2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
Making Letter and Todd N. Hartman Adjunct Professor, National Louis University Word Study Decisions Reading Recovery Teacher Leader, Pekin
LLDFI1, 37 LLDFI2, 125, Bottom Bullets
• A typical tutoring session • In this book of revised teaching procedures look for clarification of taking words apart in several – Reading two or more familiar books places. – Rereading yesterday’s new book – After familiar reading (but only if necessary) – Working with letter identification – When the child is breaking words at the – Breaking words into parts magnetic board – When the child is taking words apart in – Writing a story isolation or in writing – Hearing and recording sounds – During the preparatory work on the new book – Reconstructing the cut-up story – And after the reading of the new book – Listening to the new book introduction – Attempting to read the new book
LLDFI2, 2, Top Flexibility
From the recommended procedures a teacher selects those that she requires for •No set time within a particular child with a particular problem at a particular moment in time. There are the lesson no set teaching sequences: there is no prescription to learn this before that…………………………………Early •No set sequence of intervention teachers move flexibly around these procedures as they observe children procedures and plan instructional opportunities.
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
Change View of LLDFI
• First year/first term teachers-in-training – Rigid with the procedures • It’s second term. It’s time to be more selective. – “Acceleration depends upon how well the teacher selects the clearest, easiest, most memorable examples with which to establish a new response, principle or procedure.” LLDFI1, 23
LLDFI1, 20-21 Menus
But when the teacher designs • RR Individual Pizzas each part of every lesson to –Required target the cutting edge of an individual’s learning the teacher •Crust can select crucial next learning. •Sauce She wastes no time teaching •Cheese what this learner already knows. This is a critical variable –Optional in Reading Recovery’s success. •Toppings
LLDFI2, 160
There is an active research interest in variables to be considered when explaining extreme difficulty in learning to read. Two such variables are phonological awareness and You can’t have pizza without the foundational crust. speed of naming letters or objects CRUST and research on these variables has influenced some of the general teaching procedures described in earlier sections.
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
LLDFI2, 151, Middle LLDFI2, 154, Top
Fast work with letter, cluster and word Speed of naming recognition
letters, words and Particularly in the early part of a objects is now known lesson series encourage the child to engage in fast recognition in reading to be related to and fast construction of print sequences in writing…Try to bring reading success. new learning to the level of fast responding as quickly as possible.
Crust Caution! Are You Sure?
• Fast Recognition of Letters If the child seems to be able to work easily and accurately at higher levels • Fast Recognition of Sight at the beginning of his programme Words the teacher should spend two or three lessons checking out these • Phonological Awareness early accomplishments thoroughly before proceeding to work on higher level concepts and strategic activities. LLDFI2, 47, 2nd paragraph
Crust Reason for Letter Knowledge
• Fast Recognition of Fast recognition of Letters letters allows the • Fast Recognition of Sight reader to make faster Words decisions about • Phonological Awareness words. LLDFI2, 24
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
Reason for Letter Knowledge LLDFI2, 126, Top
The aim is to have a child • Feature of a letter recognise letters rapidly without • Letter level needing props, or prompts. He • Cluster or letter sequence level needs to end up with a fast recognition response. Be careful • Word level to arrange your teaching so that • Phrase level it leads to this. LLDFI2, 32, • Sentence level Conclusion • Gist of the passage
Zoom In Zoom Out LLDFI2, 23
• Gist of the passage The critical • Sentence level • Phrase level distinction between • Word level any two words will • Cluster or letter sequence level • Letter level be made at the • Feature of a letter level of letters.
Zoom In Zoom Out LLDIF2, 23
• Gist of the passage This is a short segment • Sentence level in the lesson in which • Phrase level children must learn fast • Word level identification of all the • Cluster or letter sequence level • Letter level letter shapes and • Feature of a letter features.
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
LLDFI2, 25, Top LLDFI2, 26, “Variation”
The beginning reader Sometimes a child and writer has to learn makes an unimportant how to attend to the feature of a letter his particular features that main signal. Watch help all of us to distinguish letters, one for odd things like from another. that.
