EDCURRIC 621 Assignment 2 Write-on template

Name: Louise Quinn ID: 275234174 Whose workshop? Jacqui Tutavake

Use alongside the Running Record and Writing Analysis data booklet.
Please present in Times Roman 14 font, or Arial 12.

Reading: Summary and Where-to-next? for Hannahs learning

Use the analysed running record (Nibbles) and your summary to plan
(suggest) specific ways to extend Hannahs learning within the guided
reading of the same text, Nibbles. Then state briefly what other relevant
support could be given within the wider literacy approaches.

1. Your SUMMARY: Analysis of Errors (E) and Self-corrections

(SC). State sources of information (m s v) that Hannah has either used
or neglected. Note the childs depth of understanding of the text.

Hannahs accuracy rate on this text is 90%. This indicates that she should
remain at this reading level. Hannahs self correction rate is fair at 1:5. She is
predominantly using meaning and structural cues. She uses visual cues less
frequently. In her self corrections she uses a mixture of meaning and structural
cues, but mostly visual cues. Hannah attempted most of the words in the text,
omitting only one guinea. She sounded out the first letters of the words
sadly, Josh and hail. Hannah appealed for help four times when she had
difficulty. She relied on the visual information in the illustrations e.g the school
floating, the father/principle and the children looking scared. Hannahs answers
to the questions post reading indicate a satisfactory understanding of the depth
of the story.

2. Where-to-next?
How could you extend Hannahs meaning (m), grapho-phonic (v)
knowledge, and processing strategies within the Guided Reading of
Nibbles.

Meaning: Focus on the cover picture and start discussion around the picture
of Nibbles in the cage. Introduce vocabulary that might cause difficulty before
beginning to read. Encourage Hannah to predict the story (processing
strategy). During the reading stop to discuss the pictures. Ask questions like
Who do you see?,Where are they? and What are they doing? Use oral
cloze prompts. Make links to Hannahs prior knowledge. Ask Does this make
sense? (processing strategy). Encourage cross-checking of meaning with
structural and grapho-phonic information.
Why?
Encouraging discussion centred on the illustrations will help Hannah to make
connections to her prior knowledge and to predict the story. This will help her
to uncover important information about the text and therefore to gain a deeper
understanding of the story, characters and themes.

Structure: Focus on word endings such as -ing and -ed. Encourage cross
checking of (m/s/v) information. Ask Is this the right word in the sentence?
(processing strategy).
Why?
Focusing on word endings will help Hannah to recognise when words do and
do not sound right as she reads a sentence.

Grapho-phonic: Focus on letter-sound-symbol knowledge. Encourage

Hannah to attend to each letter/blend in words moving from left to right. Ask
Does that look right? and What letter/blend does this word start with?
(processing strategy). Encourage rereading if word(s) have been decoded
slowly (processing strategy).
Why?
Hannah used grapho-phonic cues least in her reading. It is important
therefore to focus on her letter-sound-symbol knowledge. This will help
Hannah to recognise when the sound she is saying accurately represents the
visual shape of the letter/blend that appears in the text. Cross checking this
information with meaning and structure will increase her accuracy.
Encouraging rereading will ensure that the broader meaning of sentences is
not lost as she decodes slowly.

What else could support related learning within the wider literacy
approaches?

Have Hannah engage in news sharing and questions/response activities with

other students to encourage oral language practice. Teach new words as we
come across them in class in real life contexts. Engage in shared reading of
songs, poems and texts that include rhyme, alliteration and onomatopoeia.
Read aloud to students from a variety of texts (fact and fiction) as well as
poems, reports and websites. Give students access to picture books to
promote discussions.

Writing: Where-to-next for Alexs writing?

Use the full analysis of Hot bread shop to inform Where-to-next?
planning decisions for Alex.

