Concepts about print Title Page Left before right Word Letter Cover Punctuation Where to start

All readers (be they 5 year old beginners working on their 1 st 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 content Oral 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