Reading Recovery In

Union County Schools

An Early Intervention for First An Early Intervention for First GradersGraders

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. Lyons and Pinnell, p. 197

Stirring the Waters 1999

Goal of Reading Recovery

To reduce the number of First-grade To reduce the number of First-grade students who have extreme difficulty students who have extreme difficulty learning to read and write and to reduce the learning to read and write and to reduce the cost of these learners to educational cost of these learners to educational systems.systems.

To have children performing within the To have children performing within the average of their class in a short amount of average of their class in a short amount of time. (usually 12 – 20 weeks)time. (usually 12 – 20 weeks)

Key Features of Program

Professional DevelopmentProfessional Development Year-long graduate level studyYear-long graduate level study Ongoing training in succeeding yearsOngoing training in succeeding years

30 minutes daily lessons tailored to meet the 30 minutes daily lessons tailored to meet the individual needs of at-risk studentsindividual needs of at-risk students

Includes all essential components of reading for Includes all essential components of reading for NCLBNCLB

Short term intervention ( 12-20 weeks)Short term intervention ( 12-20 weeks) Research basedResearch based Proven SuccessProven Success

The Reading Recovery Lesson

Goal: to promote faster than average Goal: to promote faster than average learning so that students catch up to learning so that students catch up to their peers.their peers.

Fluent Writing Review

Writes one or two Writes one or two known wordsknown words

Builds fluency, Builds fluency, flexibility and flexibility and automaticity with automaticity with known wordsknown words

Familiar Reading

Child reads two or Child reads two or three familiar booksthree familiar books

Helps child to become Helps child to become phrased and fluentphrased and fluent

Promotes Promotes comprehension of comprehension of stories.stories.

Reading of the Previous Days New Book Teacher takes a Teacher takes a

running record as the running record as the child readschild reads

Teacher chooses 1 or 2 Teacher chooses 1 or 2 teaching points which teaching points which help the child to help the child to problem solveproblem solve

Running Record is Running Record is analyzed to plan analyzed to plan lesson for the next daylesson for the next day

Make and Break

Magnetic letters are Magnetic letters are used to build wordsused to build words

Used to show child Used to show child how to use known how to use known words to generate words to generate other words and how other words and how words work.words work.

Story Writing and Cut Up Story

Child writes a story that Child writes a story that he/she generateshe/she generates

Teacher helps when Teacher helps when neededneeded

Story is written on a Story is written on a sentence strip and cut up sentence strip and cut up for the child to reassemblefor the child to reassemble

Taught to hear and record Taught to hear and record sounds in words and how sounds in words and how to analyze words in detailto analyze words in detail

New Book Introduction

Teacher gives a brief Teacher gives a brief summary of the plotsummary of the plot

Locates 1 or 2 new and Locates 1 or 2 new and important wordsimportant words

Child is encouraged to tell Child is encouraged to tell what is happening based what is happening based on the pictureson the pictures

Unusual language Unusual language structures are discussed structures are discussed

Reading of the New Book

Child reads the new Child reads the new book for the first time book for the first time

Teacher prompts for Teacher prompts for strategies strategies

Teacher may select a Teacher may select a teaching point from teaching point from the reading of the the reading of the book to help the childbook to help the child

Strategies

A set of operations children are taught to A set of operations children are taught to use to problem solve when reading text. use to problem solve when reading text.

Helps the child to read more difficult text.Helps the child to read more difficult text. Includes using the meaning of the story, Includes using the meaning of the story,

language structure, and visual sources of language structure, and visual sources of information ( letters and sounds)information ( letters and sounds)

Two Positive Outcomes

Child no longer requires extra help and with Child no longer requires extra help and with good classroom instruction is able to keep good classroom instruction is able to keep up with his/her peersup with his/her peers

Child is identified and recommended for Child is identified and recommended for further long term intervention in order to further long term intervention in order to continue making progresscontinue making progress