1. Identify a range of possible teaching points that could be addressed

when conferencing with Alex on his own writing (Hot bread shop).
Deeper features
Audience: Encourage Alex to rethink his title choice, taking into consideration
the idea of grabbing his readers attention.
Content/Ideas: Focus on the addition of detail. Ask questions like Who is
we?and How did you get to the hot bread shop? Encourage Alex to
elaborate on his idea about the feelings that food can evoke in people by
asking How did the pies taste?,How did you feel when eating them?,Did
the pies taste different from each other?
Structure/Organisation: Encourage Alex to plan in advance by drawing a
picture.

Surface features
Word Classes: Focus on the increased use of adjectives to improve the
descriptive quality of Alexs work. Introduce more sophisticated verbs.
Punctuation: Discuss the use of commas.
Grammar: Discuss the use of multiple tenses within one text.
Spelling: Focus on the h/f word this. Discuss letter and sounds found in the
middle of words.

2. Alex is also working in a Guided Writing group with students who have
similar learning needs. Having identified some areas of potential learning,
describe what you could teach next. Focus on one deeper and one surface
feature.

Deeper feature: I would focus on developing the level of detail in the story. I
would model a recount for the students during which I would not move through
the piece without adding more information to the basic when, what, why
details of the story. I would do this by thinking aloud, using questions like who
was there and what were we doing?, How were we doing it?, How did we
feel?, What did we see?

Surface feature: Encourage students to remember and incorporate some of

the new adjectives that we came up with during our shared writing session into
their guided writing.
Essay a): What is Guided Reading and why is it an important
instructional approach, within the wider literacy programme? (750 words)

Guided reading is an instructional approach to teaching reading. The process

involves a teacher working with a small group of students as they read a text
together. Students of similar abilities are organised into guided reading groups
together with each child having access to a copy of the text to be read (MoE,
2003). The text is chosen deliberately by the teacher in order to focus on a
particular area of teaching at a level appropriate to the students (MoE, 2014).
Students move groups as they make progress in their reading (MoE, 2003).
Guided reading sits within the wider literacy programme which also involves
components such as shared reading, reading aloud and practicing oral
language. Students benefit most from guided reading sessions if they have
already developed some knowledge and understanding of texts through these
approaches (Biddulph, 2002).

Guided reading is important as it allows teachers to work intensively with

students to develop their understanding and ability in a specific area (MoE,
2003). As guided reading groups are organised based on similarities in ability
the teacher can choose a goal, usually something that is most pertinent to that
group of readers on which to focus (MoE, 2003). For example students will
make meaning of texts by identifying ideas (MoE, 2007). The focus of a
guided reading session based on this level one literacy achievement object
could be to develop students abilities to make inferences about a text. The
guided reading approach makes working intensively on a goal such as this
possible, as teachers can pose questions to students before, during or after
the reading that will encourage them to read between the lines, to predict the
story and to draw conclusions (MoE, 2003). This is because guided reading
creates an environment in which teachers can generate discussions with
students that will encourage them to make links between the text and their
prior knowledge (Biddulph, 2002). The kind of questioning facilitated by guided
reading allows teachers to gauge the depth of understanding that a student
has of a text without engaging in an interrogation style assessment (Biddulph,
2002).

Guided reading is also important as it enables students to develop and practice

processing strategies and to learn how to use meaning, structural and
grapho-phonic information found in texts. This is because working in small
guided reading groups allows teachers to make observations in relation to
students use of these cues, to model processing strategies, and to draw
students attention to sections of the text that will challenge them to use and
combine these sources of information (Biddulph, 2002). After two years in
school students should be able to interpret ideas within texts and use
grapho-phonic information to decode words (MoE, 2010). They should also be
able to understand a variety of structural differences presented in sentences
(MoE, 2009). Guided reading supports the development of these literacy cues
as students have the opportunity to practice them simultaneously as they read
(Biddulph, 2002). During guided reading teachers encourage students use of
these cues in a number of ways. The guided reading approach involves
teachers taking time to introduce the text and the learning focus for the session
before reading begins. Meaning/comprehension of words can be reinforced at
this stage through the introduction of key vocabulary (MoE, 2003). Guided
reading also helps to develop students structural understanding of texts as it
provides teachers with the opportunities to focus intensively with a small group
on word classes or tenses. Grapho-phonic understanding is supported through
guided reading as it allows for the slow decoding of words and the
reinforcement of letter-sound-symbol knowledge (MoE, 2003).

