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Mary K&1 - Welcome to Teachers.Net's Monthly Reading Recovery Meeting. Tonight we will be discussing Roaming and Echoing and any other Reading Recovery related issues and or topics that may come up.
annette - great,,I am thrilled to talk about roaming
Mary K&1 - How many of you are roaming now?
annette - I have three kids
NanJ - I just finished roaming and will pick up two new ones this week
annette - I am at a loss to figure out what to do this time of year
LeAnn - I'm in training so this 2nd round roaming is new to me. I'd like to hear from someone what they do now.
Doug - me...I am using photos and making Things I Can Do Book
Kat/NC - I just finished roaming with 3. Whew
LeAnn - I just started roaming with 3 new kids today. The fourth was absent.
Mary K&1 - Kat, I take it you don't like second round Roaming?
NanJ - It is really hard not to teach in the second round of roaming
Doug - Got a great idea for discontinuing....the day before, tell the lunch lady to compliment Johnny, the secretary, the principal etc.....cute?
annette - I agree nan
LeAnn - My TL says we really shouldn't be making books now
Kat/NC - it is very hard to not teach when I am so anxious to start
annette - I can't stand it.
NanJ - good idea Doug
annette - but I know its a necessary evil
Me - Love to make books with children and second round roaming is the perfect time to make them
Mary K&1 - Yes, but they do Know more, so there's more with which to Roam
annette - Me: give us some ideas
Mary K&1 - I find First Round more difficult - they know so little
Kat/NC - I agree, Mary. We also find out what more they know
annette - I use stickers ,try to make books with them
NanJ - yes, but in my case I picked up one who didn't know much more than my kids at the beginning of the year
annette - I like stickers a lot
annette - I have one like that
Mary K&1 - LeAnn, what does your TL say you should do?
LeAnn - What kinds of stuff do you do with magnetic letters?
Kat/NC - I like to make sure they know all the basics of Cap. We sometimes assume too much second round
Doug - Anyone working on alphabet sorting when roaming (using knowns only of course...LOL)
Mary K&1 - Le Ann, lots of sorting and making known words
LeAnn - She says read and write, just start writing like we do in lessons.
Kat/NC - Yes, Doug. If they aren't strong on letters.
annette - I do DOUG
NanJ - yes, I did alphabet sort for my weak student
Jill - At the Ohio conference I was able to buy some blank books that have 28 pages. I will use these for future alphabet books
LeAnn - Give some sorting examples, please
Mary K&1 - LeAnn, that's one way to do it, it's what I prefer, but I know that others do other things
annette - I have those Jill, from the guy in California, yes?
Doug - Jill- do you do the guidebook thing with them? Aa apple, Bb ball?
jen/wv - i'm surprised to hear of roaming with all kids at the same time second round? do all discontinue at the same time?
Kat/NC - Letters that have humps, dots, curves circles etc.
Doug - circle sticks both
Jill - yes My students actually love to go back to their books even though they are at the higher levels
NanJ - not usually jen, it just happened that way for me
Doug - tall small underwater
LeAnn - Thanks for the suggestions
Mary K&1 - LeAnn, Caps and Lowers, if you have good reason to think that they know some, Striaght and Round, Letters that are a lot alike and very different, ask the child how he/she wants to sort them
Kat/NC - Doug, I like the underwater thing. Thanks
Doug - Jill- do you keep every book read in their box?
Jill - yes I bought them from the guy from CA., annette
Jill - nope because I move them around form child to child
NanJ - what about fast responding?
Dee - Hi! I teach E.L and R.R and I'm roaming with two-- it is not the difficult time I've experienced from what I've heard others say. These two guys come with extensive book boxes with E.L. books through L8
LeAnn - Is it okay to have the kids write known words on the board?
Kat/NC - Nan, what do you mean fast responding?
Mary K&1 - Dee, what do you mean they come with book boxes?
Jill - Dee What level are your guys on according to the OS?
annette - absolutely LeAnn
Bobbi - I'm a RR trainee with 2 second round children in roaming and a 3rd as an alternate plus two that may be discontinued soon. Roaming seems a long time ago - any new suggestions
Mary K&1 - LeAnn, YES! that's what they need to do
NanJ - Well, when say sorting letters do you have them name the letter and want them to do it fast
Doug - LeAnn- I do it but I have been told repeatedly by the veterans that it is not part of the lesson
Kat/NC - Yes. I try to make it a race.
