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Mary/PA - Greetings!
Mary/PA - Welcome to Teachers.Net's Reading Recovery Meeting
Mary/PA - Tonight we will continue talking about Discontinuing
tyylee - good evening, good topic, we are in week 19 and I need to make a decision about a child who is now in L 10 and is really flying. I am wondering if he should have an extra week or two.
Mary/PA - tyylee, can you afford the time?
pd - I have a student beginning 14 and was recently put in a middle level reading group in the classroom. But everyday he grumbles about writing! We can talk about many topics, but nothing appeals to him. What do you think?
Mary/PA - Sounds like it would be worth the extra time, if he's flying now
Mary/PA - Does he grumble out of habit?
tyylee - There are other children in his classroom waiting for their turn for RR, and that is the problem, this one is really starting to put it all together and time is almost up. I keep thinking that a little longer might do the trick. Hopefully he has learned his self extending system and can continue to progress without me.
pd - his writing is fairly fluent
pd - his personality is a grumbling type
Mary/PA - How has his grumbling become a concern?
Mary/PA - If he can do the job, then that's what matters
Mary/PA - tyylee, is your school fully implemented?
tyylee - Yes, we have two RR teachers for 50 children but there are several more that need the help!!
pd - I feel he gives up too easily and I've told him recently that he needs to use the strategies we've been working on to help himself; then he wouldn't have to meet with me each day. That would make him happy! I am "a waste of time" to him.
Mary/PA - jeanie, how are your kids doing?
jeanie - just dc 1, i has recently moved others are coming along fairly well
Mary/PA - I could be wrong, but it is my understanding that if you are fully implemented, then you need to stick with this child, especially if he is now accelerating
jeanie - i am new at this so please be patient with me
Mary/PA - At what week are they in their programs, jeanie?
Ginny - Are you giving him too much support? Have you tried having him write exactly what he says when he grumbles about writing?
jeanie - 2 are week 17
pd - such as, "I don't want to write about that."
Ginny - Exactly
Ginny - Worked with one of my. Child was surprised but there was something to work with even in that.
Mary/PA - Time to think about discontinuing then, jeanie. How close are they?
pd - I guess one of my students did that a few times last year--it did work, now that I think of it .thanks ginny
Ginny - We are fully implemented and our TL has told us 20 weeks unless the child looks as if sh/he will discontinue in 4 extra weeks. But that's it!
Ginny -
jeanie - we just recently missed about 3 weeks of school and 1 of them missed another week so they should be ready at 20 weeks
pd - last year was my training year in a different district than I am in now and we did not count RAK as part of the 20 weeks. But this year I was told to count RAK as part of the 20 weeks. Does that sound right to anyone else?
Ginny - Yes, I
Ginny - Yes, that is what our TL said
Mary/PA - pd, that's the way we do it now as well
jeanie - we were also told to count rak as part of the 20 weeks
tyylee - What test reading levels are you looking for (of course along with that self extending system). We are told L10-L12 this time of year.
Mary/PA - There have been many confusions about the program over the years, each year it seems we are to do things a bit differently
tyylee - We are told two extra weeks at the most.
Ginny - We've been told 12-14. Can't really see a self extending system below 12.
pd - our levels have to be at the low/middle of the first grade class, which is higher than 12-14
Mary/PA - 12, now, even though that is way above the average of the class, 16 at the end of the year - those are the minimums
Mary/PA - WOW, pd, that's high!
Mary/PA - What is your school's secret?
pd - my partner RRt just tested one out at a 20
Mary/PA - How do they get the kids reading at such a high level at this time of year?
pd - this community is very supportive and the K and 1st teachers are the best I've seen (and I've been in 7 diff. schools)
Ginny - My highest is at a 10! 3 of my kids have severe language issues. Just breaking through that barrier
tyylee - Our RR children started with no letter knowledge and no 1-1 match, it would be really remarkable for them to be at level 20 by now!!
Mary/PA - pd, have the K and 1st grade teachers had some special training?
Mary/PA - pd, do you have full day kindergarten?
Maureen - 15-16 is the lowest that we Disc at in NZ. I usually disc at 17/18/19.
pd - our district is incredible. as part of class size reduction (20/1) you automatically get 6 days of inservice training on how to best utilize your time and space with 20 kids.
tyylee - This is a little off topic but we are looking at Reading text books for adoption. Has anyone found a basal series that really supports and reinforces Reading Recovery?
