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This is my running record, I felt like this wasn't an ideal student, but because I wasn't on placement and needed to complete this at my home school, this was the student I was allowed to work with. She spoke very quickly but lacked the excitement in her voice that the text (through punctuation) was asking for. Completing this running record however gave me a lot of insight into her personality and the writing sample I had been given. (I've just realise I have placed this as hard it should be easy, sorry I'll have to change that)

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This is the writing sample I got from my home school, did anyone have troubles working out some of the meanings? This student wrote well but wrote things like 'a light of hope clouds my memories?' A little confusing but dramatic

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Running Record Sample. Emma Jackson, Year 3 student.

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Running Record Sample. Emma Jackson, Year 3 student.

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In response to Emma's Questions in the Danny Brassel article.

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In response to Emma's Questions in the Danny Brassel article.

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I have also found that some of the most enjoyable books I've read to be from genre's I would not usually read. Maybe by exposing children to a wide range of books and challenging them to read in other areas we can encourage students to become interested in other areas?
Jax

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Hi Bex.
I tOtally agree that in order for our students to learn about the writing process they need to plan effectively. Does it say anything about early writers? I would be interested because in mt experience they are told to draw as their planning, but many get carried away with the drawing and the writing side gets sidetracked!
In saying that I have just been in a year 7/8 class and they are being prepared for going to high school, where the teacher has told me they dont really use writing planning templates.  What do you think think of this? I found some students were more prepared for this than others.
Jax

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Writing Sample; Jacqueline Burt, Year 3 Descriptive writing

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Writing Sample; Jacqueline Burt, Year 3 Descriptive writing

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Ideas - R3
Structure & Language - R3
Organisation - R3
Vocabulary - R2/3
Sentence Structure - R2
Punctuation R2
Spelling - R2

18=1A
19= 2B

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Running Record for a yr 3 below boy. Many of his errors are visual, he is getting better with letter sounds, and finding meaning in a sentence adn going back to words he has missed out. He will use the pictures in the books still to prompt his reading and understanding

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Writing Sample analysis. Emma Jackson: Year 3 student. Narrative Story.

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Writing Sample analysis. Emma Jackson: Year 3 student. Narrative Story.

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Ideas - R4
Structure and Language - R3
Organisation - R4
Vocabulary - R3
Sentence Structure - R2
Punctuation - R2
Spelling - R2

20 = 2B

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In response to Danny Brassell's article.

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In response to Danny Brassell's article.

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I find it really interesting that the article discusses encouraging the students to choose their own reading books. Having children, I have found that my girls have responded and felt enthusiastic to read the books they find the most personal interest in! (Makes sense!) :) However I also understand how unrealistic it is to select books for every single individual that will appeal to their interests? How do we encourage our children to want to read? Sometimes I have had books recommended to me that are not exactly the genre I would typically read but have found them to be the mot interesting read and can not put them down!! I guess what I am asking is what can we do to encourage interest in all types of genre's?
Thanks Emma

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In response to Lana's question on Reading Acquisition.

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In response to Lana's question on Reading Acquisition.

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It appears that the five component skills are flexible enough to acknowledge that children do not necessarily progress through the phrases in a strict sequence. Some of these components may overlap during reading development. You pose some great questions regarding developmental issues and I agree that it would be very interesting to find out whether the brain does indeed compensate for the weaknesses in development. I will research on and post if I find some answers! Thanks Emma

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Running Record sample analysis Rebecca Brophy:  This student appears to have a good grasp of syntax, grammatical structure and meaning. She reads with fluency and keeps the authors purpose clear. When it does not she is hears it and corrects her mistake. Many of her errors were made by adding words or changing single words to have the same affect as the many written words used. This shows me that reading instruction needs to be focused around the visual cues and prompts she can use while reading. Including things like noticing what is actually written on the page. What else can you notice?