Fostering Fast Recognition DIFFERENT, NOT SAME
• Attend to any aspect or feature in the print at first. Draw attention to • Bring the child’s attention to other detail. • Sharpen attention and awareness. letter differences • Shape his response to a more decisive one. on letters the • Speed up the response. • Fade out the conscious attention give to child knows. decisions made. LLDFI2, 31 (LLDFI2, 28)
LLDFI2, 28
Contrast the come got most different first. came get
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
Similarities, LLDFI2, 28 Fostering Fast Recognition
• Attend to any aspect or feature in the print It is my understanding at first. (through Dr. Poparad • Bring the child’s attention to other detail. • Sharpen attention and awareness. at NLU) that Dr. Clay • Shape his response to a more decisive one. meant the same letter • Speed up the response. • Fade out the conscious attention give to only. decisions made. LLDFI2, 31
Rather than an ABC Book…
l k e j i Date Time m b o d p January 7, 2014 95 seconds c f a h q January 8, 2014 89 seconds n r g s t u w y v x
Before moving on… Before moving on…
Todd, my child does Todd, what about great at the magnetic letter sounds. Should board, but there I be calling for letter seems to be no sounds while working transfer to the books with letters at the we are reading. magnetic board?
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
Acceleration, LLDFI1, 22, Bottom Sounds, LLDFI2, 28, Top
Any new letter or high- When the child is very frequency word or a confident the teacher spelling pattern attended may want to call for to in isolation is also either sounds or names used in the same lesson of letters, encouraging in text reading and text flexibility. writing…
Flexibility, LLDFI2, 137 Crust
Encourage flexibility • Fast Recognition of Letters in thinking about • Fast Recognition of Sight letters and letter Words • Phonological Awarness groups within words.
New Student New Student
I SC He SC Here is Here
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
New Student New Student
Am R R SC we you R/SC I’m Georgie, will you
LLDFI2, 40-41 Meagre vs. Knowledge
• Meagre Expand the – Amount on the WV chart • Knowledge – Know meagre • New • Only just known • Successfully problem-solved knowledge of • Easily produced but easily thrown • Well-known and recognised in most sight words contexts • Known in many variant forms
Quantity vs. Quality Student #1
• Sight Words • cat • Bits & Pieces • fat • Bits & Pieces • bat • at –What children need is to know • hat • ad how to get to new words using • dad • og bits and pieces of that core • sad writing vocabulary they use • bad when writing their stories. • had LLDFI1,62 • dog
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
Student #2 Hard to Remember, LLDFI2, 175
• cat • Bits & • Use games • that Pieces • she –Transfer to continuous text • stop • at • an • Chip • th • ar • can • sh • ing • car • st • ike • going • op • like • Ch
Writing Around the Room Crust
• White Board • Fast Recognition of Letters (Automaticity) • Blood Board • Fast Recognition of Sight • Water Board Words (Automaticity) • Chalkboard • Phonological Awareness
• Sand Tray
PA, LLDFI2, 69 See the Difference?
We are referring to those sounds that make the smallest difference come got between two similar words. Can you hear the difference between two similar words in your own came get speech? Can you hear the differences in someone else’s speech?
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
Hear the Difference? LLDFI2, Section 7
Hearing and Recording pick git Sounds in Words Early and Intermediate peck get steps Is this considered word work?
LLDFI2, 115
For goodness sake, “What sounds have the child make can you see in the sounds before that word?” writing. I have no doubt that YOU can say the word slowly.
Common Confusions •of
What’s pizza without sauce? •for SAUCE •from
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
Common Confusions Common Confusions •on/no •cold •how/who •cloud •and/said •clothes
These Kids Need Sauce! Sauce
• Letters Make Up Words • LLDFI2, page 42, #1 • L to R Directionality –Letter Level d) I can take words –Word Level apart • Checking & Knowing –Finger Prop –Eyes Alone
Letters Make Up Words
“If we were going “If we were going to write this word, to write CAN, we we would have to would have to make it letter by make it letter by letter.” letter.”
