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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.
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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
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“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
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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
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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
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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)
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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
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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
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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
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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