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Mary/PA - Welcome to this evening's Reading Recovery Meeting here at Teachers.Net.
Alison - Hi Mary, what's our topic tonight?
Mary/PA - We have no set topic for tonight. We can chat about any Reading Recovery concern/s that you have.
Mary/PA - How are your kids progressing?
Mary/PA - Does anyone have any concerns? Troubles? Confusions?
Alison - I'm in my training year. I have 2 students moving along, well. I have another student who has a real problem with fluency and way too many repetitions. Today I counted over 32 repetitions in his rr. Any advise?
Mary/PA - Does anyone have a student who is close to discontinuing?
Mary/PA - Alison, is it evident why he is rereading?
Gigi/MO - I thought I had one that might be close and then she had 2 reversals in writing today!!
Mary/PA - How is his oral language?
Alison - I think he has been taught to do that by other people. He's also a perfectionist. He is able to keep meaning, so he's not rereading for that.
Mary/PA - Gigi, what kind of reversals?
Gigi/MO - The other one that is semi-close is SLOW!!
Mary/PA - Is he checking on something or confirming?
Alison - His oral language is good so is his writing.
Alison - I really think he wants to be word and letter perfect.
Mary/PA - Gigi, slow in everything, even walking up the hall? Some kids are like that. I don't have one like that this round. I think it's the first time!
Mary/PA - Alison, have you told him he's not allowed to do that so much. Tell him to reread only when he is stuck or notices a mistake.
Alison - He has lots of sounds and tries to sound everything out too, even high frequency words.
Mary/PA - Alison, do tell him he is not allowed to do that! Have you tried audio taping him and letting him listen to himself that way? Sometimes that can really turn things around.
Alison - Yes, Mary I have. He's working on it. He realizes its causing him problems. I model for him. We work on phrasing too.
Mary/PA - Well, realizing is a good step.
Alison - I am so glad I logged on! Just wanted to know if I was on the right track. Yes, I will be taping him tomorrow. Also setting him up to read at our daycare to the littles and talking about how reading should sound like talking.
Mary/PA - Alison, choose books with lots of dialog. That can help as well.
Gigi/MO - She reversed the g in get in fluent writing and d for b!! Yes on the SLOW in everything except if he is going to be late for recess!!
Mary/PA - Gigi, maybe you should schedule all his lesson for just before recess
shar - taping a child sounds like a great idea. I'm going to try it tomorrow also with a student.
Gigi/MO - I do as often as I can but thanks for the idea!!
Mary/PA - I have a couple of kids with language processing problems, one of these also has phonemic processing problems. It's quite a challenge
shar - I'm also in training. Speaking of taping, do you tape observations behind the glass in your area?
Gigi/MO - Wow, Mary!! That must be a challenge!!
Mary/PA - We did in years past, but haven't lately
Mary/PA - I don't know if the training classes still do.
shar - Is a phonemic processing problem a difficulty producing certain sounds?
Alison - Shar, in my training class we don't.
Mary/PA - Gigi, it is, but we keep working....there has been a lot of improvement
Gigi/MO - I have the hardest speech student that I've ever had in RR but my TL came to visit and she said to keep going with him until Christmas at least!!
Mary/PA - But I don't think they'll discontinue. But hey are far better off that they would have been without this daily work
Gigi/MO - Mary--Don't you feel like you are spinning your wheels with them at times though!!
shar - Because of the phonemic processing problem do you need to give him extra support in writing, matching sounds/letters?
Gigi/MO - Welcome back, Alison!! Did you get booted?
Mary/PA - I've had really big time speech problems before, they do make gains. I still can't understand much of what the one child says while we are having conversations. His reading is easier to understand. He gets more of the sounds in than when he's just talking. His speech teacher said that he is so much better than last year.
Sue - How do we get the people who are so concerned with numbers discontinuing to realize that those kids who don't but are far better off are well served?
Mary/PA - shar, sound boxes help a lot in writing for the phonemic processing. Reading is the tough one. We want fluency, but if he tries to say things quickly, it gets jumbled
Gigi/MO - Mary--That's good!! The speech teacher really wanted me to take him and he is progressing but not really accelerating!! (level 4--tested on OS that I gave last week on a level 3)
Mary/PA - We can talk about any Reading Recovery concern that you have, Julie
Alison - I'm positive I have one who won't discontinue, but my best advocate is his first grade teacher. She is already seeing improvement in the classroom. Don't think the powers that be will hear her opinion though.
