Writing is an integral part of every #ReadingRecovery lesson. This student notices how much more he can write in his writing journal. Write on, kid! 🎉
This teacher is rightfully excited about her student’s accelerated progress. “This student is making quick changes over time!” Check out her reciprocal growth in reading and writing!
#ReadingRecovery
Dr. Marie Clay referred to a child’s progress as change over time. These photos are an excellent example of change over time in the development of literacy and the power of contingent, responsive teaching in Reading Recovery lessons. #readingrecoveryworks #buildingbetterreaders
Check out this change over time in literacy learning! These quick check-ins have provided his Reading Recovery teacher with a wealth of data to know what he needs next. “The bus is coming. It will stop here to let me get on.” Go, kid, go! 🎉
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“Writing, like reading, involves paying close attention to the learning of letter features and symbols, and to clusters of letters that occur together. It involves learning about the sequence of phonological information coming to his ear,” (Clay, 2016, pg. 77). @rrcna_org
Definitely a 6! 🙂 🎉
Reading the parent response to this Reading Recovery Parent Survey that I got back today made me tear up! 🥲I feel extremely fortunate that I get to do a job that I love so much! It’s an honor to be a part of giving children the gift of literacy.💕 @PeggyPhillips93 @rrcna_org
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"It takes courage to speak up and make your voice heard."
BLOG: ow.ly/HWRm50OlCT6
#ReadingRecovery #Blog
Immersive, various forms, variety, and/and, learn and use, wide range of purposes. Not simple. 🎯
Contrary to popular conceptions of the act of reading, readers do not merely “decode” or “unlock” meanings encoded by authors.
ncte.org/statement/the-act-o…
@GovMikeDeWine @OHEducation
🎉 It’s not specific materials, but it IS what educators do. How do we spend time? What tentativeness do we bring to decision-making? What kinds of interactions are we having with learners? Who is talking about their personal reading & writing and our community reading & writing?
Moreover,no research suggests that classroom tchrs can help 90–95 percent of students acquire grade-level rdg proficiencies by learning more about phonology,using a scripted curriculum,teaching systematic phonics,or following some“proven”program.(Allington,2004)
@GovMikeDeWine
“A Reading Recovery tchr needs to become a good judge of increasing complexity in the daily writing” (Clay, 2016, p. 79). Check out the change over time in this learner’s writing from day 1 to 29! So many opportunities to think about how words sound, look, & work.@GovMikeDeWine
Learners choose books to read and stories to write in every Reading Recovery lesson. Writing is a huge, often overlooked, contributor to learning to read. Look at the growth in complexity, volume, and technique in writing just a few weeks. We love it! @GovMikeDeWine @OHEducation
We love it—-authentic bookJOY, discovery, student choice, and motivation through repeated successful encounters with text. It does just keep getting better! @rrcna_org
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