By the end of year 4 students should have a well developed idea of the kinds
of texts that they enjoy reading (MoE, 2010). If students are to really engage
with and enjoy reading they must read texts that relate to their lives and
interests (MoE, 2003). Guided reading promotes this idea of reading for
enjoyment in a number of ways. It encourages the selection of texts that will
challenge students at an appropriate level through the use of levelled readers
such as the Ready to Read core instructional reading series (MoE, 2014).
These readers use storylines and familiar vocabulary to which young students
can relate (MoE, 2010). Furthermore guided reading takes place in small
groups which encourages a balance between teacher guidance, self-reflection
and discussion amongst students, all of which help to create a more natural
context within which students can enjoy their reading experience (Biddulph,
2002).

Guided reading is an approach to teaching reading that involves a teacher

working with a small group of students of similar abilities using deliberate
instruction to reinforce learning around a specific focus. The guided reading
approach is important as it provides an appropriate environment for teachers to
engage in the intensive teaching of an area that has been identified as most
pertinent for a particular group. Guided reading also provides students with
opportunities to practice and enhance their ability to use meaning, structural
and grapho-phonic cues, and processing strategies. Finally guided reading
promotes the idea that students should enjoy what they read through its
emphasis on connecting students with texts that are appropriately challenging
and that are relevant to students lives.
References

Biddulph, J. (2002). Guided Reading: Grounded in theoretical understandings.

Wellington, New Zealand: Learning Media.

Ministry of Education. (2003). Effective literacy practice. Wellington, New

Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New

Zealand: Learning Media.

Ministry of Education. (2009). The New Zealand curriculum reading and writing
standards for years 1-8. Wellington, New Zealand: Learning Media.

Ministry of Education. (2010). The literacy learning progressions. Wellington,

New Zealand: Learning Media.

Ministry of Education. (2014). Guided reading Texts: Ready to read levelled

texts. Retrieved from
http://literacyonline.tki.org.nz/Literacy-Online/Planning-for-my-students-needs/I
nstructional-Series/Ready-to-Read/Guided-reading-texts
Essay b): How do teachers support their students as they progress
through the iterative stages of the writing process? (750 words)
The iterative stages of the writing process are: forming intentions, composing a
text, revising, and publishing or presenting. Teachers should support their
students through these stages so that they learn to create interesting and
accurate pieces of writing that speak to a chosen audience and that contain
features appropriate to the intended purpose (MoE, 2003). This essay will look
at the different ways that teachers can support their students as they progress
through these writing stages.

During the forming intentions stage students need to develop an idea (MoE,
2009). Teachers can support students in this area by asking them to talk about
the ideas that they might already be considering.This could be done be asking
students to pair up and share their ideas (Wing Jan, 2009). This can transform
the unobservable thinking of the student into a verbal expression on which
teachers can provide feedback (MoE, 2003). Teachers should also ask
questions such as What are the most important points that relate to your
idea?. Answering these kinds of questions will require students to elaborate
on their initial concept (MoE, 2003). Teachers also need to support students as
they make decisions about the purpose and audience for their writing (MoE
2007 & 2009). This can again be achieved through the use of questioning.
Thinking about and answering questions such as Who is this piece of writing
for? should provide students with a clear focus to move towards when
composing (MoE, 2003). Teachers of younger students or students with a
lower ability should provide support in the form of demonstrating and modelling
writing (Wing Jan, 2009). Encouraging students to brainstorm ideas or to draw
pictures relating to their writing is a good way for teachers to support students
efforts to plan in advance. Planning can help students to evolve their ideas and
to visualise the different sections of their writing (MoE, 2003).

