Reading Recovery St. Alban’s Catholic Primary School

1. Reading Recovery St. Alban’s Catholic Primary School

2. Aims of the session: • To gain further understanding of ‘Every Child a Reader’ • Reading Recovery and what it involves • Impact of the intervention in our school • Methods to use in school which will help children to problem solve in reading more effectively

3. Introduction and backgroundCharlotte Clowes & Christine Milburn • What is Every Child a Reader ? • Reading Recovery • Fischer Family Trust • Inference Training • Better Reading Partnerships • Reading Coaches

4. The “Win-Win” Outcomes of Reading Recovery Successfully returned to average attainment for age (made accelerated progress) = 80.2% • Reading • Recovery Progressed but not yet at average attainment levels for age (made progress) = 19.8% High quality assessment and information about learning strengths to help maintain enhanced support, statutory assessment and placement • SOURCE: European Centre for Reading Recovery (2010)

5. The cornerstone of a layered approach to literacy intervention

6. An Intervention that works • Mean reading age gain of 21 months • Average programme length19.5 weeks (less than 5 months) (¾ of my first group discontinued after 15 weeks) • ‘Accelerated progress’ at four times the normal rate • ‘Progress’ at twice the normal rate Reading Recovery National Network, Annual Data Collection: 2008

7. What will happen in RR for your lowest attaining 6 year olds in literacy? • After 15-20 weeks all will be reading and writing • 8+ out of 10 will be at age level or better • More than half will still be at age level or better at 11 and all will be competent readers • A very much smaller group will be reliably identified as having special educational needs. • Out of the four children in my first cohort all discontinued.

8. Mapping reading ability • Average progress reader • Reading ability • Low progress reader • Reading Recovery reader • 5 6 7 8 • Age

9. Reading Recovery takes 80% of children from • Typical Reading Recovery book Level one text

10. To this • Typical Reading Recovery book Level 17 text

11. ‘Progress’ pupils (20%) Those pupils who do not make accelerated progress, still advance significantly, on average moving from book Level one to book Level nine. • Typical Reading Recovery book Level nine text

12. An Observation Survey (Clay 2002) • Running Records • Letter Identification •  Word (Reading) Test •  Concepts About Print •  Writing Vocabulary • Hearing & Recording Sounds in Words As well as being used to screen potential RR children, the Observation Survey tests can be used throughout school to build a picture of a child’s literacy understanding. This enables them to advise the Class Teacher about how to help individuals in class. Also in Reception to elicit what they already know and their current knowledge and concepts they already have established about print, Speaking and Listeningknowledge.

13. Who can access Reading Recovery? • The poorest achievers in reading and writing in the class or age group– often the ‘hardest to teach’ children. SEE EVIDENCE FROM SCHOOL • Lessons are individually designed and individually delivered to meet each child where he or she is • The percentage of children helped is defined by the system’s resource and the interventions used in school.

14. Child A – Discontinued after 15 weeks • Now back in class at age related reading level.

15. What happens for children in Reading Recovery?

16. Reading Recovery lessons • Every Reading Recovery lesson includes: - • Re-reading two or three familiar books • Re-reading yesterday’s new book (using a running record analysis and teaching point) • Letter and word work

17. Reading Recovery lessons • Comprising and writing the child’s own story • Specific techniques for phonemic analysis • Assembling the ‘cut-up’ story • Introducing and reading a new book

18. KEY FEATURES • Early identification. • Individual help. • Different programme for each child. • Focus on comprehending messages in text and constructing messages in writing.

19. The RR Teacher year-long PD courseinvolves - learning to use ‘An Observation Survey of Early Literacy Achievement’ teaching 4 children in RR daily from the start of training participating in a course which interweaves theory, practice and inquiry ‘teaching behind the screen’ – evaluating your own and peers teaching. Similar to ‘lesson study’ approach.

20. RR Teacher course contd… • to develop critical reflection learning to use feedback with teacher-colleagues • learning teaching techniques to promote active learning at text, sentence, word & letter levels • an emphasis on the importance of developing your own professional development, evaluating your own and each others teaching

21. Building Effective Partnerships READING RECOVERY AGREEMENT The School We will make sure your child has a Reading Recovery lesson every day. We will provide books for your child to read at home every day. We will make sure you are kept up to date with your child’s progress. We will invite you to come and watch your child’s Reading Recovery lessons. Signed Position Date Parent or Carer I will make sure that my child comes to school regularly. I will give a few minutes each day to read with my child. I will make sure my child brings reading books back to school in good time. I will allow my child to be taken to the Reading Recovery Centre to have a lesson. I will allow information about my child’s Reading Recovery programme to be collected by the Reading Recovery National Network Visits to lessons give opportunities to discuss their child’s progress and to offer support for literacy at home.

