Why is malinstruction still so prevalent?

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g.carter
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Why is malinstruction still so prevalent?

Post by g.carter » Sat Sep 25, 2010 12:43 am

This morning I got a call from a parent of a 5 year old Year 1 child who was lost in the 'look and say' instruction in her school - 'why is she bringing home words like 'carrot' and 'ice-cream' when she needs 'c - a - t'?

Her seven year old brother is 'reading' - but also guessing wildly - presumably when he reaches a word he cannot memorize.

Let's hope the forthcoming decodable test will focus the minds of schools on instruction.

cartwheel
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Location: USA

Re: Why is malinstruction still so prevalent?

Post by cartwheel » Sat Sep 25, 2010 3:34 am

I remember asking that question when my eldest started arriving home with books from kindergarten. I, however, was naive. I thought that c-a-t and th-e-n and c-a-m-p were being taught as such in the classroom, so I wondered why the books sent home didn't match that.

It wasn't until several years later, when my next child was in kindergarten, that I began asking questions about how reading was being taught at school.

Anne Mc Keefry
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Joined: Sat Nov 01, 2003 8:35 pm
Location: Co Down

Re: Why is malinstruction still so prevalent?

Post by Anne Mc Keefry » Sat Sep 25, 2010 7:42 pm

Sadly far too many schools are still following this approach. The following is guidance from one of the Ed boards in N. Ireland.

What strategies/ skills/ are you teaching? Teaching Approach What texts will you use? How and when will you assess reading strategies? How often will you work with a group? How will you manage each group? Home Reading
Dependent on current learning intention.
(See indicators of progress in language and Literacy in foundation stage)
Modelled
Shared
Group Emergent
Guided Enlarged text or part of text, within their level of comprehension
Enlarged text or part of text, which may be above independent reading level.
Individual copies of the same text
containing:
highly supportive illustrations and predictable pattern language.
Individual copies of the same text.
Text should be unfamiliar and
at instructional level, i.e. which children can read with 90-94% accuracy)
Observing children’s level of engagement
Observing children’s participation and
appropriateness of contributions
Monitor progress:
-consolidation of learning from modelled and shared reading
-use of strategies such as pictures cues, repetitive phrasing, prior knowledge
-ability to talk about what they have read
(ref: pg 11 When are children ready for guided reading?)
Monitor progress to assess: consolidation of learning from modelled and shared reading
- independent use of strategies to actively problem-solve text
- developing understanding and making connections
- explore themes and ideas
(See pp12-14)
Use of running records when appropriate 2 -3 times per week Approx. 10mins
(By term 2, Year 2,(Year 1 in England) if children are still working at group emergent stage they will need additional support)
2-3 times per week Approx 15 mins
Whole-class –teacher reads, demonstrating reading process
(ref: pg 2)
Whole-class or small group
Teacher and children read
(ref: pg 3-9)
Small group
Teacher introduces text;
children work through text with the guidance of the teacher
(ref: DVD Lang. and Lit. in foundation stage)
Ability groups, (max 8 chn.)
-Teacher introduces text and reminds children of strategies
children read by themselves, to themselves
-teacher observes and guides at the point of need
It is not necessary to focus on each child in each session
Following reading, return to text and discuss with whole-group (ref. pg 12-15)
While teacher works with one group, other children work independently, e.g. using a task board. (ref: pg 16) Supporting modelled and shared reading, parents read to and with their children from a range of texts, e.g. library books and familiar texts
Familiar texts for children to share with parents, and ideas for parents to support learning.
Independent texts, i.e. which children can read with 95% + accuracy and ideas for parents to support learning

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Debbie Hepplewhite
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Re: Why is malinstruction still so prevalent?

Post by Debbie Hepplewhite » Sat Sep 25, 2010 9:36 pm

Not a single word about monitoring code knowledge or blending skill.

And so complicated.

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