ERIC ED436736: Using Patterns of Responding to "Follow the Child."

9 Pages·1997·0.28 MB·English

by  ERIC

DOCUMENT RESUME
CS 013 788
ED 436 736
Estice, Rose Mary
AUTHOR
Using Patterns of Responding to "Follow the Child."
TITLE
Reading Recovery Council of North America, Columbus, OH.
INSTITUTION
1997-00-00
PUB DATE
7p.; This article appears in ED 435 969.
NOTE
Journal Articles (080)
Teacher (052)
Classroom
Guides
PUB TYPE
Running Record; v9 n2 p1,6-7,12-13 Spr 1997
JOURNAL CIT
MF01/PC01 Plus Postage.
EDRS PRICE
Classroom Techniques; Data Collection; *Early Intervention;
DESCRIPTORS
Instructional Effectiveness; *Observation; Primary
Education; *Reading Difficulties; *Reading Instruction;
*Student Needs; *Teacher Role
*Reading Recovery Projects
IDENTIFIERS
ABSTRACT
Reading Recovery teachers can determine the child's literacy
performance by using patterns of responding, that is, what the child mostly
does in reading and writing. The child's performance informs the teaching,
and close observation is the key to being able to "follow the child."
Observation is central to the idea of following the child. "Following the
child" means observing what the child can do, determining what the child
needs to learn to do, and providing appropriate learning opportunities.
Reading Recovery teachers look for patterns of responding across the lesson
to inform their teaching. Running records taken during a lesson provide
examples of patterns of responses that inform teaching priorities, in
particular the child's processing problems. Detailed analysis of two running
records illustrates the process the teacher may go through to determine what
the child can do and needs to learn to do: summarize the running record; look
for patterns of responding; and provide learning opportunities that will move
the child forward in the reading process. Contains 2 running records.
(RS)
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from the original document.
Using Patterns of Responding to "Follow the Child."
by Rose Mary Estice
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.__..'
Running \IV \N \/ \I V \i
Record
READING
A Review of Theory and Practice for
RECOVERY'
Reading Recovery Teachers
COUNCIL
Spring 1997 Volume 9
No. 2
OP NORTH AMERICA
In This Issue
Using Patterns of Responding to
...
Using Patterns of Responding to
"Follow the Child"
"Follow the Child"
1
Rose Mary Estice, Clinical Trainer of Teacher Leaders
Teaching and Learning: Our
The Ohio State University
Experience in Reading Recovery 2
Editor's Corner
"With problem readers it is not
3
Reading Recovery, an individualized
pro-
enough for the teacher to have rapport, to
gram which builds on the child's specific
INTERNATIONAL EXPERIENCES
generate interesting tasks and generally to
strengths. However, teachers need to have
A Taste of Japanese Hospitality
8
be a good teacher. The teacher must be
a clear understanding of what "following
Making Connections across
able to design a superbly sequenced pro-
the child" means.
the Pond
8
gramme determined by the child's perfor-
For example, "following the child" is
Manejando, iVolando! en el
mance, and to make highly skilled deci-
not following the child to ineffective
autopista de Sacramento...
sions moment by moment during the les-
11
responses. If the child's only attempt at
son" (Clay, 1993b, p. 9).
unknown words is to sound them out
or to
A Change of Course
14
Reading Recovery teachers can deter-
skip their', the teacher would not ignore
Volunteers for Reading
14
mine, "the child's literacy performance," by
these ineffective behaviors; rather, she
using patterns of responding, that is, what
would provide the child with alternative
Descubriendo La Lectura
the child mostly does in reading and writ-
behaviors. "Following the child" does not
in California
15
ing. The child's performance informs the
mean following him/her to a dead end. If
What Does Learning to Tap Dance
teaching, and close observation is the key
the child generates only short, safe stories.
Have in Common with Reading
to being able to "follow the child."
learning opportunities are very limited.
Recovery?