Mary/PA - Alison, what seems to be holding that child back?
Sue - Hi Mary and all! It's so comforting to see that we have common concerns.
Mary/PA - Sue, that is so true
Gigi/MO - I agree, Sue!! I really feel extra pressure to discontinue students and then when they DON'T, that is the only thing that is looked at rather than the gains they made!!
Julie - I'm in my second year now. I'm having trouble with make and breaks. Last year during training year, I felt so much more sure of my make and breaks because we had a lot of support and our T.L. brought us into it one step at a time. This year I seem to be doing one thing one day and one thing the next. I'm sure it should be more connected, and I'm using the RR. I guess my problem is more of a focus one than a make and break issue. Any advice on how to not jump around so much with my focus.
Julie - Sorry about all my typos. I'm new to live meetings and type too fast.
Sue - Julie, the California RR web site has a good aid for M and B by Mary Boehnline, I think. You can download and print.
Mary/PA - Julie, I think you already know your problem, it takes some self control on our part. We want to fix everything right NOW, but we have to hold ourselves back and take smaller steps. We have to let some things slide while trying to master another.
Alison - Mary, he's a hard to remember kid.
Mary/PA - Julie, don't worry about the typos, we all do our share. I can fix them when I edit this.
Gigi/MO - Alison--Thanks for hanging in there!! I had to try 3 times to get on but then I haven't had any trouble since!!
Julie - Thanks. I'll check the California site.
Sue - What is the average reading level for most of your classrooms at this time of year?
Mary/PA - Oh, Alison, that is difficult, everything has to be over learned and visited often. But stick with it, he just might surprise you. Once he starts to really remember one thing, the next comes a bit quickly and so on. He just might make it. Don't give up on him.
shar - Mary Taking to fluency - yeah, problem. I find that this student tires after 20 min also. he works so hard.
Alison - Mary, I'm never going to give up on him. I'm in a situation where I can probably work with him one on one after his time in reading recovery is up.
Mary/PA - Sue, I don't know. I haven't checked. I should do it soon, I have two that I think are ready to discontinue. They are doing very well in the regular classroom and there are so many more waiting for a slot
Gigi/MO - Julie--Our TL is telling us to try to write in the comments section: on own (What they did on their own that day), prompted (What you prompted that day), and needs (What the child needs)!! We are to pick one thing in writing and one in reading for each section for each day!! That helps the focus!!
Mary/PA - Alison, that's great! How lucky for him
Sue - Mary, how long have you been in RR and are you always so positive? You help those of us who are new and expect miracles right now!
Alison - Gigi-That's a good idea. I too, have trouble with jumping around all over the place.
Mary/PA - Sue, I've been teaching a very long time. I've been in RR for 9 years now I was in first grade for 23 years before that!
Julie - Gigi, that sounds very helpful. I'll try that tomorrow. I'm feeling a bit discouraged right now. I had one child move to another school at week 12, and another who is not accelerating at a rate I want him to. It is so hard to start roaming again with a new student.
Mary/PA - I love First Graders
shar - also Mary, you help those who have little feedback. I'm in a rural area, the only rr within 10 mi, it's new to the school.
Gigi/MO - She has been telling us to try it and I finally wrote those sections on the lesson plan sheet and ran it off!! That way you don't have to write all of that EVERY day!! I'm planning on trying it more even though it will take more time!!
Mary/PA - shar, I know how you feel. We were like that around here when we started. I'm still the only RRT in my building, but the other teachers are familiar with what I do now, so it's not so bad.
Sue - Thanks Gigi. That should be helpful. I always seem to be in a time crunch, but that info should pay off in record analysis.
shar - Gigi, that does sound helpful. I noted it.
Julie - Did anyone else feel a little lost after the training year? I miss the weekly contact. Also, our training class was integrated in with half of the trained RR teachers. They really have no interest in our opinions, or even communicate with us. We just kind of sit back and feel like we're not really a part of the group. Our TL also seems to want to cut us off from her support. She rarely talks to us either in class. It's a real dynamics problem.
Mary/PA - Oh, so you don't use that separate form for that, Gigi?
Sue - I've taught first, second and some periods in sixth. First is definitely the hardest, but most rewarding; especially when they've had no background and make great strides in literacy!
Mary/PA - I'd like that, it seems that I have too many papers to shuffled around during lessons.
