Reading Recovery OPG-1
Having the opportunity to teach Reading Recovery again has been great.
My training tutor, Robyn Dillon, was good at reminding us about 'slow learning' and this is something I value about having 30 minutes to focus on one child's learning during Reading Recovery lessons. The structures of Reading Recovery help me order my thoughts and focus my teaching.
There's also the expectation that we go deep into Marie Clay's texts and discuss our practice - which our OPD sessions are for.
Apparently Auckland has the highest rate of referred students from Reading Recovery - these are students who do not complete RR successfully and are referred on to services such as an RT Lit. A goal from the tutors is to decrease the rate of referred students.
Our focus for today's session was how we can get more information during the observation survey when children are scoring very low. The message here was to use emergent Ready to Read (level 2) for early running records. Old PM L1 texts not going to give you information about reading behaviours. Use other sources of information in ObS if these texts hard (e.g. dictated text, supported reading - record at top of sheet which support was given). This will give us important information on what else the child can do.
A teacher was sharing her concerns regarding the low scores of children starting lessons - Nicki (new tutor for me this year) mentioned how wonderful it was seeing how much children learn over the series of lessons. It was a reminder Reading Recovery is a strength based support, building on the known, extending processing systems, accelerating learning.
My training tutor, Robyn Dillon, was good at reminding us about 'slow learning' and this is something I value about having 30 minutes to focus on one child's learning during Reading Recovery lessons. The structures of Reading Recovery help me order my thoughts and focus my teaching.
There's also the expectation that we go deep into Marie Clay's texts and discuss our practice - which our OPD sessions are for.
Apparently Auckland has the highest rate of referred students from Reading Recovery - these are students who do not complete RR successfully and are referred on to services such as an RT Lit. A goal from the tutors is to decrease the rate of referred students.
Our focus for today's session was how we can get more information during the observation survey when children are scoring very low. The message here was to use emergent Ready to Read (level 2) for early running records. Old PM L1 texts not going to give you information about reading behaviours. Use other sources of information in ObS if these texts hard (e.g. dictated text, supported reading - record at top of sheet which support was given). This will give us important information on what else the child can do.
A teacher was sharing her concerns regarding the low scores of children starting lessons - Nicki (new tutor for me this year) mentioned how wonderful it was seeing how much children learn over the series of lessons. It was a reminder Reading Recovery is a strength based support, building on the known, extending processing systems, accelerating learning.
We focussed on the importance of the conversation during the sentence composition. It has to be genuine. It's the child's story. They need to want to come back and write again tomorrow! Carefully select teaching points - e.g. do we call up a child who has written 'a enormous fish'? It depends - we may note it for teaching point next day, we may just quickly correct it and say 'we say an enormous fish', we may leave it. Depends where child is at.
We noted the teachers behind the screen today were not doing the 'heavy lifting' - it was the child's voice we heard most with the students moving through the session at pace, with prompts from the teachers. They knew what was expected - what was next - and they happily got on with it. I know if I recorded one of my lessons it would be my voice that you'd hear most. This ties back to our dialogic pedagogy learning as well - so a general goal to limit the words I say and carefully select what they are (e.g. specific prompts to use).
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