Reading Recovery In Union County Schools

1. Reading Recovery In Union County Schools An Early Intervention for First Graders

2. Literacy is not a privilege; it is a right. Without highly competent literacy, individuals find themselves in marginal roles in our society; conversely, the good of society depends on a highly literate citizenry. Lyonsand Pinnell, p. 197Stirring the Waters 1999

3. Goal of Reading Recovery • To reduce the number of First-grade students who have extreme difficulty learning to read and write and to reduce the cost of these learners to educational systems. • To have children performing within the average of their class in a short amount of time. (usually 12 – 20 weeks)

4. Key Features of Program • Professional Development • Year-long graduate level study • Ongoing training in succeeding years • 30 minutes daily lessons tailored to meet the individual needs of at-risk students • Includes all essential components of reading for NCLB • Short term intervention ( 12-20 weeks) • Research based • Proven Success

5. The Reading Recovery Lesson Goal: to promote faster than average learning so that students catch up to their peers.

6. Fluent Writing Review • Writes one or two known words • Builds fluency, flexibility and automaticity with known words

7. Familiar Reading • Child reads two or three familiar books • Helps child to become phrased and fluent • Promotes comprehension of stories.

8. Reading of the Previous Days New Book • Teacher takes a running record as the child reads • Teacher chooses 1 or 2 teaching points which help the child to problem solve • Running Record is analyzed to plan lesson for the next day

9. Make and Break • Magnetic letters are used to build words • Used to show child how to use known words to generate other words and how words work.

10. Story Writing and Cut Up Story • Child writes a story that he/she generates • Teacher helps when needed • Story is written on a sentence strip and cut up for the child to reassemble • Taught to hear and record sounds in words and how to analyze words in detail

11. New Book Introduction • Teacher gives a brief summary of the plot • Locates 1 or 2 new and important words • Child is encouraged to tell what is happening based on the pictures • Unusual language structures are discussed

12. Reading of the New Book • Child reads the new book for the first time • Teacher prompts for strategies • Teacher may select a teaching point from the reading of the book to help the child

13. Strategies • A set of operations children are taught to use to problem solve when reading text. • Helps the child to read more difficult text. • Includes using the meaning of the story, language structure, and visual sources of information ( letters and sounds)

14. Two Positive Outcomes • Child no longer requires extra help and with good classroom instruction is able to keep up with his/her peers • Child is identified and recommended for further long term intervention in order to continue making progress