16
In Reading Recovery training classes,
Instead, the teacher would assist in extend-
continuing contact sessions. and other pro-
ing the original story or engaging the child
Salad Days
17
fessional development opportunities, teach-
in genuine conversations that results in
ers often talk of "following the child."
North American
more interesting and complex stories.
Certainly that concept is appropriate in
Leadership Academy
17
continued on page 6
The Last Word
20
The Running Record
Submission of articles, teaching anecdotes,
and poetry are welcome; all submissions will
go through a review process. Please enclose
a self- addressed, stamped envelope for cor-
respondence. Send submissions to:
Judith C. Neal. Editor
The Running Record
California State University. Fresno
School of Education & Human Development
5005 N. Maple
Fresno. CA 93740
FAX [phone]
Email [email protected]
Reprinting of The Running Record is
permitted for official use by Reading
Recovery training sites in the execution of
their Reading Recovery duties. Reprinting
for any other purpose is prohibited without
written permission of the Reading Recovery
\.Council of North America.
3
,Page
6 The Running Record N-V.N1
Spring 1997
Using
Patterns of Responding to "Follow the Child"
continued from front page'
Similarly, "following the child" does
Observing and using patterns of
recording. and teaching. and the child
not mean allowing unlimited free choice in
responding
learning. and independently problem -solv-
selecting familiar books to read. If the
ing (see figure below).
Patterns of responding are simply
child continues to choose books that are so
what the child mostly does. Priorities in
Observing (T)
easy he/she doesn't have to look at the
teaching need to impact the child's
current
print, or those that are not familiar enough
way of responding. what he/she usually
to provide opportunities to read fluently
does at difficulty or at error. It is not help-
with phrasing. the teacher would remove
ful to teach to what happens only occa-
Inde
those books from the ones to be selected.
sionally or to what is under control with
Prob
an
The teacher would provide choices by
(C)
occasional lapse. It is not helpful to talk
carefully pre-selecting those books that
only about self-corrections. To really make
A
best provide practice for orchestrating the
a difference in a child's problem-solving.
range of strategies the child controls and
the teacher will attend to the major pat-
then allow the child to choose from those.
terns of responding, not to the exceptions.
Lear
In "following the child?' the Reading
In addition, the teacher will attend to the
(C)
Recovery teacher thinks beyond the word
child's processing and not just to helping
or book to be read or the story to be writ-
the child get the word right.
ten. The teacher will make decisions based
The teacher will look for patterns of
on the child's current ways of responding
responding across the lesson to inform her
T = Teacher
C = Child
and provide opportunities for this child to
teaching. Here, I will use running records
learn.
The teacher observes the child reading
to explore the concept in some depth. since
The Role of Observation
and writing, and she records the child's
it is in the running records that patterns of
Observation is central to the idea of
behavior on the lesson records. From these
responding are most easily seen. Clay
"following the child." One of the assump-
recorded observations, the teacher deter-
states that we can infer from the child's
tions upon which Clay founded Reading
mines her teaching priorities and teaches
errors, self-corrections and comments
Recovery is, ". .
. that a programme for a
for strategies. The child responds to the
much of what he/she is attending to. The
child having difficulty learning to read
teaching and at first may inconsistently
learning work is captured in a running
should be based on a detailed observation
apply the new learning but, given more
record (Clay, 1993).
of that child as a reader and a writer, with
opportunities, the new problem-solving
In order to see a pattern of respond-
particular attention to what that child can
behavior becomes independent; that is, the
ing, every error and self-correction must
do. The programme will work out of these
child uses strategies to problem- solve
be analyzed. A true picture of the child as
strengths and not waste time teaching any-
without prompts from the teacher.
a reader is not possible without a complete
thing already known" (Clay, 1993b, p. 7).
Behaviors related to this shift in learn-
analysis. After all the errors are analyzed.
