Observation Survey

What is the testing that the Reading Recovery teachers are busy doing in preparation for writing reports? It is the Observation Survey. If you are interested you can read some previous posts I have written about it.

What is an Observation Survey?

End of Year Testing

Changes over time in HRSW

Decoding and Comprehension

Giving the Observation Survey (for the purposes of writing the reports) prior to the final testing for the end of year data gives me an opportunity to see what further learning needs to happen during these last few weeks.

Even though it is close to the end of the school year, please do not keep your child away from school more than is necessary.

Thanks

 

Testing times

It’s that time of the year again! The frantic testing and writing of reports signals it’s time for the picture on the left to make another appearance.

Most students are very close to finishing Reading Recovery and they are trying to do as well as they can before they are discontinued.

 

Some of the students may not be quite ready to finish their series of lessons by the end of the year so 1 or 2 will possibly continue at the beginning of 2018 when they are in Year 2.

The Reading Recovery students who finished earlier in the year are currently being tested so that this information can be added to their reports. The results so far have been very pleasing. Soon I will also be testing the current students for their reports. These students will continue with their lessons after this testing for as long as possible before their final testing when they will either be discontinued or carried over into next year.

Homework, especially reading, should still be happening every day. It’s not the holidays yet! (Unless your name is Melissa and you are getting married on Friday! Have a great day!)

Moving on from early levels

Alas I am still absent from school whilst I recuperate from a small operation. On the positive side, at least it gives me an opportunity to catch up on lots of reading! I really value the posts written by Alison at Learning At The Primary Pond.

Her following post explains why Reading Recovery teachers are strongly advised to move students beyond reading Levels 1 and 2 books as quickly as possible. (Click on one of the links below to take you to the entire post at Learning At The Primary Pond.) 

The Problem with Using Patterned Books to Teach Children How to Read

Reading and the Brain

I’m finalizing the Reading Recovery student reports at the moment so my brain is being stretched. If you are interested in stretching your brain you might like to look at some (or all) of these videos. The professor uses a lot of ‘professor type’ language so don’t feel obliged to keep watching! (It makes sense if you already know what he’s talking about… well mostly…!!)

Reading and the Brain: The 3 Cueing Systems by Dr Andy Johnson ( a Reading Specialist and Professor of Literacy at Minnesota University)

READING: 3-CUEING SYSTEMS part 1

READING:3-CUEING SYSTEMS part 2

READING: 3-CUEING SYSTEMS part 3

READING AND THE BRAIN: WORD IDENTIFICATION

Eye Movement: We See With Our Brains

Miscue Analysis Eye Movement Research

Writing about reading

Our last Reading Recovery Ongoing Professional Development session concentrated on lifting the performance of our students in writing.

Currently the students are mostly writing shorter sentences, and choosing easier words compared to those that they can read within their books. Our tutor challenged us to enable our students to compose messages that reflect the complexity of the reading levels that they are reading. 

One of the suggestions from our tutor was to have the student ‘write about reading’, i.e. to occasionally pick out 3 words from a recently read book and to use these words as a basis to compose an interesting piece of writing.

The following examples are what my students wrote the 1st time I tried out this useful idea.

Each student was responsible for looking through a book to pick out 3 ‘interesting’ words which I wrote on a small whiteboard. We then talked about possible ideas and phrases that could contain the 3 ‘special’  words. Each student surprised me by how efficiently he / she adapted to this scaffolding (support) for composing. I thought that they did a great job for a 1st attempt at including specific words.

STUDENT 1  (Roaming)
Ben made a puzzle. It is a dinosaur puzzle.
Based on Ben’s Jigsaw Puzzle. Level 5

STUDENT 2 (my go-to student when one on my RR students is away)
Nick and Snowy were playing on the swing. The teddy had to be white so he had a wash.
Based on Snowy Gets A Wash. Level 7

STUDENT 3
Baby Bear and Mother Bear went into the forest to get some nuts. The squirrels were hiding some nuts.
Based on Baby Bear Climbs A Tree. Level 9

STUDENT 4
The spark came from the mower. The firefighters put water on the fire from the hose on the fire engine.
Based on Fire At The Farm. Level 14 / 15

I am going to continue to use this idea of picking out 3 words for a while, as I think it will positively impact on the students’ vocabulary. (i.e. students may naturally use more interesting words in their daily sentences, even when they are not asked to pick out any specific words from their reading.)  The student is only reading 1 familiar book to free up more time for writing.

Writing

The Reading Recovery teachers met in Ballarat for our Ongoing Professional Learning this past Friday. It is always good to catch up with the other teachers to learn from each other and our hardworking tutor.

The focus this time was writing. It is often a challenge to lift the performance of our students in this area. The majority of students seem to find reading easier than writing.

We watched a podcast, delved into the writing section of our new guide book, discussed handouts and generally felt challenged to try some new strategies with our students.

As a result of all the recent discussion about writing, I have added a page to this blog with some suggested writing goals (adapted from a handout) that may correspond to the reading levels.

End of year reading

lionEnd of year testing is well underway.

As is often the case, many students are able to ‘read’ levels that are beyond their understanding.

An example- a student read the story about the Great Lion and the Tiny Mouse. This story is about a lion who captures a mouse who promises to help the lion if he lets it go. The lion laughs at that idea but lets the mouse go anyway and later on the mouse helps the lion to escape a net by nibbling a hole in it.

According to the math formula this book was ‘Easy’. The reading was quite fluent (not slow or word by word). Self corrections were fast.

Most of the words were worked out, e.g. gr / gr-et / gret / great, h / hunt / hunting, t-in / tinny / tiny.

But when I asked this student to retell the story I was surprised to hear his interpretation:

The mouse told the man to get the lion and the mouse laughed.

He had totally misinterpreted the meaning of the story!

It would seem that ‘reading’ requires a lot more than ‘sounding out’. Breaking words into parts (e.g. phonemes and chunks) is a very useful strategy (skill to help reading) but without meaning it is just a lot of unconnected words running across the page.mouse

By the way, this student was able to answer most of the questions correctly.I suspect he used the pictures, his background knowledge and some understanding of the story.

Correct responses: How did the lion catch the mouse? ANSWER: With his paw.

Why did the lion laugh at the mouse? ANSWER: He was thinking the little mouse can’t help him.

crazy-timesIncorrect response: What did the mouse say when the lion caught her? ANSWER: Help! I can’t hear you!

(I have no idea where that came from. The lion actually said- Got you!)

Busy times

busyIt’s that very busy time of the year. Some students are very close to finishing Reading Recovery and they are trying to do as well as they can before they are discontinued.

Some of the students will be not quite ready to finish their series of lessons so 1 or 2 may continue at the beginning of 2017.

The Reading Recovery students who finished earlier in the year are currently being tested so that this information can be added to their reports. Next week I will also be testing the current students for their reports. These students will continue with their lessons after this testing, and for as long as possible before they are given their final testing, and are either discontinued or carried over into next year.eyes

I have Zumba music playing in the background as I write the reports so I hope no lyrics get included! Oh my my…back it up…
music1