I just complete the Reading Recovery training and it is intense. The books would be helpful, but there is so much depth to the program that I am not sure you would get the big picture out of just reading the books. So, if you ever have the chance, do the training.
What age are you working with? Start with the basics: make sure students are reading left to right, pointing to each word as they read, making the 1:1 correspondence secure. How long do you have to work with the students? The framework of reading recovery is 30 minutes: 10 minutes reading familiar books, 2-3 minutes word work that is tied to errors in reading, 8 minutes writing, 10 minutes new book. Everything is tied together, the new book is scaffolded to the students needs--from the introduction to the level of support you provide. Finally, find a reading recovery teacher to talk to. On Sun, Jun 6, 2010 at 1:54 AM, Patricia Kimathi <[email protected]> wrote: > I am printing this out and keep it to use with three children I work with at > lunch time. I have never been officially trained in Reading recovery but I > was trained in several programs that are very similar. I wish I could > afford a real training. I have all the materials. I wish I could find a > study group to go over the book with. But in the meantime. I am going to > use your methods and give it a go. How often did you meet with him and for > how long? > Is their research on using something similar with older students? Have you > seen anything for older children who are confused in their writing. When > you read their writing aloud they say it does not make sense but when they > proof they don't understand that it does not make sense. Over the last five > years I am seeing more and more students who just don't recognize sentence > structure. Any suggestions anyone. > PatK > On Jun 5, 2010, at 2:43 PM, Beth Lauterbach wrote: > >> started a Reading Recovery program (unofficially) with him, reading lots >> of >> books to him first, having him join in when possible, building on his >> writing and reading vocabulary at the same time. We also started his own >> alphabet book right away - a chance for him to come up with his own anchor >> pictures. We referred to it very regularly for most of the year when >> reading >> and writing. I worked closely with the speech pa > > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > -- Farming looks mighty easy when your plow is a pencil and you’re a thousand miles from the corn field.--Dwight D. Eisenhower Excellence is a better teacher than mediocrity. The lessons of the ordinary are everywhere. Truly profound and original insights are to be found only in studying the exemplary.--Warren Bennis _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