Mary/PA - Ginny, language is so important, isn't it
pd - I teach RR in the AM and K in the PM
Gigi/MO - Maureen--After a 20 week program?
Ginny - Yes, but my sweetie at 10 is flying now.
Mary/PA - I wish I knew of a good oral language program that we could use in our kindergarten classes, maybe it could get these kids on track sooner
Maureen - With some kids you are almost teaching them oral language through your interactions with them and the books you present.
Ginny - I would like to see our K teachers perceive K as more than playtime
Mary/PA - pd, are the other kindergarten teachers also RRTs?
Ginny - So, true, Maureen -- hey, it's Ginny from Saratoga - how are you?
Mary/PA - Hi Doug, I didn't see you come in
Maureen - Length of time in the programme varies with the child. Average time in the district is 14 weeks.
pd - our Kinder is 3 hours and 20 mins. each day
Ginny - With two of my kids, I've had to spend a lot of time getting them to feel how the letters feel i their mouths. Our K is 2.5 hours
Mary/PA - Doug, we started off with discontinuing again tonight
Gigi/MO - Maureen--And after 14 weeks, they are on Level 15-16!! WOW!!
pd - we have 4 reg. Ks and 3 K-1 multiages. 3 of the four K teachers are RRTs as well.
Ginny - Maureen, you take the children after one year of strong instruction. Am I right?
Mary/PA - It doesn't take us long to get off topic
tyylee - Maureen, is that the levels of the regular RR books or the testing books we use in the US>
Maureen - Yes, that's right Ginny. Kids here start school on their 5th b/day after preschool which is from 3-5 yrs
Mary/PA - Maureen, when you test for discontinuing, what kind of book intro do you give the children?
Mary/PA - Or don't you do it that way at all?
Maureen - Regular books, Doug. They are benchmarked against PMs and Ready to Read Series
pd - when doing the WV of the OS in discontinuing, do you ask the child to generate the words or do you prompt?
tyylee - When giving the word writing test on the OS do you every prompt the child with words from that child's own writing list?
Mary/PA - pd, I only prompt if the child stalls out
pd - scary that we are thinking the same thing tyylee
Maureen - Brief overview before opening the book ... hopefully the child does their own orientation.
Mary/PA - Then I prompt with categories, not like a spelling test, one word at a time
Gigi/MO - I'm back because I reloaded!! I didn't think the entries were coming up!!
Ginny - I'm finding with my "inventive" kids that a very brief overview and then the child predicting from the pictures is working better and it prepares them better for testing out
Maureen - Do you do your own Discontinuing?
Mary/PA - I may prompt for them to think about all the words they have written on the board for me
Doug - Maureen-not my question but thanks anyway....i have been trying to get our principal to consider having instructional aides give running records to all kids and get 3 levels once a month...that makes us accountable and gives true purpose for the aides....I'm getting a lot of shrugged shoulders though....oh well
Mary/PA - Maureen, no, not any of the subtests
Ginny - Two of my kids were trying to remember the introduction and neglected print
pd - my TL last year gave a page by page book talk through the test booklet.
Linda/CA - I am not an RR teacher, but would like your opinion about something. I am a Resource Teacher.
Ginny - We do our own testing except for the text level reading
Mary/PA - pd, that is not at all the way I have ever seen it done
tyylee - Maureen, are these PM Benchmark books from the normal PM books that we have in our collections?
Mary/PA - What is it, Linda?
Doug - pd- the scott foresman testing package has the script written for us and we are to follow it for research purposes....I have been reminded that we can always have the child look through the book himself
Linda/CA - We use running records to assess student's reading levels. We have a teacher who has a class full of NES students, yet, according to him they are at instructional level 12. Does that seem possible? The tests we use include comprehension.
Maureen - We have some designated testers in the school. Results are sent to the RR Centre.
Ginny - What is and NES student?
Mary/PA - What is NES?
Linda/CA - The comp consists of covering the text and having them retell the story--with some details.
Linda/CA - Non English speaking
Maureen - Just the normal PM books, tyylee
tyylee - Doug, we teach literacy groups in first and second grades and our goal is a Running Record on each child in the group once a week. It really helps us keep on track.
