EDEE 212 Final
EDEE 212
Assignment 1 Part B
Maryanne Griffith
Student No: 220094471
Semester 2, 2013
John is a nearly seven year old student in year one. On 12/4/07, he completed a running reading of ‘Little Teddy Helps Mouse’, which is a level five reader. Running Records capture what young readers said and did while reading continuous text, usually little short stories
(Clay M. , 2002)Outlined below is a recorded tally of his reading and an analysis and suggestions of the next step in advancing Johns reading.
Strengths
John presented with many strengths during his reading of Little Teddy helps Mouse. John received an accuracy level of 98%, which would indicate that John finds this level of reading easy. (Clay, 2002) As well as using the structural and visual information in the text, John was able to form meaningful sentences. John presented as a confident and enthusiastic reader that attempted all words within the reading. Upon questioning before reading John was able to identify that, Little Teddy may be taking Mouse home to clean him up after Mouse had become ‘bogged in the puddle. This assumption shows that John is able to use semantic cueing, signifying that he takes meanings from knowledge about the world, from books heard read aloud and from personal experiences (Hill, 2012, p. 163). This is possibly a scenario, which has happened to him, and he is able to relate his prior knowledge and experience to the situation indicating that John is taking visual meaning from the text. John showed strong selfcorrection techniques. According to Clay (2001) self-corrections, occur when the reader misreads a text and without prompts or signals from another reader, stops and corrects the mistake (Hill, 2012). Early readers learn to attend to the alphabetic code and seek out and search for meaning (Hill, 2012, p. 196). John is showing advancing ability to take on the four roles of a reader. The four roles according to Freebody and Luke (as cited Hill, 2012) are a code breaker, meaning
Assignment 1 Part B
Maryanne Griffith
Student No: 220094471
Semester 2, 2013
John is a nearly seven year old student in year one. On 12/4/07, he completed a running reading of ‘Little Teddy Helps Mouse’, which is a level five reader. Running Records capture what young readers said and did while reading continuous text, usually little short stories
(Clay M. , 2002)Outlined below is a recorded tally of his reading and an analysis and suggestions of the next step in advancing Johns reading.
Strengths
John presented with many strengths during his reading of Little Teddy helps Mouse. John received an accuracy level of 98%, which would indicate that John finds this level of reading easy. (Clay, 2002) As well as using the structural and visual information in the text, John was able to form meaningful sentences. John presented as a confident and enthusiastic reader that attempted all words within the reading. Upon questioning before reading John was able to identify that, Little Teddy may be taking Mouse home to clean him up after Mouse had become ‘bogged in the puddle. This assumption shows that John is able to use semantic cueing, signifying that he takes meanings from knowledge about the world, from books heard read aloud and from personal experiences (Hill, 2012, p. 163). This is possibly a scenario, which has happened to him, and he is able to relate his prior knowledge and experience to the situation indicating that John is taking visual meaning from the text. John showed strong selfcorrection techniques. According to Clay (2001) self-corrections, occur when the reader misreads a text and without prompts or signals from another reader, stops and corrects the mistake (Hill, 2012). Early readers learn to attend to the alphabetic code and seek out and search for meaning (Hill, 2012, p. 196). John is showing advancing ability to take on the four roles of a reader. The four roles according to Freebody and Luke (as cited Hill, 2012) are a code breaker, meaning
References: Clay, M. (2002). Taking records of reading continuous texts ' 2nd edition. In An observation survey : of early literacy achievement (pp Clay, M. M. (2002). 'Taking records of reading continuous texts '. In M. M. Clay, An observation survey : of early literacy achievement (p Clay, M. M. (2005). Finding and Using the Information in the Print '. In Literacy lessons designed for individuals (pp Hill, S. (2012). Portsmouth, N.H. : Heinemann,n. In S. Hill, Portsmouth, N.H. : Heinemann,.