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. Lyons and Pinnell, p. 197 Stirring 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 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) 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 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 30 minutes daily lessons tailored to meet the individual needs of at-risk students Includes all essential components of reading for NCLB Includes all essential components of reading for NCLB Short term intervention ( 12-20 weeks) Short term intervention ( 12-20 weeks) Research based Research based Proven Success 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 Writes one or two known words Builds fluency, flexibility and automaticity with known words Builds fluency, flexibility and automaticity with known words

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

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

9. Make and Break Magnetic letters are used to build words Magnetic letters are used to build words Used to show child how to use known words to generate other words and how words work. 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 Child writes a story that he/she generates Teacher helps when needed Teacher helps when needed Story is written on a sentence strip and cut up for the child to reassemble 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 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 Teacher gives a brief summary of the plot Locates 1 or 2 new and important words Locates 1 or 2 new and important words Child is encouraged to tell what is happening based on the pictures Child is encouraged to tell what is happening based on the pictures Unusual language structures are discussed Unusual language structures are discussed

12. Reading of the New Book Child reads the new book for the first time Child reads the new book for the first time Teacher prompts for strategies Teacher prompts for strategies Teacher may select a teaching point from the reading of the book to help the child 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. A set of operations children are taught to 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, language structure, and visual sources of information ( letters and sounds) 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 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 Child is identified and recommended for further long term intervention in order to continue making progress