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
LLDFI2, page 45, #6
Todd, should the child …Use letter names or sounds and I be silent as he’s following the child’s lead as to which he finds easy. breaking the letters out Gradually help him to switch of the intact word on the easily from letter name to right and moving them letter sound so he develops one by one over to the two alternate routes to the left? written language code.
L to R Directionality (Ltr/Word)
In a sense his eyes are •Silent also learning to recognise the identity of •Letter name each letter when it is approached from the left •Letter sound side. LLDFI2, 42, Mid.
b/d Confusion Checking & Knowing
• Partnership Construct the words at –Child forms /b/. the magnetic board letter –Teacher forms /d/. by letter first to last and •I always used classroom then read the word language as I formed the (sometimes using a left- letter. to-right sweep with your finger.) LLDFI2, 42
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
Checking & Knowing LLDFI2, 108, Bottom
…move his finger underneath Encourage recognition of [the word] from left to right while he was looking at the word. I some letter sequences. referred to this as a ‘slow check.’ Cover the problem I made sure he was looking at world. Then, as you the word as he moved his finger and said the word slowly. uncover the word, say, LLDFI2, 12 “Check it. Run your finger under it.”
Make sure the finger, Don’t use the finger the letter(s), and the forever. The eyes sound align as the must ‘go it alone.’ child is looking at the word (not the teacher).
Transfer = Acceleration
Say it slowly and move your • Now, find this word on this finger under it, this way. page. Make a slow check while • Read the word. you move your finger under the word. Now show me • Check it with your finger how you can do it just and/or eyes. with your eyes! LLDFI2, • Read the sentence/page 13, Top (continuous text).
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
Cheese •Chunking
It’s not pizza without cheese! •Analogy CHEESE
Chunking, LLDFI2, 132, Top Chunking, LLDFI2, 128, Top
The goal of all forms of word Accomplished readers probably analysis for the reader is to be read in chunks (even when they able to take words apart, on the are noticing every letter). When run, while reading it seems to work they move out –Unexpected known words, of a letter-by-letter gear for –Partially familiar words still analysis of words and attach being learned sounds to a group of letters (rather than each letter). –And new, unknown words.
Chunking, LLDFI2, 137, Top Chunking, LLDFI2, 156, Bottom
When the child’s series of lessons Kaye found that her ends and he is reading a text of appropriate level he should be able to children did not solve a multisyllabic word (one that is new, not yet familiar, or unexpected) sound words letter within continuous text without slowing by letter, but rather up too much, and by working flexibly with word parts and clusters of cluster by cluster. letters from an awareness of how words work.
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
Chunking #2
• LLDFI2, page 43, #2 • Chunking words with inflectional endings • LLDFI2, page 44, #3 –look s • LLDFI2, page 45, #4 –look ed –look ing • LLDFI2, page 45, #5
• LLDFI2, page 45, #6 – Have the child do this and read it as a whole and as two parts.
Transfer = Acceleration
Make a note of examples Go beyond the exact from other parts of the word used in isolation lesson of the child’s current work in reading or writing in order to teach the which lend themselves to concept of this work on breaking. breaking/chunking. LLDFI2, 45, #4
Chunking, LLDFI2, 82 #3
Cut the message into • Break/Chunk a known word of –two or three phrases one syllable into two parts –whole words –h and –and to emphasise a –w ish particular segment of a –w ith word such as –b ook •endings
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
#5
Take occasional opportunities to break a word in other lesson activities. Leave the child free to break the word anywhere, but make sure that his eyes move left to right across the words.
Chunking/Clustering
• Phone numbers • SSN
LLDFI2, 49 Analogy
• Writing puts the learner under Become best friends with pressure to group letters so they can get the message down quickly. LIKE • Writing consistently but subtly seduces the learner to switch even if it makes you sound between the different levels of like a ‘Valley Girl’ from the letters, clusters, words, phrases 1980’s! and messages.
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
• It starts like… LINK a • It looks like… • It’s just like… child’s known • Does it look like a to the word you know? unknown
LLDFI2, 125 LLDFI2, 125
It is the nature of language (and Use the known how the brain uses language) that if you help the child to move vocabulary of the child’s easily around his secure reading books and his knowledge he will become able own writing for any study to venture beyond his known repertoire and link novel of words, letter-sound experiences to the body of relationships, and knowledge that he ‘owns.’ sound/letter clusters.
