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Marie Clay

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by

Kiara Somerville

on 2 May 2014

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Transcript of Marie Clay

References
Concepts about print
Literacy Development
Running Records
Reading Recovery
Marie Clay
Emergent Literacy
Emergent Literacy
Marie Clay
Who is Marie Clay?
Born
Education

Beliefs!
belief and Philosophy
"Can we see the process of learning to read and write going astray close to the onset of instruction?"
Marie Clay has changed the way educators look at their low achieving students.
Some Notebalbe works...
Majored in Education at the University of New New Zealand.
Masters in 1948
Studied Clinical/Child Psychology at University of Minnesota
1966, PhD at the University of Auckland
Dame Marie Mildred Clay, DBE, FRSNZ
January 3, 1926
Wellington, New Zealand
"Learning to Be Learning Disabled"(1987)
Looks at issues of identification, assessments,
and teaching students with learning disabilities.

"An Observation Survey of Early Literacy Acheivement"(1993)
Poses the question: "Can we see the process of learning to
read and write going astray close to the onset of instruction.

"Becoming Literate:The Construction of Inner Conrol"
(1991)
Marie Clay examined the possibility of achievement
for our struggling students when we (educators)
changed the design and delivery of traditional
education for children we found hard to teach.
(1993, Clay)
Good classroom teaching can be complemented
by intervention programs aimed at helping
our low-achieving students in their oral
language and writing. As well as, teaching
learning interactions that accommodate
individuals with diverse starting points (what
they bring to the class) and rates of learning.
Emergent Literacy believes that the student/child acquires some
knowledge about language, reading, and writing before coming
to school.
Literacy Development
Concepts of Print
Running Records
Reading Recovery (BIG BIG BIG for our students)
Is a first grade intervention program for low achievers.
30 minute daily, one on one tutoring sessions
Involve specific components such as (Rereading familiar books, independently reading previously introduced books, teaching decoding and comprehension strategies,writing sentences, reading a new book with supports)
Last 12-30 weeks, depending on progress
75% of students whom take the program reach grade-level literacy standards
Increase likelihood of success
Create a basic understanding about
the way print works, including the
direction of print, spacing, punctuation,
letters, and words.
Concepts about Print Test (CAP) assess young children's understanding of three concepts about written language:
Book orientation concepts
directionality concepts
letter and word concepts
The test is administered individually for 10 minutes
Includes 24 items
The development of students is a continuum that has 3 stages: Emergent, Beginning, and Fluent.
The three stages have two categories.
Reading
Writing
emergent Literacy
Begins at infancy. Through noticing environmental print and development concepts about print, children learn that speech can be written down. They notice how their parents and teachers write words (from left to right, top to bottom).
Identify some letters
pretend to read
show interest in books
use picture cues and predictable patters in books to retell stories.
Classroom assessment tool.
Keeps record of a students oral reading to analyze the students ability to solve reading problems.
Assess a students word identification and reading fluency. By calculating the percentage of words the child reads correctly and looking at miscues, and oral responses that due not match the text the teacher is able to identify the students instructional level.
Determine whether a book is too difficult for a student!
Gaffney, Janet S., and Billie Askew. "Marie Clay." Marie Clay. N.p., n.d. Web. 2 Apr. 2014. <http://readingrecovery.org/reading-recovery/teaching-children/marie-clay>.

Tompkins, Gail E. Literacy in the Early Grades: A Successful Start for PreK-4 Readers and Writers. S.I.:Prentice Hall, 2014. Print.
Full transcript