The composing a text stage involves activities such as students writing down
their ideas, adding details, and clarifying their meaning. As this is the stage
where students put their pen to paper or their fingers to the keyboard they
must also attend to surface features such as spelling and grammar (MoE,
2003). Teachers can support students by encouraging them to reflect on how
they are presenting their ideas to their audience. Teachers can do this by
asking questions such as In what order should your ideas be presented?
Teachers should also support students as they learn about the importance of
detail when communicating their ideas to their audience (MoE 2007 & 2009). It
is necessary for teachers to focus students attention on the level of description
in their writing and encourage them to think about the types of word classes
they are relying on or neglecting (Wing Jan, 2009). Teachers can do this by
asking students to look at their writing and answer questions such as Does
this sound repetitive?, How can you use adjectives to make your writing as
interesting as possible? (MoE, 2003). Teachers also need to provide support
in relation to surface features. This can be achieved by asking students to
sound out words or by modelling the use of different types of punctuation, as
well as through focusing on the use of different tenses and common word
endings (MoE, nd).

For students the revising stage involves reviewing their work before adding,
removing or rearranging text they have written (Wing Jan, 2009). This is an
important stage as it gives students a chance to reflect on and improve what
they have composed (Wing Jan, 2009). Teachers can support students at this
stage by encouraging them to reread their writing. This is vital as students
need to be able to gauge the clarity and fitness for purpose of their writing
(MoE, 2010). Teachers can also provide feedback to students in relation to the
level of detail they are using in their writing. They can suggest that students
search for and use a variety of vocabulary in order to increase clarity of
meaning or to make their writing more engaging (MoE, 2003). Teachers should
continue to draw their students attention to surface features at this stage
(Wing Jan, 2009).

Publishing or presenting firstly involves students proofreading their texts in

order to monitor their accuracy (MoE, 2007). Teachers should encourage
students to spell check their work as well as making suggestions for improving
grammar and punctuation as required (Wing Jan, 2009). It is at this stage that
students present the final version of their work. Teachers should offer feedback
in the form of positive and constructive suggestions for students. This feedback
will also serve as a model for other students to peer review each other's work
(MoE, 2003).

It is important to note that during all stages of the writing process teachers
must support students by giving them time. Developing writing skills cannot be
rushed and providing students with enough time everyday to hone their
technique is vital (Wing Jan, 2009). Another important point for teachers to
remember is that students do not always need to experience each part of the
four stage process when they write. The planning involved in the forming
intentions stage might be the focus of a lesson, or a personal piece composed
by a student may not end up moving through to the publishing or presenting
stage (MoE, 2003).

Providing support to students as they move through these writing stages is

vital if teachers are to develop in students the ability to produce accurate,
fluent and meaningful texts. Teachers must break down the writing process in
order to explicitly teach students the importance and impact of each element in
the texts they create. From forming intentions to publishing or presenting,
teacher support can move students from relying on exemplars and models to
being self reflective and critical of their own texts. This development is critical if
students are to master and enjoy this creative act.
References

Ministry of Education. (nd). My dad has the same shoes (level 1i). Retrieved
from
http://assessment.tki.org.nz/Assessment-tools-resources/The-NZ-Curriculum-E
xemplars/English-exemplars/Written-language/Character/My-Dad-has-the-Sam
e-Shoes

Ministry of Education. (2003). Effective literacy practice. Wellington, New

Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand curriculum. Wellington, New

Zealand: Learning Media.

Ministry of Education. (2009). The New Zealand curriculum reading and writing
standards for years 1-8. Wellington, New Zealand: Learning Media.

Ministry of Education. (2010). The literacy learning progressions. Wellington,

New Zealand: Learning Media.

Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). Victoria,
Australia: Oxford University Press.