Daily Lesson Record for Literacy Intervention

What are the Six (6)Components in a 30-minute Daily Lesson?

1. Text reading: Reading familiar books• The reading of two or more familiar books in a phrased and fluent manner at the beginning of the lesson provides opportunities for the student to practice good reading behaviours. 2. Text reading: Taking a running record of yesterday's new book• The student reads the new book from the previous lesson. The teacher takes a

runningrecord (a shorthand record of the student’s reading) without intervening. After the

running record, the most powerful teaching points are selected from the book for the student to

gain the quickest progress possible.3. Letter identification and word breaking• After the running record, a short time is spent using magnetic letters to help the

student extend his or her letter knowledge and understandings of how words work.

4. Text writing: composing a story

• The student writes one or two sentences about a known book, personal

experience and/or subject of interest. The teacher supports the writing process

while teaching for flexible writing strategies that will encourage progress towards independence.

5. Assembling cut-up stories

• After the story is written, the teacher writes it on a strip of cardboard.  It is

then cut up so that the student can search and check for information to help in

reassembling the story.

6. Text reading: Reading a new book

• The teacher introduces a new book providing information about the content, how the language is structured in that particular book and perhaps some help with words to assist the student to successfully use his or her reading strategies. The student, while faced with some challenges, reads the book with appropriate support from the teacher. A culmination of the lesson’s reading and writing work is linked to the new book.

What is a Daily Lesson Record?• A record of a child’s behavior in his/her daily 30-minute lesson which consists of reading familiar books, reading yesterday’s new book, working with letters and/or words using magnetic letters, writing a story, assembling a cut-up story, and reading a new book.

• It also consists of teacher’s created opportunities for the child to problem solve and his/her support to help the child develop strategic behaviors

• to use on texts in both reading and writing.

Important PURPOSES of Daily Lesson Record:helps plan for effective Instruction

documents observations of students’ literacy behaviors

monitors students’ progress

reflects on the effectiveness of the instruction

adjusts the instruction for more accelerated learning on a moment-by-moment basis and across each child’s program

Maintain a record of change over time in each child’s literacy development

FRONT PAGE

BACK PAGE

FAMILIAR READING

What to Record:

A. Recent books

How the child is orchestrating oral reading & processing information effectively

• how the reading sounds

• Teaching for phrasing, intonation, expression etc…

B. Yesterday’s new book (running record)

Teaching for processing after the text reading

Title & text level

Accuracy rate & self-correction Ratio

Analysis of processing of information, and how the reading sounds

example

FAMILIAR READING

A.

The Pop-Corn Shop

-reads slowly, word by word

-don’t let him point with his finger

B. Running record

Where is Miss Pool? (Level 6)

- 85% / 1:2

- using the visual cueing and neglecting meaning and in essence structure as well.

- Choppy reading

NEW TEXT

What to Record:

A. Title & Level of new book

Prior to teaching, plan & record aspects to attend to orally in the introduction, (how you will introduce the book)

• plot (if applicable)

• novel concepts & ideas

• language structures

• Vocabulary as appropriate

• previous experience a child brings to text

B. child’s comments & questions during introduction

example

NEW TEXT

Look for Me (level 5)

Plot David was lost and so his Mom looked for him in lots of different places.

Language structure to practice.

No, he’s not here, she said.

-the child needed several repetitions, with strong teacher emphasis on the words “he’s not” before she could repeat this pattern independently.

Strategic Activities on Text

(Strategic Processing & Teaching on the new book)

What to Record:

A. Strategic Activities used by the child (Observed)

-when reading accurately

-when problem solving e.g . Monitoring, searching for and using information, cross checking or integration

B. Strategic Activities prompted by the teacher to: (Prompted)

-improve processing

-affect shifts

-improve how the reading sounds

example

Strategic Activities on Text

(Strategic Processing & Teaching on the new book)

Child’s Strategies Teacher's Prompts

-blended all the - prompted him not to sounds to form use a finger 3 the word times & pulled his

finger away

- Word by word - Were you right? Try

reading that again and think what would

make sense .

