Structure handouts Jan 2014 - WSRA · Slide4& By#the#time#they#begin#tolearn#to#...
Transcript of Structure handouts Jan 2014 - WSRA · Slide4& By#the#time#they#begin#tolearn#to#...
Slide 1
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2
Syntactic system: The structure of language-‐ the rules by which words are put together in phrases and sentences that have meaning for speakers.
Fountas and Pinnell
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 3 “Because most teachers are fluent users of English, they often underestimate the impact that text structure has on the processing systems ......”
Kelly P. R., English Language Learners in Primary Classrooms: Literacy Assessment and Instruction in Achieving Literacy Success with English Language Learners, RRCNA, 2009
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 4
By the time they begin to learn to read, most children have developed a strong inner knowledge of the structure of the language they speak.
Fountas and Pinnell
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 5
Oral language responses give “the linguistically average child…. Some success in anticipating what kinds of words are likely to occur in a text and in detecting reading errors.”
Clay Observing Young Readers, pg 30
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 6
“The powerful systems of oral language serve as primary resources for young children in constructing the inner control that is involved in becoming literate.”
Pinnell, The Language Foundation of Reading Recovery,
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 7 The language the child knows is “an intimate possession, understood by loved ones… reflects membership of a particular speech group and identifies them with that group. It is personal and valuable and not just an incorrect version of a standard dialect”
Becoming Literate, p.71
_
Slide 8
“Children who come to school speaking any language will have a preparation for literacy learning that is to be valued, whatever the prior language is.”
Clay, Pt 1, Literacy Lessons
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 9 Research is clear that children can add a second language or dialect “with relative ease”
“They are lucky to be learning a second language” or dialect “while they are young and active language learners.”
Clay, Pt 1, Literacy Lessons
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 10
A child who does not have control of oral language patterns or has little experience with book language is probably less able to predict the language structures in books.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 11
Teachers must be alert to the newness of the vocabulary items and the newness of the grammatical structures in which they occur.
Clay, Literacy lessons PT II, p 122
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 12 “there can be a big practical payoff in talking, writing and reading if we understand how to strengthen children’s control over the structures of the language they use.”
Clay Talking, reading and writing, JRR Spring 2004
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 13 Structure is an important source of information in learning to read.
Structure provides a feed-‐forward and a feedback mechanism for young readers.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 14
“the young child’s guesses at points of uncertainty in his reading tend to be dominated by his control of the syntax of his language.”
Observing Young Readers, p 35 Clay, 1982
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 15
Structure
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 16
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 17
What do we need to do to support the learning of a child who finds structure difficult?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 18 Observe the child’s language�Observe the child’s conversation with the teacher
�Observe the child’s conversation with peers
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 19 What kind of language does the child control�over the language of instruction?
�over productive language?
�over receptive language?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 20 Careful analysis is critical:
Analysis of initial assessments
Analysis of readable text
Analysis of daily records and interactions
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 21
Extra information might be useful:
The Record of Oral Language
Notice and note the longest sentence used by the child
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 22
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 23
Talk is important
“To foster oral language development, create opportunities for them to talk, and then talk with them not at them.”
Clay, 1991, p 69
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 24
“The teacher in conversation with the child creates opportunities for the child to talk….”
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 25
Careful book selections make a difference.
What would you be considering as you choose books for a child who finds structure tricky?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 26
I like running.
I like to eat honey.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 27
The dog is here.Here is a cat.
Here comes……Come here….
Come on
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 28
• Not just about the known words in text but also
• About the level of complexity in language structures that the child controls
Clay, 2005, p. 90
Choice of a new text
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 29 How will you know what structures the child can control?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 30 Notice and build on the structures that the child controls in reading.
Know which are new structures that this child has not met before.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 31 Think about which language structures are easier to learn:
-‐ Some verbs are hard (can, could, did, will, might are learned slowly)
-‐ Adjectives in the noun phrase come later in language acquisition
-‐ Question words (where, what, who, are easy; why, how, when are harder)
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 32
Careful book introductions make a difference.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 33 “that keeping children in control of their learning requires that they be set up to encounter manageable problems that they can solve or partially solve alone or with support.
the teacher’s job is “arranging for the problem to be manageable…”
P. Johnston, 2005
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 34 The introduction is particularly important for the child who does not have good control of language.
…….introduce into her talk any concept, or word or phrase structure she has not heard the child use.
Literacy Lessons, Part 2, p 91
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 35 As you read the book consider;� the structures this child controls or that are new
�New or known vocabulary� the words this child knows�what this book is really about�And most importantly the opportunities this text provides for this child’s learning
then decide how to introduce the text.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 36
You can foster and support increasing awareness of and use of structure as a source of information through the teaching you do.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 37
We tend to want to focus on the missed visual information rather than ‘hearing’ the problem.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 38
“make sure the child can hear a distinction or difference….. Before you try to teach him to see a difference”
Clay Literacy Lessons, Pt I, p 38
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 39
How would your teaching change over time?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 40 �You might ignore the issue in the beginning if it is a problem with endings
�You might acknowledge the meaning intent and provide the correct language
�You might use a prompt –can we say it that way? Does that sound right? rhetorically and provide the answer yourself
�You might use a prompt and expect the child to be able to act
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 41
Writing is a place to also teach about structure.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 42
BUT early on Clay says this is not a time to correct grammar
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 43
LATER the teacher may suggest how the sentence structure could be changed
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 44 Summary�Remember to work on hearing before seeing
�Work on structure from the beginning in reading but how you work will change
�Producing correct structure for your self is harder and will tend to be later in writing
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________