In other words, "following the child"
ing are observed and recorded and the
patterns of how the cues are used and
means observing what the child can do,
teacher again considers what the child can
neglected can be determined. Additionally.
determining what the child needs to learn
do and what he/she needs to learn to do
the teacher may notice patterns such as re-
. to
do, and providing appropriate learning
next in order to determine subsequent
reading to problem-solve, appealing for
opportunities.
teaching priorities. This diagram illustrates
help, checking to confirm, and the moni-
Clearly, recording observations on
the essential process but is not intended to
toring of errors without actually solving
instructional records is critical. If the
over-simplify what happens over time. The
them. Such patterns of behavior, too, can
teacher does not have good records of her
process is not necessarily always in one
inform the teaching.
observations, it will be difficult to "follow
direction; however, the diagram may be
Clay suggests that the running record
the child." Additionally, thorough analysis
useful in supporting conversations about
be checked to detect processing problems
of the records is important. Careful think-
shifts in teaching and learning.
and other potential learning points (Clay
ing about what the child is mostly doing,
According to Clay, "What the teacher
1993b). The running records below pro-
and neglecting to do, will enable the
will do is set some priorities as to which
vide examples of patterns of responses that
teacher to make good decisions for teach-
kinds of new learning she will attend to
inform the teaching priorities, in particular
--
ing on the run and for subsequent teaching.
just one or two things--and let the other
the child's processing problems.
An on-going analysis of records is neces-
behaviours that were incorrect go unat-
What the child can do
sary as shifts in learning are recorded; this
tended at this time" (Clay, 1993b, p.15).
Nicholas. the reader of One Sock. Two
leads to shifts in teaching, since the
How does the teacher use all of her obser-
Socks (Running Record #1) can sometimes
teacher must always ask herself, "What
vations to come up with just a few priori-
make all the cues match and sometimes
next does this child need to learn?" The
ties? The answer to that question may be
search for further visual information to
on-going process that leads to shifts in
found in the title, "Using Patterns of
self-correct after using some visual infor-
both teaching and learning over time might
Responding to 'Follow the Child."'
mation in the first attempt. He can monitor
be viewed as the teacher observing,
continued on next page)
NNN
7
Spring 1997 page
The Running Record
continued from previous page
have been long established, but it is appar-
the cues match (msv)
Some making
ent from Nicholas' reading behavior that
Some searching further visual infor-
many of his errors and often attempts an
this pattern needs to be established or re-
unknown word by sounding the initial let-
mation to self correct
established now. The teacher will need to
Neglecting meaning and structure at
ter. (Nicholas also cross-checked on cues
select the clearest, easiest, most memo-
once and corrected both an insertion and
difficulty.
rable examples with which to establish the
an omission. These behaviors indicate
Pattern of Responding
new response (Clay, 1993b). In this case,
Nicholas consistently articulated the
low-level kinds of processing that are
the new response is thinking about the
first sound of unknown words and waited
essentially under control, infrequent, and
for tolds: seven/nine errors were tolds.
self-reinforcing for the child; there is no story and re-reading at point of difficulty.
Learning Opportunities
Nicholas must initiate searching for cues
need to attend to them or even to note
The processing problem here is of
and use more than a single source of infor-
them.)
What the child needs to learn to do
great concern because Nicholas is not
mation. "Children who fail to search also
fail to learn how to use cues effectively
often initiating problem-solving beyond
Nicholas needs to initiate problem-
and do not develop error-correction tech-
articulating the sound of the first letter of
solving beyond sounding the first letter
niques" (Clay, 1991, p. 299).
the unknown word. The roles of the
when he comes to difficulty rather than
After the running record, Nicholas'
teacher and the child are clear. "I'll just try
waiting for a told. Specifically, he needs to
teacher can focus on searching for cues at
the first letter and then the teacher will
learn to think about the story and re-read
help me." When writing about early read- point of difficulty in order to address this
in order to search for meaning and struc-
ing behaviors, Clay stresses that the child child's processing problem; it will be
ture cues. (Nicholas also needs to use
important to select powerful examples.
must initiate reading work: "Be careful
more than the initial letter to problem-
Page 12 seems to be a good place to return
not to establish a pattern where the child
solve increasingly complex text; however,
to because the picture supports the mean-
waits for the teacher to do the work This
the passive mode of waiting for tolds is so
ing and the child achieved a stretch of
is the point at which the child must learn
critical that full attention is needed to get a
accurate reading up to the errors. While
that he must work at difficulty, take some
shift there first.)