LeAnn - What's an average text level for 2nd round? My kids are level 7 and 8.
annette - whose looking Doug?
Jill - Bobbi, Have fun read with them alot make some books etc
annette - whose looking Doug?
Dee - I teach E.L. and I'm abe to use the books in their re-read boxes 'cause these two were both in EL.I also use books such as trade books and A.B.C books
Mary K&1 - NanJ, they can name the letter if you like - I have them say the sound of the letter - working with those known sounds of course
Doug - annette- the reading recovery police
Me - I only wish my second round kids were in levels 7 and 8. Mine are in 3
Kat/NC - Leann i have 2 on lev. 4 and 2 on 6
NanJ - mine is on 4
annette - mine are on 3,3,4
kinderkate - HI all - I am a Teacher In Training (I was going to put initials for that before I realized what it said.) Anyway I am a bit under the weather but am listening to all of your great ideas. I may not be too talky tonight, but I do have a few questions. First - what is E.L.?
Bobbi - I'm in the process of making the "Spot" books - examples were at the Ohio conference. I didn't buy the stamp but I guess you could say I copied! I did the first one today and my little Ashley loved it. I'll do another tomorrow. I think I need to work the letters more - like which ones are similar shape, etc.
jen - does anyone still have first round kids?
Mary K&1 - OH, thanks Dee, that must make it really nice for you - do you have to do the full 10 Roaming sessions with them since you've worked with them already?
Dee - Mary - never been told so I'm not really asking - but usually when I feel confident they feel they are successful and they know what they know?!
Jill - yes all 4
annette - bobbi: tell me more about that
Jill - I saw those spot stamps they were too cute and they were also sold out
Me - I have two of my first round kids. Am trying to get them ready to discontinue sometime soon.
kinderkate - Do you know there are free stickers on the net for alphabet books? Go to Reading Recovery in California. You can download and print on your own blanks. Labels/Forms http://www.amihome.com/rrca/rrcalabels.htm
Doug - kinderkate- you must have Word to download. If you are on a Mac using Claris Works it won't work.
jen - what level are you guys discontinuing at
Dee - Bobbi and kinderkate - E.L early literacy groups the model from Arkansas- Bobbi explain more on the Spot books - just generate a dictated story about Spot the dog? or ?
NanJ - thanks kinderkate!!
annette - those are beautufl too Kinder
Me - I got a free stamp catalog at Ohio and in it were pictures of the Spot stamps. I copied them and am using them to make books.
Jill - Jen we discontinue at level 14 in my district How about you?
NanJ - we are discontinuing at 12 and 14
kinderkate - All of mine are first round because our district couldn't decide to allocate funds for a new training group until November.
Kat/NC - thanks kinderkate!
annette - Jill: who sells them?
Bobbi - annette: a company was selling stamps for $16.00 that you could stamp onto pages that had Spot reading, Spot sledding, Spot running, etc. and they had sentences for each. The books were leveled for RR with word count included. Sooo, I wrote down the sentences (I don't have them home with me.) and photo copies Spot doing all those things. Then I put it together with a binder - we have that machine in school. Wow, it looked neat. Resources for Reading: for Reading Recovery & Early Literacy http://www.abcstuff.com/ http://www.abcstuff.com/catalogue/item/rs003.html
Mary K&1 - We Discontinue at level 12 or above in Jan - Feb
Ang/GA - We are dicontinuing at 14 now.
Kat/NC - We are discont. at 14 now.
Dee - Disc. at L 14 as well
jen - i always fear that they don't have the whole process orchestrated and get cold feet about discontiuing until about 14
Dee - Disc. at L 14 as well
NanJ - Mary I'm anxious to get to echoing across the lesson--I am going behind the glass on Wed.
kinderkate - Yes, Doug, I do have Word. Bobbi - my kids love the Spot books and I love your idea.
Me - When you say discontinuing at 14 is that the OS level or what they are reading at with you?
Ann - to Jen-what do you mean orchestrated?
kinderkate - I am really confused now. I thought RR went until kid discontinues or 20 max. Are you including Roaming?
Ang/GA - What are some other new things that you do at roaming during second round. This is my first time doing second round roaming and I didnt know what to do that was different from first.
jen - in sync, Ann
Kat/NC - Me. We use the OS levels. We aren't allowed to test our own.
