Roaming Around the Known - Reading Recovery Council of North ...

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Dr. Salli Forbes
University of Northern Iowa
Dr. Connie Briggs
Texas Woman’s University
Roaming Around the Known
A Foundation for Accelerated Learning

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Objectives of this session
•Participants will understand the
key concepts of Roaming Around
the Known.
•Participants will understand how
these key concepts provide the
opportunity for accelerated
learning.

Key Concepts of
Roaming Around the Known
•Work within the child’s
known
•Observe sensitively
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•Work with continuous text
•Co-construct literacy
tasks
•Actively engage the child
in reading and writing
•Converse with the child

+ Preparing to work within a child’s
known
•Observation Survey and Summary
•Finding Readable Texts
•Record of Oral Language
•Prediction of Progress
•Create a data card of the child’s known
•Personal Information
•Data Card

Work within the child’s known
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“Stay with what the
child already knows
how to do.”
LLDI Part 1, p. 32

Work within the child’s known
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“…the brain always
reacts to the
environment.”
Zull, 2011, p. 63

Work with the child’s known
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“Do not deliberately
teach him any new
items or processes.”
LLDI Part 1, p. 32

Work with the child’s known
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“Build fluency on the
very little he knows.”
LLDI Part 1, p. 34

Work with the child’s known
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“At the end of the period
the child will feel
comfortable with a small
body of knowledge and
confident to use this as a
springboard for trying new
things when the instruction
starts. This is a firm
foundation on which to
build.”
LLDI Part 1, pp. 32-33

Observe sensitively
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The Observation
Survey is a starting
point, but it does not
provide enough
information.

Observe sensitively
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“New behaviours
may appear.”
LLDI Part 1, p. 36

Observe sensitively
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“The teacher is free to
observe the child
without the need to
record all that occurs
or to think particularly
of her next teaching
moves, although
making notes is
necessary.”
LLDI Part 1, p. 36

Work with continuous text
(in reading and writing)
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“Encourage his
participation in
reading.”
LLDI Part 1, p. 35
“Encourage his
participation in
writing.”
LLDI Part 1, p. 36

Work with continuous text
(in reading and writing)
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“This seems to give
the child the feeling
that he is ‘really
reading and writing.”
LLDI Part 1, p. 32

Work with continuous text
(in reading and writing)
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“This purposeful
kind of integration is
also used to create
language. It must
occur when we write
or speak.”
Zull, 2011, p. 92

Co-construct Tasks
(task-sharing)
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“There should be a
balance between
receiving knowledge
and using
knowledge.”
Zull, 2002, p. 45

Co-construct Tasks
(task-sharing)
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“Aim to have the
child in control of
some key activities.”
LLDI Part 1, p. 35

Actively engage the child in
reading and writing
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“Being sensitive to
the learner’s thinking
allows the teacher to
draw the child’s
attention to many
things.”
LLDI Part 1, p. 34

Actively engage the child in
reading and writing
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“Learning takes
place through action,
but it is driven by
emotion.”
Zull, 2011, p. 54

Actively engage the child in
reading and writing
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“So we might say that
our best chance to
help another person
learn is to find out
what they want, what
they care about.”
Zull, 2002, p. 48

Actively engage the child in
reading and writing
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“We take actions
because they are
associated with
intrinsic reward, and
this behavior
produces learning.”
Zull, 2002, p. 70

Actively engage the child in
reading and writing
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“Doing things we
have learned
produces results that
please us.”
Zull, 2002, p. 70

Actively engage the child in
reading and writing
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“If we focus on the
work itself rather
than the extrinsic
reward, the intrinsic
reward systems can
begin to engage.”
Zull, 2002, p. 60

Actively engage the child in
reading and writing
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“…active learning
that involves choice
and actions by the
learner is
pleasurable and
effective...”
Zull, 2002, p. 63

Converse with the child
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“The teacher in
conversation with the
child creates
opportunities for the
child to talk, and to
talk more.”
LLDI Part 1, p. 34

+ “…the most important reason for
‘Roaming around the known’ is that
it requires the teacher to stop
teaching from her preconceived
ideas. She has to work in was that
will suit each child, working with
what he is able to do. This will be
her focus throughout the lesson
series.”
LLDI Part 1, p. 33

+ Intended Daily Goals of
Roaming Around the Known
Building the child’s ownership of
learning through:
• Confidence
• Ease
• Flexibility
• Discovery

+ Recovery the child’s
engagement and active learning
“ . . . The struggling reader and writer
has stopped trying to problem-solve
because he could not be successful. If
you give him your support and he
succeeds then he begins to try again
to use some of the old discarded
strategic activities. Once he is doing
this he can discover new things that
work. You should show delight when
he relates this to that.”
p. 36
Clay, 2005, Literacy Lessons Designed for Individuals, Part One,

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References
Anderson, N. (1999). Language patterns that may help or hinder.
Network News. Columbus, OH: Reading Recovery Council of
North America.
Clay, M.M. (1991). Becoming literate: The construction of inner control.
Portsmouth, NH: Heinemann.
Clay, M. M. (2005). Literacy lessons designed for individuals, Part one
why where and how Portsmouth, NH: Heinemann.
Clay, M. M. (2005). Literacy lessons designed for individuals, Part two
why where and how Portsmouth, NH: Heinemann.
Zull, J. (2002). The art of the changing brain: Enriching the practice of
teaching by exploring the biology of learning. Sterling, VA: Stylus
Publishing.
Zull, J. (2011). From brain to mind: Using neuroscience to guide change
in education. Sterling, VA: Stylus Publications.