What did we discuss:
We began by reviewing a recently completed running record for the target students. We were looking for trends and tendencies that could be used to direct further teaching. One example showed that the student needs further practice reading for meaning, relying heavily on visual cues when decoding.
We then went through several key strategies that could be used for explcit teaching when helping the studnt to decode words that they are unfamiliar with. One key strategy was to look at natural chunks in words and ask the student - "which letters say...?" and then following this up with "what does....spell? In doing this students will learn spelling rules and make connections with written and spoken words.
We also touched on 'Kiwi speak' and how New Zealanders tend to pronounce words differently to how they are presented on paper. The key here is to bring the readers attention to it by looking at the letter combinations and how we say them in NZ compared to how they might sound in other countries.
To help read for meaning, the specialist also talked about how texts can be broken down into very small parts. In doing so, students will learn that the generation of meaning is something that happens in small steps as we go. We also made links to how this might look when teaching visualisation.
Next Steps:
- Dedicate additional time to see this student one on one.
- Choose texts that interest the student at instructional level
- Examine difficult words, using the strategy of looking at what do the letters say/spell
- Branch off from hear if necessary.
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