Analysis of errors and self-corrections
the unknown words were told during the
initiative, make some links. It is the gener-
running record (the most neutral response
al principle that needs to be established at
The summary at the top of this run-
on the teacher's part), the point to be made
ning record contains the following infor- this time and it does not matter which
after the running record is what to do the
types of cues the child uses" (Clay, 1993b,
mation:
next time there is a tricky part. "What
Mostly uses visual information, often
p. 40).
just the first letter
The initiating of reading work should
continued on page 12
Running Record #1 Accurate Reading ...
One Sock, Two Socks
Level 12
Pg 9
93% sc 1:3
4
Nicholas
A'
played
I T and
pulled
pulled
He
Level 12
One Sock, Two Socks
Pg 10 A I t-
t-
Pg 2
doing_
r-
tired
:T
made
him
It
-
I
Tim
getting T for
school
was ready
IA!
4
4
4
Accurate Reading
Pg 3
car on the
bed
T
pushed
He his
I
J
started
Pg 4 v
J._
,/
Accurate Reading ...
to play with his
Then he stopped
car
toy
\
Pg 11
Accurate Reading
Pg 5
be time
Soon -
go
to
will
T
it
I sc L
Pg 6
4
did
si
Ni
hurry
like
Tim didn't
to
to
school
I
R
sc
Accurate Reading ...
He put on
pants
blue
his
under sc
Pg 12
4
4
the
sc
R R.
It wasn't
there
He played
car
with
his
1
a-
Ni
N,
Pg
J
7
4
Ni
i
He looked
around T
sock
all
No
Tick - tock
said
the clock
u-
A
V.
N.
sc
mom
He looked
under.
T
bed
his
Hurry
said
mother
his
V
V
Pg 8
Accurate Reading
sock
No
Accurate Reading
Pg 13
5
AI
Page 12
The Running Record V \
Spring 1997
(Using
Patterns of Responding to "Follow
the Child"
continued from page 7
The child reading to himself knows
or
medial letters) after making all
the cues
word did I help you with on this page? Try
when he is more or less correct because
match in the initial attempt.
'one of the beautiful advantages of read-
it again and if you get stuck, think about
Analysis of errors and self-corrections
ing sense is that it provides its own feed-
what is happening in the story and start
The summary at the top of this
run-
back' (Smith, 1978). One way to
over."
ning record contains the following
infor-
describe this independence is that the
Prompting consistently for initiation
mation:
child has learned how to work out new
of problem-solving on both the running
Using all three cues and mostly mak-
parts of messages for himself. He finds
record books and the new books for the
ing them match
this activity rewarding. Once the child
next few days will help Nicholas move
learns to search for cues to a word the
Neglecting final letters as visual
cues.
toward independent problem-solving.
reinforcement lies within the reading
Pattern of Responding
"Every time you get stuck, don't just sit
process, in the agreement he can achieve
Consistently Brittany used all three
between all those signals and messages
and wait. Think about the story and quick-
cues in an integrated way to read this text.
in the code. He no longer needs as much
ly go back to the beginning."
She did not notice errors that fit all
cues
outside help to confirm whether his
Teachers may be tempted to return to
but were a mismatch visually in
terms of
response is right or wrong. The activity
going/getting, started/stopped, or
the final letters.
of making all the cues fit, which is the
played/pulled to try for self-correction.
Learning Opportunities
challenge of the task, and eliminating
These examples represent good attempts
To read increasingly complex
any misfit, is rewarding to the child who
text,
up to the error and demonstrate that
Brittany must learn to first monitor and
succeeds. (Clay, 1991, p. 254).