LeAnn - Bobbi are you on the Reading Recovery Mailring at gsn.org? You could post the sentence there and the stamp address. Global SchoolNet Foundation - go to this address and scroll to the bottom - the Reading Recovery list info is there - http://gsn.org/cgi-bin/majordomo
Mary K&1 - NanJ, open it up, what questions do you have about echoing? You can plan on some of it, but things don't always work out exactly the way you thought they might. I think that echoing happens more often if you stick to your focus for the lesson
annette - is that the listserve LeAnn
LeAnn - Yes
Ann - to ang/GA I'm confused too
NanJ - yes you are right but I know i need careful observation
Me - What is the Reading Recovery Mailring?
Bobbi - LeAnn, yes, I'm on that network. Thank goodness for it - it's great. It has helped me and even though I'm "only" a trainee I have helped others. Boy did that give me a boost.
Mary K&1 - There's another Reading Recovery Listserv - to get on, send a note to Dr. Janet Bufalino jmbufa@wharf.ship.edu and ask to be put on the list.
Jill - Mary could you go into some explanation about echoing??
Dee - LeAnn - That's a great idea - we could all share the info. Echoes - sometimes I plan two different make-breaks and then choose the one the that's closest to how the lesson has gone.
NanJ - it will be my second lesson with my student and I'm just a little nervous.
LeAnn - I love the network, you get some great feedback and info on issues. If your not on you should be. Go to gsn.org and you can get signed up for the reading recovery list server.
Jill - Someone Please tell me what echoing is
kinderkate - I will echo that ,Jill. What is echoing?????????
Dee - Yeah - and with echoes "hind sight is always 20- 20 and sometimes I've got it and sometimes I don't notice until we're done how many echoes we've had if any
Kat/NC - Jill, It is where you focus on the same thing throughout the lesson segments
Doug - the alpahabet sticker site is at http://www.anihome.com/rrca The Reading recovery official site is at: http://www.readingrecovery.org. The listserver is at global school network
Mary K&1 - Echoing is when the same thing pops up in several parts of the lesson
Jill - can u give an example
Bobbi - NanJ relax - the best thing is to forget your BTG! My second time, my child did wonderful reading - I was introducing a level 15 and was interested in discontinuing. She froze on the writing part - I really almost lost it. Kids have bad days just like us. The TL felt she needed help in writing but she still discontinued two weeks later. I go again March 17th and we'll be in the early stages of lessons. I feel good about that. Good luck - I[m sure you'll do fine.
Ann - Which thing, what's most important?
LeAnn - Isn't echoing when something goes across the lesson. Such as in M and B you work with a chunk and that chunk appears in their writing and in the new or old book.
jen - i heard julie whittenburg speak on echoing just didn't use the term
Jill - so would working on the ing ending throughout the lesson be considered echoing??????????
Doug - If my focus is cross checking and my book choice is What Did Kim Catch? I would echo this reading strategy in writing and in the introduction of the new book after reading??
Mary K&1 - Say your focus is chuncking - you're working on /ar/ - the child encounters /ar/ in reading, writing, word work and M&B - throughout the lesson
Kat/NC - Yes, Jill
Jill - YEAH I got it!! Not too bad for a traing yr teach
kinderkate - I see, Mary K & 1, but how do you get it in the writing?
NanJ - Mary, can plan for it in the writing or just hope it comes up?
Mary K&1 - Kinderkate - ask the right leading question and hope the kid responds with a word that has the /ar/ - or whatever you are looking for
Kat/NC - Mary, How do you focus on M&B when you are focusing on initial visual?
Doug - kinderkate- in writing, pretend little Johnny is reading his story, I went to the park but substitutes park for the word carnival. I would say to him It could be carnival but look at the first letter (if the focus was cross checking)
NanJ - kat, i think you could say what do you see at the beginning and do you know any other words that start like that
kinderkate - Got it, Mary. Thanks
Mary K&1 - Kat/NC - I don't understand your question - if you are working on beginning sounds, then that is what you will echo
Kat/NC - I f the word is cat on the board. Ask if he knows another word like that, Nan?
Doug - Kat- what do you mean? I don't get it?
NanJ - no another word that starts like cat
Dee - All , don't you think strategies will echo anyway because of the generative defin. of strategies - monit. search- how to use meaning, structure and vis.-
Kat/NC - Mary. Give me an example of looking at beginning sounds in M&B, please.
kinderkate - Thanks, doug.
