sheet
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Hearing & Recording Sounds In Words
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Hearing & Recording Sounds in Words
Test Score: 3/37 Stanine Score: 1 He appeared to hear the /s/ in is; the
/t/ in it & the /s/ in stop.
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OS Summary Statement Emilio is reading level one readable text
with support. He is able to use a story introduction & pattern to read. At error, he is mostly led by meaning & structure sources of information. However, on a few instances he recognized a discrepancies between what he said & the text. His reading is fast paced with some expression. In writing, Emilio is able to write his name in its entirety without copy. He forms known letters easily & writes left to right. He is able to hear & record a few consonant sounds when attempting to write unknown words.
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Make yourself specify just how Emilio responds in reading & writing…
• What does he do well?
• What strategies does he try?
• How does he help himself?
• What more have you noticed about the letters, words & other features of print that he knows?
• Does he understand that „What I see I must say and what I say I must see?‟
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RAK L1
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Make yourself specify just how Emilio responds in reading & writing…
• What does he do well?
• What strategies does he try?
• How does he help himself?
• What more have you noticed about the letters, words & other features of print that he knows?
• Does he understand that „What I see I must say and what I say I must see?‟
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RAK L2
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Make yourself specify just how Emilio responds in reading & writing…
• What does he do well?
• What strategies does he try?
• How does he help himself?
• What more have you noticed about the letters, words & other features of print that he knows?
• Does he understand that „What I see I must say and what I say I must see?‟
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RAK L3
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RAK L4
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Make yourself specify just how Emilio responds in reading & writing…
• What does he do well?
• What strategies does he try?
• How does he help himself?
• What more have you noticed about the letters, words & other features of print that he knows?
• Does he understand that „What I see I must say and what I say I must see?‟
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Discuss & describe instances in which you noticed Emilio being taught more about what he already knows.
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Dr. Clifford I. Johnson Trainer of Teacher Leaders Georgia State University
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