Nicholas can use more than the visual
What the child can do
then search for further visual information
information. The priority, however, must
Brittany can use all three cueing
when errors fit all three cues. The
process-
be on the bigger pattern of not initiating
sources and mostly makes them match.
ing problem here is not the
errors, but
problem-solving beyond sounding the first
She re-reads to self-correct, to confirm,
neglecting to monitor the errors. The
letter and not incorporating re-reading
as a
and after a told. She can make multiple
teacher will think again about what would
way to search for meaning and structure,
attempts at difficulty.
be the clearest, easiest, most memorable
ways of processing that may hinder the
What the child needs to learn to do
example with which to establish this
new
child's progress.
Brittany needs to learn to monitor
response of monitoring. "Effective moni-
The self-corrections were easy ones
errors in which there are visual mismatch-
toring is a highly skilled
process construct-
for Nicholas and illustrate the kinds of
pro-
es of final or medial letters. In order to
ed over many years of reading. It begins
cessing that are independent and thus self-
self-correct errors, she needs to learn to
early but must be continually adapted
to
reinforcing:
search for further visual information (final
continued on next page
Running Record #2
Rosie At The Zoo Level 13
V
V
Ni
Brittany
93% sc 1:5
walked up and
down
Rosie At the Zoo
Level 13
...
Accurate Reading
...
Pg 2
Accurate Reading
...
Pg 5
Accurate Reading
J
J
monkey
did I dude i
V
R
cried
V
Let's go and see the monkeys
don't
she said
like
j T
I
lions
I
...
Accurate Reading
...
Pg 6
Accurate Reading
Pg 3
\
We lifted
Rosie
up.
too me too
me
V see
V
...
Pg 7
Accurate Reading
11_
monkeys said
like
Rosie
I
...
Pg 8
Accurate Reading
lion.
.1
Let's go and see the
lions
thing
thifi
lifted
It
up
its
trunk
...
Accurate Reading
Pg 4
WOOOOSH I T
N
We lifted
Rosie up
...
.j
Accurate Reading
She looked
at
the
lion
sorry wash
NI
N'
But you
did
get
a
shower
NNN Spring 1997 Page 13
The Running Record
"Follow the Child"
of Responding to
Using Patterns
re-reading to search, no self-correc-
the precise correct response" (Clay, 1991,
continued from previous page
tion
p. 343).
challenges in texts" (Clay,
re-reading, no searching (repeating
encompass new
Returning to the error see/like proba-
1993b, p. 41).
original error after re-reading)
bly would not help Brittany learn more
Brittany needs to adapt her monitoring
re-reading to confirm
substitution is
about problem-solving. This
visual information
no re-reading to problem-solve
to incorporate more
occasional lapse where-
an example of an
of words. The
than just the beginnings
problem-solve
no re-reading needed to
by cues were not cross-checked one
probably
clearest examples to return to
taking words apart
against another. Brittany has a strong pat-
would not be monkey/monkeys and
comments about processing.
match so
tern of making all three cues
the
lion/lions. The only difference between
been
cross-checking on cues in general has
substitu-
word in the text and the child's
Finally, the "Learning Opportunities"
superseded by better quality substitutions
is likely that
tion is the very last letter. It
sections were included to illustrate the
her
(Clay, 1993b). Brittany self-corrected
word ending.
this child knows about s as a
possible rationale for selecting (and not
reinforced
reading a few times and thus
time
She may read it accurately the next
selecting) teaching points for these partic-
before,
her own processing. As mentioned
made
without even realizing she had ever
ular running records. The teaching points
teacher
it is usually not necessary for the
goal is independent
they would
an error. Since the
are in the wrong order here, as
to attend to such examples.
problem-solving on increasingly difficult
have been selected before any detailed
deci-
Analysis of processing for teacher
think about learning
text, the teacher will
analysis was done. However, with hard
sion-making
opportunities to help Brittany reach that
work and experience, it is amazing how
The detailed analysis of the above two
would
goal. Returning to monkey and lion
quickly teachers can select teaching points
the
running records is intended to illustrate
about reading
not help Brittany learn more
which reflect the processing problems.