Bobbi - kinderkate when I want to echo across the lesson, to include it in the writing I usually suggest to the child we write about the story we read today. Generally, the skill I want to reinforce comes out - if it doesn't, I'm afraid sometimes I just ask them if they'd like to say .... and I use the word and/or practice it on practice page of writing book
Doug - Dee- you bet...I think this is why Clay chose them
Mary K&1 - cat c at - Boy I wish this was a magnetic board - I can't show you - start with a known word and break the beginning letter away from the rime - say the parts and then put them together and say the whole
Kat/NC - Thanks Mary. I see
kinderkate - Thanks for the suggestions Bobbi and all. Getting a sentence out of my students is the hardest part of the lesson. 3 of 4 of my program kids are English Language Learners.
NanJ - she could have the student change cat to bat --hat-- and so on
Kat/NC - Mary. You break C from cat and say c at. Right?
Doug - Last year, I stayed too much on visual things and neglected meaning. By the end my kids attended to visual first and it sounded like it. Little phrasing and fluencey. Now I go overboard on m.
Kat/NC - Thanks Nan
NanJ - or kat you can show the child how to change the words by adding different letters at the begnning
jen - do you ever stop SEARCHING for more rr techniques so much to learn and everyone seems so hooked on learning more is that the way this program affects everyone?
Mary K&1 - You can then move on to substituting the onset with others - This is from a hand-out that we were given at a CC a year or two back -
“HOW TO MAKE AND BREAK A CHILD IN THREE MINUTES OR LESS”
by Faulkner, Howell, & LollisSTAGE ONENanJ - yeah doug!
Make sure the background is there. Must know fluently and flexibly 15-20 letters.
Example:STAGE TWO
- Start with known word “ME”. Letter by letter teacher constructs “ME”.
- Teacher demonstrates “check it” He checks it (his eyes look at while his finger moves under it as his mouth says it).
- Teacher jumbles it and he makes it again.
- Add more letters see how many times he can make “ME”, and check it.
Simple Analogies - Active Construction
Example:STAGE THREE
- Teacher constructs a known “ME”. Child checks it ( see #2 in STAGE ONE)
- Teacher constructs other knowns “WE & HE”. Child checks them.
- Teacher jumbles and he makes and checks all three.
- Teacher asks, “Do you know another word that’s done like this?”
Using Predictable Letter-Sound Sequence - Changing the Onset
Example:STAGE FOUR
- Teacher constructs a known “CAT”. Child checks it.
- Teacher hands child an “S” and asks him to make it say “SAT” & check it.
- Teacher hands child a “M” and asks him to make it say “MAT” & check it.
- Teacher asks, “Can you think of a different word that’s done like that?”
Using Less Predictable Letter-Sound Sequence - Changing the Rime
Example:STAGE FIVE
- Teacher constructs a known “CAT” Child checks it.
- Teacher hands child a “N” and asks him to make it say “CAN” & check it.
- Teacher hands child a “P” and asks him to make it say “CAP” & check it.
- Teacher asks, ‘Can you think of a different word that’s done like that?”
- Teacher could also go from “PAT” to “PET” to “PIT”.
Continue to Explore How Words Work - Exceptions
Example:
- Teacher constructs a known “SAID”. Child checks it.
- Teacher explains that if you put a “P” there you might think it would say “PED” but it says “PAID”
Kat/NC - Yes, Jen. It is very addictive
NanJ - yes yes yes
Kat/NC - Thanks Mary. I see
Jill - that's the same thing that i was wondering jen
Doug - NanJ- the guidebook talks about analogy. Known words are cat and art. Use the two words to make cart. Anyone use this?
Dee - Doug - been there!
jen - seems i can't get enoug at least i've got the searching down
NanJ - Yes doug- good one
Bobbi - kinderkate - my first time BTG I took my hardest to reach child. If I said let's write a story, he'd say. Oh, all right. Then he'd say words - nothing connected to even form a sentence. So I got in the habit of saying, "What would you like to say about your story today? My TL loved it. Now, I have to telll him we'll do the rest of the story the next day! Of course that was about 16 weeks ago! If the TL liked it - it must be ok.
Kat/NC - Yes Doug
Dee - And would echo be specific to a vis. part the child may need - just asking
Mary K&1 - Dee, it depends upon the child - what ever is needed - there could be a structure that the child needs to listen for or a concept
LeAnn - Doug, I've tried a time or two but the kids didn't get it. But I will try again.
Doug - I was just asking because I do this but my kidos don't catch on.
jen - doug i like the use of analogy when the kids are ready for it i've tried it too soon with some and it was not effective
NanJ - you just need to keep showing them doug do show them how to do it first?