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Writing sample analysis Rebecca Brophy (e-asTTle): I have some doubt over these. If you have time, look over them and see what changes you would make? It does say on the e-assTTle conversion table that under much instruction the scores can overestimate their achievement level. I would like to say that this student is at level 2 Advanced according to this piece of writing, but I feel this is inaccurate.

Ideas- r3/4
Structure and language –r3
Organisation- r3/4
Vocabulary- r2/3
Sentence structure-r4
Punctuation- r3
Spelling- r3

21/22=2P
23/24=2A

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While reading the articles Emilia & Tehseem observe that students need to have a knowledge of the topic they are going to be writing about, to be able to write effectively. Sharing of ideas and with their peers and teacher is important to their learning as learning is a social activity. Emilia & Tehseem were observing the teaching of writing in an Austrailian primary school, they oberseved the teacher, she was using a number of different approaches to teaching writing at one time in the classroom. I have found that this is common place in the schools that I have been in, the teacher caters for a number of different learning styles in their classroom. This will have to be adapted because of the more collaborative way we are teaching, and studenst are learning in todays classrooms.
The increasing number of ESOL students within school also has a strong influence on this.

Emilia, E., & Tehseem, T. (2013). A synthesis of approaches to teaching writing: A case study in an Australian primary school. Pakistan Journal Of Social Sciences (PJSS), 33(1), 121-135.

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Hi All
I have been looking at a few interesting articles around the different pedagogies of teaching writing.
Beach & Friendrich beieve that when a teacher responds to a students writing, it shoud be improve the overall quality of their writing. Many teachers (and peers) tend to respond to surface features in students writing, this does not help students to improve their writing overall, but just for the piece they are currently working on. They point out that feedback DURING the writing process has more of an impact....which goes in hand with the formative assessment theories (and practice) we have been participating in ourselves this term! Modelling from the teacher is also important as the students themselves often recipricate what they have seen, and this also helps the students to share their ideas and thoughts, and where reading is concerned the texts they are reading too!
From my readings I have found that many students percieve feedback on their writing to be negative, and we need to make sure that our teacher feedback in this area is postive to reinforce the students learning and enhance their writing ability. Comments made need to be reasonably open ended to help students revise their writing skills and self assessment should be encouraged to keep students engaged and help them to learn more effectively.

Beach, R, & Friedrich, T. (2006). Response to writing. In C.A. McArthur, S. Graham, & Fitzgerald, J (Eds.). Handbook of writing research. (p. 222-234). New York, NY. Guildford Press

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In response to Danny Brassell's article.

Hi Lana,
I just LOVE how Mr Hobbs uses student led interest as a key component to encourage students to want to read by allowing them to select their own reading material. I also think the incentives like the point systems is a fab idea. I do wonder, however, if the students are focusing on quantity rather than quality or range of material. I think maybe extendingthe point ssystem to include a range of genres and writing styles could be included. This way students may find a genre/style that they wouldn't otherwise know could interest them.
Rebecca

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My name is Emma Jackson. Sorry for the late response.

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What is your surname?
Amanda

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Hi Emma
Does Paris say whether there is an ideal order to learn the five Component skills?
I also wondered what would happen if a child was weaker in a certain area due to development issues? does the brain compensate by creating strengths in other areas?
I think I might go and have a read of this article, it sounds quite interesting.
Thanks Lana

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That's really interesting Bec, I like the thought of encouraging chn to focus on their inner 'TV' to visualize their writing. I had a look at the chapter by Susan De La Paz in the Handbook of Research and she pointed out also that most writers (including chn) engage in planning before writing, where they use drawings to generate their ideas. I've often seen new entrance teachers asking their chn to draw what they are writing about first, but I hadn't made the link that this might be a way to help them visualize and create ideas.
:) Lana

De La Paz, S., & McCutchen, D Handbook of research on learning and instruction (2011)

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The success of phonics in children who struggle with their reading development may be due to the fact that they are being explicitly taught letter-sound associations that they implicitly would not learn. Phonics though is underpinned by the ability of the student to hear sounds in words so phonemic awareness is the precursor to phonics. If a student is struggling to develop their phonic knowledge, then teachers should look at the students ability to hear sounds in words, without the print.