Analogy Transfer = Acceleration
• LLDFI2, page 141, #2 Sometimes it is helpful to ask the child to try to construct a • LLDFI2, page 141, #3 new word because it is like another word he knows. • LLDFI2, page 142, #4 Invite him to bring something he knows to the construction of the new word.
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
Analogy
• Changing one letter is easier than two letters • Prompting without talking • Changing the beginning letter is easier than changing the last letter –Simply writing something – What makes one analogy more difficult than another? on the white board when » Eyes + ears + model » Model = familiar text or WV the child is at point of » Eyes + ears difficulty that will prompt » Eyes alone » Ears alone him to solve the word. • What is a partial analogy?
Toppings
• ABC Book, LLDFI2, 35 – Do all children need an ABC book if they enter RR already knowing all (or almost all) of the letters? • Jumble the Letters, LLDFI2, 165 Not everyone needs additional toppings on their pizzas. – These procedures are for students who TOPPINGS have a sequencing problem. • Learning on Words I Know, LLDFI2, 140 – The procedures you followed on page 42 #1 are usually sufficient for most children.
In Conclusion
• Change the onset and retain the rime, LLDFI2, 142 Treat our books – Most children are exposed to this on the practice page of their journal. as a menu rather • Retain the onset and change the rime, LLDFI2, 143 than a scope and – Again, most children are exposed to this on the practice page of their journal. • Etc. sequence
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University 2014 Comprehensive Literacy and Chicago, Illinois Reading Recovery Conference
• Every individual pizza needs • Critically think about what I’ve – Crust shared. – Sauce – If you agree, know why. – Cheese – If you are uncertain, keep thinking • The chef determines which toppings are about it. appropriate for the child. • Talk with your colleagues. • Talk with your teacher leaders. – If you disagree, know why.
Thank You
Todd N. Hartman, Reading Recovery Teacher Leader National Louis University Reading Recovery Individual Pizzas
A unique dining experience in which children bring some of their own ingredients. Chef and patron work together to develop the perfect individual pizza.
Todd N. Hartman Adjunct Professor, National Louis University Reading Recovery Teacher Leader, Pekin
2014 Comprehensive Literacy and Reading Recovery Conference Chicago, Illinois
Crust (Required)
• 2 cups of Fast Recognition of Letters • LLDFI2, 28 • 2 cups of Fast Recognition of Sight Words • LLDFI2, 40-41 • 4 cups of Phonological Awareness • LLDFI2, 72-77 • Gluten-Free available upon request
Add only the ingredients children did not bring to the table
Sauce (Required)
• 1 cup of Letters Make Up Words • 1 cup of L to R Directionality • 1 Tablespoon at the Letter Level • 1 Tablespoon at the Word Level • 2 cups of Checking & Knowing • A Dash of Finger Prop • 1 Tablespoon of Eyes Alone • LLDFI2, page 42, #1 Add only the ingredients children did not bring to the table
Cheese (Required)
• ½ Pound of Chunking • LLDFI2, pages 43-45, #2 - #6 • ½ Pound of Analogy • LLDFI2, pages 141-142, #2 - #4 • Vegan available upon request
Add only the ingredients children did not bring to the table
Toppings (Optional)
• ABC Book • Do all children need an ABC book if they enter the restaurant already knowing all (or almost all) of the letters? • Jumble the Letters, LLDFI2, 165 • These procedures are for students who have a sequencing problem. • Learning on Words I Know, LLDFI2, 140 • The procedures followed on page 42 #1 are usually sufficient for most children.
Toppings (Optional)
• Change the onset and retain the rime • Most children are exposed to this on the practice page of their journal. • Retain the onset and change the rime • Again, most children are exposed to this on the practice page of their journal. • Etc. • Our books are full of recipes and ingredients. Choose toppings wisely. “A highly appropriate recommendation for one child could be an unnecessary one for another child.” LLDFI2, 2