Literacy

Reading Recovery

The purpose of the Reading Recovery ® teacher training course is to prepare teachers to implement a Reading Recovery program in their own schools and districts. Teachers will learn to administer and interpret the Observation Survey and to use Reading Recovery intervention procedures to help young children in reading and writing.

A course for the training of teachers will be offered at South Elementary each Tuesday from 4:00-7:00. Classes will be a clinical seminar that will include actual teaching sessions with students behind a one-way mirror. Nine semester hours of credit will be granted by the University of Colorado at Denver at the successful completion of the full year of classes. Class dates may change for special circumstances.  You are allowed to miss one class due to schedule conflicts. All other classes are required. 

Schools with Reading Recovery programs are:  Acres Green, Arrowwood, Cherry Valley, Castle Rock, Cherokee Trail, Iron Horse, Pine Lane Primary, Pioneer. Rock Ridge, Sedalia, Soaring Hawk, South and Timber Trail.

Rationale

The purpose of fall semester training is to introduce to teachers the procedures and understanding of how to effectively implement the Reading Recovery program.

Objectives

The teachers will:

• Learn how to administer and evaluate the Observation Survey.
• Learn the procedures of the daily Reading Recovery lesson.
• Learn to make instructional decisions through the use of running records, lesson records, and the writing portion of the lesson.
• Learn how their lesson plans/records inform instruction.
• Expand their knowledge of how to link reading and writing in the Reading Recovery lesson.
• Learn the principle of accelerative instruction.
• Learn the writing portion and how it relates to accelerated learning.
• Learn the theory and philosophy underlying the Reading Recovery lesson by an in-depth study of the textbooks used in the course.
• Refine their ability to monitor, evaluate, and predict student progress through observation of student behavior and records.
  

Course Requirements

1. Complete all assignments as assigned.  This includes all written (video/audio tapes) assignments, readings, research information, and other work as assigned by the teacher leader.
2. Work with four children, daily, in a Reading Recovery program.  
3. Attend every class on time.
   Contact the teacher if unable to attend
   Missed classes could result in a reduction of the grade or incomplete
   Complete all missed class work and assignments by next class (You will be responsible for missed information)
4. Complete all assignments on time.  Late assignments may not be accepted and could result in receiving an incomplete for the semester.
5. Demonstrate the appropriate application of Reading Recovery procedures as observed by the teacher leader.
6. Bring a child for demonstration classes at least once per semester.

Each area will be weighted differently each semester as the expectations have shifted second semester.

Application of procedures and prompts:  50%  of grade.

• 6 or more school visits
• Transfer of information from weekly class to daily lessons
• Transfer of goals and/or concerns from one school visit to another

Participation/Attendance in weekly class:  25% of fall grade

• BTG:  participation
• No sidebar discussions (we learn from each other)
• On time attendance to class (weather permitting)

Written Assignments and other required work:  25%  of fall grade

• Assignments (reflections, video tape)
• running record checkpoints
• Fall exam

Reading Recovery® Professional Development (Continuing Contact)
Trained RR Teachers

“In order to make Reading Recovery teaching effective, it is important for teachers to continue to teach a minimum of four children per day and participate in on-going professional development (continuing contact) which includes discussions of behind the glass lessons.”

“Reading Recovery teachers maintain current, registered status through continued employment as a Reading Recovery teacher in compliance with..” the Standards and Guidelines of RRCNA.  “Registered status is considered lapsed if a teacher is absent from Reading Recovery service for more than one year.  Re-registration can be established by completing training activities specified by the teacher leader in collaboration with the university center.”   RRCNA Standards and Guidelines pp. 11

Reading Recovery on-going professional development will consist of four in-depth book discussions and four BTG sessions focused on theory and practice from the new book, Literacy Lessons, Part 1 and 2.