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After reading a number of research articles, I have compiled some of what I think will help us with our understanding of the theories of reading acquisition. (Sorry for the information overload but there was a lot of great information to give you!)
Paris discusses how reading development is the coordination and compilation of many component skills. He then goes on to list what he believes are five component skills essential to reading development. (Paris, 2005).
1. Alphabetic principle.
2. Phonemic awareness.
3. Fluency in oral reading.
4. Vocabulary learning.
5. Comprehension skills.
Together these skills together with the development of assembly and automation become the defining foundation for reading development.
Paris also states that he believes that children need to have a balance of both decoding and comprehension in their early instruction of reading as these elements interact with one another and may also compensate for each other while reading. (Paris, 2005).

Dr Beech's research article goes into detail about Ehri's theory of four phases of reading development. (Beech, 2005).
1. Pre- alphabetic
2. Partial alphabetic
3. Full alphabetic
4. Consolidated alphabetic.
The pre- alphabetic phase means learners will use visual features of words. They will have no letter to sound connections but will be able to show connections between visual feature cues of a word and their pronunciation representation to remember how to read them. (Beech, 2005).
During the partial alphabetic phase, the reader will be able to use a mixture of reading some letters in a word and will use these to attempt to pronounce the word. During this phase the first and last letters are the most important. At this stage it is important for the learner to have phonological knowledge as they are better at remembering the words and using visual memory to recall. (Beech, 2005).
Learners at the full alphabetic phase can form alphabetic connections and map graphemes to phonemes of 'sight words' ('sight words' are classified as words read several times). The students show more accuracy in their recognition of words and will now process the constituent letters. The will be able to read new words by blending the generated pronunciations. Important development in this phase towards using their 'sight word reading' over decoding the individual letters of a word. During this phase, children will be able to recognise some irregular spelling patterns of words (an example would be to notice silent letters within words), and will create strategies to make sense of these words. (Beech, 2005).
Finally when reading at the consolidated alphabetic phase, learners will be able to consolidate recurring letter patterns. (Example - ch est, instead of ch e s t). One advantage of this stage is the learner will be able to reduce their memory load of words due to this consolidation process. Shared letter patterns at this phase will help the learners reading, spelling and writing. Due to the process of accumulating 'sight word' knowledge the theory is that the learner will be able to acquire new words increasingly easy. (Beech, 2005).
Like Paris, Ehri emphasises that reading development is a progression to the point of automaticity and discusses how there are no age norms related to the above phases.
Important to note that it is essential for beginner readers to learn all the letters, including graphemes such as 'ch' and 'sh'.
Learners will need to develop awareness of phonemes and then relate this to their grapheme knowledge.
Major grapheme and phoneme connections particularly involving vowels need to be learned by full alphabetic stage.
Learners need to practice breaking down unfamiliar words by breaking down graphemes to form sounds.
Learning to spell is a key part of reading development. Important to start spelling by encouraging children to create appropriate graphemes from the constituent sounds.
Later phases should expand the learners knowledge to learning morphemes, affixes and families of related words.

Paris, S. G. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40(2), 184-202. doi:10.1598/RRQ.40.2.3

Beech, J. R. (2005). Ehri's model of phases of learning to read: A brief critique. Journal of Research in Reading, 28(1), 50-58. doi:10.1111/j.1467-9817.2005.00252.x

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The socio-cognitive theory is emphasized in Williams (2003) book. He discusses that linking writing to our social circles and community can be of use during writing acquisition. As students learn to make plans for their writing they must think about the audience (reader) it is intended for. This will usually be groups within their social sphere. It will also serve to help students discover what the context of their writing will be, and dependent on the readers, how they will aim to get their point across.  Using a particular group of society will provide students with a reason (purpose) for writing, show they can interpret events, respond to different groups, and share their knowledge.

