This is very helpful. I actually have about 25 minutes the students
give up their play time after lunch and I just cut my lunch short.
The only piece that the intervention people wanted added was
handwriting practice and actually they had a phonics/decoding piece.
The program they used is call Pals, but the phonics piece used (an
example (gaem for game) it was confusing for me) They used the reading
books, handwriting, writing and what they called word work) I was
trained by Rigby in literacy which used Marie Clays methodology, this
is why I have all the books. I was a district literacy coach for a few
years using this method. I also was trained in using running records,
but all of this was a while ago. Is there a listserv or blog about
Reading Recovery. These are my new favorite forms of professional
development.
Pat Kimathi
On Jun 6, 2010, at 8:18 AM, Rhonda Roux wrote:
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
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thousand miles from the corn field.--Dwight D. Eisenhower
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be found only in studying the exemplary.--Warren Bennis
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