Gigi/MO - Glad everyone liked the idea but it's from my first year TL!! She's doing a great job!! I'm not saying I'm a pro at it yet but I think it can help!!
shar - Julie, do you have monthly meetings with all trained teachers, where you all are the focus?
Mary/PA - Oh Julie, that's too bad. Is there any way that you could become more assertive? We don't need any more isolations than we already have.
Julie - This year, there is no new training class. So we all meet (all of us in our 2nd, 3rd, 4th year) in 2 separate groups. We are the minority in a group of teachers who are in their 3rd and 4th year. I'm the most vocal one in the group. Last year I had to make myself be quiet more often than not. We really have the feeling they would rather not have us there.
Mary/PA - Are you folks still doing fluent word writing before the lesson? I've heard that it's on the way out. I still do it with most of my kids. I don't see the harm, I don't do any teaching and do let them write the words they want.
Gigi/MO - Mary--Our TL said to use the comments section and make that more of a daily prediction of progress using those sections!!
shar - mary, what would you say your top 3 desires/goals are for your discontinued students? I'm asking you this because of your clear under. of the aver. 1st grader.
Julie - They didn't even tell the four of us about the conference in Greensboro they were all registered for and attending. Thanks for listening to me. I have no one to vent to. I hope to get back on track tonight with some good ideas.
Alison - Mary, our TL said for us to keep doing fluent word writing until further notice. She's big on it.
Sue - I've also heard that after many high frequency words are learned that it's not needed anymore. My kids look forward to it. What's the rationale for stopping and who decides what changes in lesson format are made? the r
Mary/PA - shar, top 3 eh....well definitely quick problem solving for one, a fairly fluent reading rate, and l guess good monitoring.
Gigi/MO - I still do fluent writing most of the time with all of my RR students!! I hadn't heard the news on it!!
Alison - Sue, how many is many?
Mary/PA - Gigi, I guess Marie doesn't like how we do it here and is going to take it out in her new edition of the GB that she is working on
Sue - Not sure. Just read the exchange on the RR e-group. I would like to know more, though.
shar - where is fluent word writing discussed/encouraged/described in the guide, Mary? Pages? sections?
shar - sue - what is the RR e-group . how do you get on?
Mary/PA - We were told that the fluent writing is not needed when the child displays that he has a good understanding of how words work and has demonstrated that he can learn words easily
Gigi/MO - Mary--How are we supposed to do it? I just have them write about 3 words upon my request and/or sometimes I let them just write words they know!!
Mary/PA - shar, I don't know what page, but she does say something like have the child write a word or two that he has been leaning before the lesson starts.
Mary/PA - I might be in "moving into lessons"
Alison - My TL says they are to write the same word a minimum of three times and it should be a word they know but don't control.
Gigi/MO - My TL last year said that the fluent writing time sets the mood and tone for the lesson!! fast and successful
Mary/PA - Gigi, I was told that Marie observed teaching during the fluent word writing and that's not what she wants to see. I'm not sure what other concerns she has
Sue - shar, go to yahoo.com and look for e-groups membership. There you'll find a list including RR.
kkhull - Has anyone read Marie Clay's new book? I think it's called Changes Over Time.
Gigi/MO - Alison--My TL last year was big on writing the word (s) fast and in about the spots on the white board!!
Mary/PA - Do we want to set a topic for next time?
Alison - Shar, search for readrecov when you go to yahoo.
Gigi/MO - Sorry--3 spots on the white board!!
Alison - Gigi, I'm not sure I understand.
Alison - Got it Gigi. LOL
kkhull - My students will be at about Level 9 or 10 next chat and that's where I often find a plateau period. Maybe some suggestions from the group would be helpful.
shar - mary , maybe Marie's concern is that the words are out of context rather than taking them out and then putting them back in the text.
shar - thanks sue, I'll go there
Mary/PA - Oh, the plateau, yes that's a good topic!
Julie - I would like to talk about mid to higher level processing, too.
Alison - Must go, goodnight all. Looking forward to next time.
Julie - Next time I'll stay on topic, too!
Mary/PA - Julie, everything is on topicone thing just leads to the next, it's hard to keep them separate!
Sue - Chin up, Julie. Maybe it'll get better. They're missing out on your great input.
Mary/PA - Thanks for coming all! We'll see you all next time
Gigi/MO - Julie--It was open tonight so anything was on topic!!
shar - I will Alison! rr e-group - great
Gigi/MO - Thanks, Mary, for keeping us going!!
Mary/PA - Good night and may all your lessons be great!