22. The reading process:Finding sources of information inprint • Visual information • Structure/grammatical information • Meaning – reading for understanding

23. Visual information • Letters: • Shape/ orientation • Phonemes • Words: • high frequency words e.g. house, my, me, you • Syllables • Chunks/ strings/ endings

24. Structure • Predicting: ‘The little old man and the little old __________’ • Verb, noun agreement: ‘The men write their names’ • Grammatical sense: • Not omitting words: ‘She went to (the) house’ • Tense agreement: ‘The boy catched(caught) the ball’

25. Meaning Meaning: reading for understanding, with the expectation that everything read must make sense: • At the level of each word • At the level of a sentence • Between sentences • Across the whole text • In line with experience/knowledge of the context

26. Sources of information Does that make sense? Does that sound right? Meaning Structure Visual information Does that look right?

27. Daily Communication I don’t like my pink medicine. A cut up story to reassemble

28. CUT UP STORY Makes the interrelationships between reading to writing, writing to speaking and reading to speaking clear as they learn about: • Assembling messages • One-to-one correspondence of spoken words and written words • Directional behaviours • Checking behaviours • Monitoring behaviours • Self-correcting behaviours • And breaking the oral language into segments SHOW VIDEO - Helen and Tobey

29. INTRODUCING NEW TEXT The first reading of the new book is not a test; it needs to be a successful reading. With a child showing early reading behaviours, or in the first year or two of learning to read it helps if the child knows what the story is about before he reads it. • Meaning – to make the child familiar with the story and plot ‘This is a story all about…’ As the child gains competency you may build the anticipation without revealing the ending but the • Structure/syntax of a sentence – to make the child familiar with phrases of language he might not have heard before… ‘This page explains that dad’s job is a MUSICIAN – this part says ‘He plays his violin with lots of other musicians.’ You say that in your talking voice… • Visual – to take the ‘visual’ bugs out of the text before he tries to read it – as an early procedure. Share with the child words you know may cause problems – eg: musician, violin. ‘Make and break’ them with magnetic letters perhaps, draw their attention to them in the text.

30. Specific praise, calls for action and no-nonsense prompts! • Contrast the next two example: I really like how you were noticing when you got here that it did not say ‘put it on’ and you went back and fixed it up. You did some good thinking. On this page when you were trying to figure out ‘lion tamer’ I saw you checking the picture. Does it start right for ‘tamer’? Would you expect to see ‘t’ there? __________________________________________________________ Better teaching might have sounded more like this: Good thinking! Show me ‘lion’ . Now look at what letter comes next- the first letter or the new word ! What would you expect to see if it was tamer?

31. Prompting as a tool for the coach If a child is not attempting to solve a word a short prompt or question might help: • What could you try? • Do you know a word like that? • What do you think it could be? • Do you know a word that starts with those letters? • What do you know that might help you? • Read it all • Use the punctuation • Get your mouth ready for the first sound

32. Specific praise, calls for action and no-nonsense prompts! • ‘I liked the way you...’ • ‘Well done, you went back and made it sound right’ • ‘Well done, you looked at the first letter’ • ‘That reading sounded very smooth’ • ‘I liked the way you checked...’ • ‘Make it match…’ • Do this…Don’t do that… Try that again… • Later more open ended – ‘What did you notice?’ ‘Try that again…’’Look carefully and think what you know…’ ‘Look for something that might help…’

33. Specific praise • ‘I liked the way you...’ • ‘Well done, you went back and made it sound right’ • ‘Well done, you looked at the first letter’ • ‘That reading sounded very smooth’ • I liked the way you checked...’

34. Activity - How and when you might prompt a pupil for these errors?Analyse these errors - What information is this child drawing on at text level? I started riding in trials eveningswhen I was eleven. events I joined a clubas soon as my dadgaveme a bike. got It was slipping down. second hand . We found it in the Ads section of a motorbike paper. I went a new bike but dad said they cost too much wanted money.He said he might get me a new bike - when I was a good rider. better

35. ECaR at St. Alban’s – embedding the principals throughout school • Fischer Family Trust Wave ThreeIntervention • Reading Coaches (Christine Milburn) • Adapted Reading Recovery sessions for children in Reception as part of Daily Reading session • Inference Training

36. Contact and sharing • cjclowes@hotmail.co.uk • St Alban’s CPS • 01625 425905 • MEGAN DIXON ASH GROVE