through to
process the teacher may go
When analyzing the running record after
complex text.
determine what the child can do and
If, on the other hand, the teacher
the lesson, it is helpful to also think about
needs to learn to do;
returned to thing/trunk or sorry
the teaching points and the prompts used
summarize the running record;
wash/shower by asking the child to, "Try
rationales
to return to them. In this way,
look for patterns of responding;
this page (or part of a page) again," and
and the level of prompts can be considered
will
provide learning opportunities that
then prompted for monitoring at a high
and selecting future teaching points will
in the reading
move the child forward
level, Brittany would be learning more
become easier.
process.
about adapting her monitoring strategies.
"The teacher has a general theory in
A few notes of clarification seem to
"Were you right? Try that again and think
her head about children's responding. This
child
be in order. The sections "What the
what would look right." The child would
is a theory she should check against what
child needs to
can do," and, "What the
slow down a bit and check the words in
she is able to observe and infer from the
learn to do," are examples of what the
if Brittany
terms of how they looked. Even
individual child's responding, and which
completes
teacher may be thinking as she
could not correct the error, it is important
the
she should be prepared to change if
neglect-
her analysis of cues used and cues
noticing it.
although reading
to reinforce and encourage
two are in conflict. So
of
ed and prepares to write the "Analysis
Self-corrections will not occur if there is
behaviours are only signals of the inner
of
Errors and Self-Corrections" at the top
"Children
no monitoring first. Clay states,
control over reading that a child is devel-
the running record. The "Analysis of
monitor
must be given the responsibility to
oping, they are important signals which
Errors and Self-Corrections" sections are
their own text behaviour, guided by mean-
teachers should notice and think about"
provided as examples of the summaries at
ing. This mainly involves pausing on the
(Clay, 1991. p. 233).
these
the top of the running records for
if expect-
part of the teacher or parent as
References
emerging
children. Notice that patterns are
ing the child to solve the problem or
Becoming Literate: The con-
Clay. M. M. (1991).
of
here. It is not helpful to note every kind
NH:
prompting them to check" (Clay. 1991, p.
struction of inner control.Portsmouth.
cross-checking on
error, self-correction, or
Heinemann.
336).
look for what
cues (if applicable). Instead
Clay. M. M. (1993). An observation survey of
In addition, it may be helpful if the
Portsmouth.
the child mostly uses and mostly
NH:
early literacy achievement.
teacher returned to the reading work of did
neglectsthe patterns of responding.
Heinemann.
dude/don't. Here Brittany did monitor her
Clay. M. M. 11993). Reading Recovery: A guide-
The "Patterns of Responding" sec-
reading when her first attempt fit all three
book for teachers in training. Portsmouth.
tions also illustrate patterns of behavior
right. (She
cues. but didn't look completely
NH: Heinemann.
that may support or hinder processing.
Cowley. J. (19841. Rosie at the Ziw: Wellington.
probably noticed do.) It would be impor-
When analyzing running records note the
New Zealand: P.D. Hasselberg, Government
tant to praise the noticing as well as the
presence or absence of:
Printer. Department of Education Wellington.
multiple attempts even though the error
Toronto.
Owens J. (1987). One Sock. Two Socks:
monitoring
was not self-corrected. In this way, the
Canada: Gage Educational Publishing.
appeals/tolds
processing is being supported. "The
Understanding Reading: 2nd
Smith. F. t1978).
re-reading before appeals/tolds
Edition. New York, NY: Holt. Rinehart and
teacher is more concerned to reinforce
re-reading after colds
Winston.
how the child worked to get to the
re-reading to search and self-correct
response than whether the child arrived at
ERIC
U.S. Department of Education
Office of Educational Research and Improvement (OERI)
National Library of Education (NLE)
Educational Resources Information Center (ERIC)
REPRODUCTION RELEASE
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Author(s):
Publication Date:
Corporate Source:
1997
/&'
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