Teacher: After Assessing Students, What’s Next?

Upon reaching the last day of summer Observation Survey training, commonly known as Assessment Training Week, the question “what’s next?” asked by a teacher in training who was eager to learn more.  The answer wasn’t obvious to this experienced teacher, but yet newly trained to the program because the Reading Recovery program’s components have a unique, systematic approach.  You see,  after the Reading Recovery teachers in training learn the concepts of the Systematic Observation Survey, how to administer the six batteries of useful tools which capture a student’s literacy ability, and reflect on specific questions to carefully analyze and synthesize the results for a complete understanding of what the child can control, partially control, and not yet control; then, literacy teachers are ready to provide instructional guidance, leading to the next step is, and referred to as, “Roaming Around the Known!”

What is Roaming Around the Known?

We use Continue reading

Literacy Intervention Progress Monitoring Update

Monthly data collected from Literacy Intervention Teachers showed children already reading on grade level, and they are only halfway through their program!  From these shared results, one can infer that Literacy Intervention Teachers gave students plenty of successful learning opportunities within each and every lesson.

A few highlights:

  • Mrs. Silver’s student, Ava entered her program reading at a Pre A text level, and data reported for this student shows accelerated progress, she’s reading on grade level in just ten weeks of receiving 1:1 instruction.
  • Mrs. V. recorded a similar progression for her student, Matthew.  He began reading text level A books. In just ten weeks, progress monitoring data submitted shows him reading at a level G.
  • Charles is also a success story.  His beginning reading level was a text level A and in a short amount of time, he is successfully reading a text level F.

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Two-Ingredient Literacy Success

  • Prep Time 15 MIN
  • Total Time 30 MIN
  • Servings Daily, reading and writing opportunities for 15-20 weeks of quality instruction

Two ingredients help promote an actively engage struggling reader succeed like an average reader.

  1. 5 books within the student’s literacy reach
  2. 1 teacher facilitating successful active learning as needed

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There’s always time for learning!

I can’t believe the end of summer vacation is here! But the end of summer doesn’t mean finding ways to better my teaching is over! To re-energize my teaching, I revisit my favorite professional blog posts. They are informative and thought provoking! It’s still the ideal time to prepare for the new school year.

I read blogs for perceptive insights, practical strategies, and innovative ways to inspire best teaching. Continue reading

Analyzing a Running Record Using Key Questions

A deep analysis of a student’s running record is an effective and critical habit literacy teachers engage in on a daily basis in order to understand each of their student’s literacy development and target next teaching moves.  Teachers value the essence of capturing evidence while a student orally reads an instructional-leveled book so that they can understand their student’s reading process and identify reading strategies the student is neglecting.  They value the reading process and how it contributes to increasing literacy understanding.  Reflect for a minute on the key questions you use when viewing and analyzing a student’s running record.

The following are good questions to ask when involved in a deep analysis of a running record: Continue reading

How do you change passive, poor readers into active, strategic readers?

GirlReadingRecently, I asked teachers to ponder on the following question: How do you change passive, poor readers into active, strategic readers? Our collective thinking led us to believe that through our fail-safe situations within the child’s literacy abilities (reading and writing) allows a child to initiate successful attempts during their individualized instruction. As reflective teachers, we understand the importance of setting up learning situations that govern the child to experience, initiate, and achieve actions while reading and writing. It’s the child in control of what they know, and it is the teacher’s close observations and collective evidence in ways of which child operates during reading and writing that pave the route to learning. The most challenging understanding yet most important is the need to know when and how to hold back and let the active, strategic reader and writer Continue reading

Roaming Around the Known

At this time of year, literacy teachers are thinking about the best approach for fostering students to be active learners from the first day of their Reading Recovery® (RR) series of lessons. Teachers are closely analyzing and interpreting valid and reliable assessments to begin reinforcing one of many key concepts in a literacy lesson. The first key concept explored for every child selected in the Reading Recovery program is commonly known as Roaming Around the Known (RATK). This concept is about using what the child already knows based on the Observation Survey Assessment tasks results. Continue reading