Doug - jen- is it level or strategy use to show that they are ready?
Jill - Hey I forgot to mention a good "game' to play while roaming. I tried alphabet bingo (you can buy it at any teacher store)
Mary K&1 - That level of M&B comes well into lessons, not at the beginning
Mary K&1 - unless you have a child who can handle it - but then why would he be in RR?
NanJ - yes I agree but I can't wait to get there Mary
Dee - to have the break the word in the analogy seemed to tie it all up for the child after they can succesf. complete the analogy
LeAnn - How many books do you try to read a day in roaming, this is new and old? We read 5 today and I thought I was really pushing it.
jen - i think a bit of both doug depends on what cueing source they are strong with kids who rely on meaning a lot often have the most trouble because thye aren't looking at the visual
Bobbi - Jill - don't need to buy it even - you can make your own up. I just fold paper into as many squares as I need and use index cards. For my second rounders I have made up word bingo because they have quite a few words in their reading/writing vocab now - couldn't do it in Sept.
Mary K&1 - They will be ready for it if you take them through the stages of M&B that Clay explains in the GB starting on p. 44
Jill - yeah doug, but if you have teacher's choice money to spend it is a good investment
Doug - jen so after cross checking is very apparant?
Kat/NC - We read about 4, LeAnn..Need time to do other things with words and letters
jen - yes
kinderkate(kk) - Some of my kids can do this. Unknown word:VAN Teacher writes know word:can. Teacher says,"You know this word what is it? Good if this word is can, what is this word . Teacher points to van.
LeAnn - Good, because I thought my TL said we should read about 10. I thought that was a bit high.
Kat/NC - I don't know how you would get time to do anything else reading that many books.
kinderkate(kk) - 10 books!!!!!!!!!!!
jen - leann at what level could you read 10? Level 1 or 2 maybe?
Bobbi - Everyone - I only get in about 3 books because my TL says we have to do writing besides work with letters. I think I'll try to get to at least 4 after reading some of you do 4 and 5. Actually, I do 3 and work on a book with the child - one that they are creating through pictures and their word vocab...does that count as another book? We add one or two pages a day.
Doug - kinderkate- would you do this on the practice page of the writing book or would you take the word apart in continuous text
Kat/NC - I think so Bobbi
Bobbi - I don't have any child that would sit long enough for 10 books. I teach in a special needs district and many of my children have no books at home - have never been read to, etc.
jen - pacing i tend to try to move too fast sometimes then i have to drop down a level or 2 or 3
kinderkate(kk) - During roaming we read a different alphabet book each day. (Among other books ) Then I would look at a page and say the picture that was on it. Child had to guess letter that matched word. I did this only with KNOWN letters. They love it because I fake getting upset because I can't trick them.
Dee - I'll go to G.B in A.M not here with me now I do about 4 books - sorry I'm so slow with this read and type - I'm still a learner in so many ways R.R included even my Guidebook has been read-reread and read through again!!
Kat/NC - I enjoyed the meeting. Thanks for the help. bye all
kinderkate(kk) - Dee - I am new also, but I took a RR friend to the airport and guess what she had in hand to read. The Guidebook - and she's been RR 5 years!!!!!!
Bobbi - Thanks everyone - I really enjoyed tonight. Hopefully, I'll be able to get on next month. I stay at school late and bring home a lot of work but made it a point to log on today.
kinderkate(kk) - That' is the hard part, Doug, timing. Truthfully - do you all really do all of this in only 30 minutes???
Doug - kinderkate- truthfully, when it is not 90/10 then it is over and everyone is frustrated
kinderkate(kk) - 90/10 Doug?
Mary K&1 - kinderkate - yes - it gets easier with practice - also, if you keep it easy for the child, you can get it all in - if you're running over time, then something must be a bit too hard
Doug - TL says that as my kids go up in levels their fluency and phrasing improves. How can you get 3 PM's read during familiar reading?
Doug - kinderkate- 90% known and 10% new information
Mary K&1 - Well thanks all, the hour went fast - next time - I think that we will talk about keeping is easy and the language limited child this will include the ESL kids.
Bobbi - Doug - as our levels get higher and stories longer we only reread 2 books instead of 3. The TL is aware of it and said it was okay. Once in awhile with really long stories, I have my children read their favorite parts of 1 or 2 books.
kinderkate(kk) - DUH - Doug - thanks, I'll get all of the lingo down someday.
Doug - thank you Mary
Mary K&1 - Good Evening