Williams, D. (2003). Preparing to Teach Writing: Research, Theory, and Practice. Mahwah: United States of America. Lawrence Erlbaum Associates.

The Seminal Cognitive Model involved three phases to writing acquisition. These are planning, translating and then reviewing. Each phase increases in complexity throughout childhood development. De La Paz & McCutchen (2011) mentions Vygotsky's socia-cultural theory and the importance of targeted, specific scaffolded instruction when teaching through each of the above phases of writing. Scaffolding, especially during the planning phase, when assisted with graphic organizers or brainstorming sheets increased children's planning and lead to greater text improvement.

De La Paz, S., & McCutchen, D. (2011). Learning to write. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 32-54). New York, NY: Routledge.

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Hi all,
I have been reading Imagery and Text: A Dual Coding Theory of Reading and Writing (Sadoski, M., & Paivia, A., 2001). This theoretical model is based on the ‘theory of human cognition’. It emphasises the importance of reading and writing being taught in unison as many aspects are used within each.
• For example: Imagery is not only used in reading, but is also used when students are writing individual words, sentences, and while focusing on a larger context.
• Emotions are often a response from reading text, but writing to illicit emotional response is also used.
• Creativity is used within imagination while reading. Yet is also used within writing to convey messages.
I like the way this shows that both writing and reading can be used side by side to reinforce some of the key components of literacy.
Sadoski, M., & Paivio, A. (2001). Imagery and Text: A dual Coding Theory of Reading and Writing. Mahwah: United States of America. Lawrence Erlbaum Associates.

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This is from an interesting article written by a competent but extremely reluctant senior school reader. I realised once reading this we need to not only think about how to teach new readers but also find ways to motivate and encourage older reluctant readers.

"Mr. Hobbs did not motivate us with grand speeches like my drama teacher's or deliver belittling tirades like my football coach did. In his gentle, soft-spoken manner, Mr. Hobbs asked us to choose for ourselves what we wanted to read. It sounds silly, but most adults do not empower students with such responsibility. Mr. Hobbs did not judge what we chose to read but, rather, encouraged us all to find books that inspired our passions".
Mr* Hobbs's reading class routine
1. Provide a huge variety of high-interest books written for different ages, abilities, and interests.
2. Discuss what you, the teacher, are reading. Solicit volunteer feedback about what the students are reading.
3. Allow students to select books and read.
4. You, the teacher, read while students read.
5. When students complete a book, they bring the book to you. Ask the student some general questions about the book, When you are satisfied that the student has read the book, give the student credit for reading.
6. Develop a point system. For example, to earn an A in Mr, Hobbs's class, students needed to earn 20 points during the semester. A 100-page book was worth 1 point, and students earned an additional point for every 100 pages beyond 100 (e.g., a 300-page book would be worth 3 points).
7. Post the names and point totals of the top five readers in each class.
Mr. Hobbs's Extraordinary Approach to Teaching Reading

Author(s): Danny Brassell

Source: Journal of Adolescent & Adult Literacy, Vol. 50, No. 2 (Oct., 2006), pp. 92-95

Published by: Wiley on behalf of the International Reading Association

Stable URL: http://www.jstor.org/stable/40012320

Accessed: 03-08-2016 07:14 UTC

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Phonics:
I found this quote which got me thinking about looking into teaching approaches for ESL learners.
Explicit teaching of phonics promotes the reading of English, but not all languages use this training. However in English phonics clearly helps chn learn more quickly particularly those with reading difficulties.
Chn Literacy Development; A cross cultural perspective on learning to read & write. McBride, Catherine.

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Hello and welcome to our wonderful Padlet!! Add away my friends and we will work this out together!! xxxxx