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.
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
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
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
The teacher must be a student of literacy as well as a teacher of literacy to become a highly effective educator. Awareness of one’s current literacy beliefs and values, understandings, insights, and collaborating with and around the area of literacy places an individual’s understanding at a higher level. The following are ways Reading Recovery Teachers contribute to staying current in the field of literacy.
Reading relevant publications
There are publications that are helpful with supporting teachers of literacy to stay current. Continue reading
Do you want to learn more about Fountas and Pinnell’s Leveled Literacy Intervention (LLI) Systems? Is your district starting to use LLI this Fall? Do you have new teachers who will be using this intervention this school year? Would you just like to know more about this powerful LLI intervention for grades K-5?
If the answer is YES to any of the above questions, then don’t wait another minute to sign up for a great event happening at OCM BOCES this Fall 2014:
OCM BOCES will be hosting an LLI Overview presentation sponsored by Heinemann Representative Susan Reynell
Conversations among literacy teachers continues around the topic: Paying Close Attention to Teaching with Intent. In the last post, we explored the meaning of intentional teaching and its purpose. As a continuation, this post focuses on how teachers are learning more in order to answer the question “What are we being intentional about when teaching?”
Most recently, our literacy understandings have taken shape around conversations and understandings about how we are helping students build knowledge and strategic processing. Teachers purposefully create teacher-child interactions that build knowledge and promote literacy competencies as students learn language, learn about language, and learn through language. Continue reading