Letter Work, Breaking, Word Work & Analysis

What to Record:

A. Letter Work

-any work done on letter identification, discrimination, formation

letter grouping, sorting & matching

learning a new letter

Confusions note/worked on

possibly some attention to formation of letters

attention to speed

B. Breaking, word work (if any)

Known words used

Principle(s) attended to

Capture child insights & teacher observations

example

Letter Work, Breaking, Word Work & Analysis

A. Breaking, word work

-prompts: “We’re going to start with words you know, and then change the first letter to make a new word”.

-You know cat. if I change the first letter , I can make a new word.

Known word cat;

-the teacher changed the c to form mat. The child then read the new word easily & accurately.

-The teacher changed cat to rat . The child read the word easily & accurately

-the child completes the task easily with minimal teacher support

Writing

(Message Composed)

What to Record:

A. Composing a Story

-how the teacher will initiate & develop idea for composing & writing

B. Child’s Story

-record of the child’s story during writing

-identification in some way of words written independently (i.e known) (fits with ways of solving)

example

Writing

(Message Composed)

(The underline words or parts of words show where the child wrote

independently )

A. Ask the child what is her favorite food.

“I like to eat fried eggs every day with

my dad.”

Writing

(Constructing Words, Gaining Fluency)

What to Record:

A. Strategic processing in writing

- Work done independently by the child & teacher prompting & teaching for shifts

- Words taken to fluency

- Hearing & recording sounds in words-changes taught for

- Using what is known to solve new words

- Other aspects of writing words

- Comment on speed of production

DURING WRITING

-teaching for use of page,space bet.words, spacing & size of child’s letters within words

example

Writing

(Constructing Words, Gaining Fluency)

-the child solved the word in sequence, quickly & confidently. She needed the teacher’s articulation for the /r/ sound. The child pronounces fried as “fied” eggs in her own speech.

da - the child wrote “da” quickly &

day independently. The teacher commented, “Yes, like you would do it in the boxes. And there’s a quiet…” the child quickly responded , “E” the teacher replied: “ Yes, but this time it’s “Y”

- the child wrote this word 5 times on the practice page, quickly & independently.

- the child wrote “my” as mY the first 3 times & formed the word slowly. After 6 repetition, she began to write with more automaticity

day

my

CUT-UP STORY, SPACE, CONCEPTS, SEQUENCE, AND PHRASING

What to Record:

A. How the child is using space

B. How the teacher is prompting & teaching for shifts

- How the story is cut-up by the teacher

- How the child is searching for and using visual information with meaning & structure to sequence the sentence

- Self-monitoring & self –correcting behaviour

example

CUT-UP STORY, SPACE, CONCEPTS, SEQUENCE, AND PHRASING

I like to eat fried

eggs every day with

my dad .

Comments on Any Part of the Lesson

What to Record:

A. Evaluation & reflection on teaching decisions

-effective teaching decisions

-ineffective teaching decisions

-other aspects

B. What to think about for teaching when planning over the next period

example

Comments on Any Part of the Lesson

1. Too much talking is ineffective let the child generate her own ideas

2. It may be helpful to briefly go back to the making and breaking of known words: Look at the word. Say it slowly and run your finger under it.

3. Find a book in the next session that talks about stars because she has interest on it.

WORKSHOPS:

Observe carefully the following videos presented and write your comments in the daily lesson record sheet regarding the child’s behavior and the teacher’s strategies in helping the child to read & write.

This video shows the activity in Familiar Reading which consist of 3 books. Record what are the strategic activities used by the child and the teacher and the child’s behavior towards reading.

The next video shows the Letter Work, Breaking, Word Work & Analysis. Observe carefully the child, how he complete the task & the teacher’s prompts. Write your comments in the Daily Lesson Record Sheet.

The video demonstrates the writing part. The child is composing his own story. Record how the teacher motivates the child to write his message, the difficult and easy words encountered by the child and the teacher’s support in helping the child to write his story and others…

Cut-Up Story, Space, Concepts, Sequence & Phrasing is shown in this video. Notice how the teacher cuts the story & how the child arranges it.

Reading a New Book. Notice how the teacher introduces the book

and the child’s comments or suggestions

Comments :What are your

evaluation and reflection on the teacher’s teaching

decisions?

Thank You!