Gigi/MO - Ginny--The TL I had for 4 years said to do it that way but the one I have now says for another RR teacher to do all the subtests!! I think that is TOO much time for another teacher to take away from her kids!! Especially if they are at another school in
pd - I share a RR room with another RRT as we simultaneously do our lessons. She is in her training year and was having her Tl discontinue a s last week, but I don;t think the book intro was detailed. Our TL is from Aus. this year
Linda/CA - I have retested these students using Rigby and they seldom score higher than 8-9 on decoding and even lower on comp
Mary/PA - Gigi, I feel the same way, but that is how we have to do it this year
Ginny - So true! We have 3 RR teachers in our school -- almost - one just went out on maternity leave -
Mary/PA - I don't understand what difference if makes
Ginny - When you say Rigby, do you mean PMs or the Literacy 2000?
Mary/PA - But I guess there is a reason
Linda/CA - any ideas about how he is getting such high scores? The difference is retention or not
Ginny - We switch for the text level but not the other tests. I think they want objectivity on the TXT Level. Possibly we could lose that with our own kids
tyylee - Maureen, I find that the PM books are one or two levels easier than the test books that we have to use. That may account for your much higher discontinue levels.
Mary/PA - Linda, could these teachers be prompting during the rr?
Linda/CA - Mary--that is what I am afraid of--but I have no basis to observe him
Maureen - We are supposed to have an independent tester ... it checks that the child can transfer independent processing to another situation/environment.
Mary/PA - Linda, maybe you folks need to be testing each other's children
pd - our TL said that the testing books are about 2 levels higher than the reg.books, esp. due to lack of picture support
Doug - linda- some teachers need to be gently reminded that a rr is to see what strategies a child uses on their own
tyylee - I always wonder how high we should go when testing and the child is having to work out so many words that you wonder if they are comprehending anything even though the % is still in the successful range.
Linda/CA - Mary--we test all 556 kids at least 5 times a year!!
Mary/PA - I've observed teachers being far too supportive than they should be, but they don't realize this when they are doing it
Ginny - The testing situation requires very little introduction from the tester - only reading the summary. The child has to make all the meaning on his own. It's really quite independent. IN a lesson we spend time interacting conversationally about the text. It provides much more information for the child to use when problem solving. That makes a Lv 12 test booklet equivalent to a 14 with a richer intro. Does that make sense to you? I hope.
Linda/CA - Let me rephrase that--there are 5 dates on which they have to turn in scores
Ginny -
Mary/PA - tyylee, I think that our TL this year said that when this is the case, we don't have to keep testing until they score 2 times below 90%
Mary/PA - I understand what you are saying
Linda/CA - Yes, and then the next years' teacher wonders what he/she is doing wrong when the student drops 5-6 levels
Maureen - Yes, I've heard about the testing booklets. Haven't seen them though. We don't use them here.
pd - what level do you expect your discontinuing students to be on in the CAP?
Ginny - We run into that with our end of the year testing. Children seem to "lose
Ginny - t over the summer
Gigi/MO - Maureen--Do you have certain books that you ALWAYS use for disc.?
Mary/PA - gee pd, that's a good question, I can't think of where mine are, it's never been an issue
Ginny - I'd like them to be very close to 20 and to get some of the visual scanning items at least
Maureen - Gigi, not officially. We try to match the book to the reader.
pd - my partner RRT was discontinuing her first today and was surprised that her student did not achieve a 24. She only got a 21. I thought 21 was pretty good!
Mary/PA - pd, I agree, especially at this time of year
Mary/PA - They still have a half of a year to go
Maureen - Me too, Ginny. Usually they'll miss either the letter order or punctuation items.
Ginny - If the children are reading at a 14, though, you would hope they would be catching the grosser visual scanning - maybe not the mixed up letters but definitely the mixed up words
Gigi/MO - Maureen--OK!! Thank you!! So you or the tester picks a book at a level that you think he can be successful at?
Mary/PA - About the punctuation items...exactly what are hoping the child says?
Linda/CA - You guys want to come teach RR at my school? Only 10% of the 1st graders are reading on or above grade level
Doug - maureen- I have noticed that kids who lots of the making words activity in the classroom that it will transfer to visual scanning behaviors on the CAP
Mary/PA - Linda, why don't you have RR in your school?
pd - when you are getting close to discontinuing a child, how quickly are you moving through the levels. I have one on his 2nd 14 but I think I'll give him a 15 tomorrow because he seems like he'll be able to handle it.
Maureen - I pick the books and include seen and unseen material for balance.
Ginny - Seen material in testing, Maureen?
Linda/CA - Too many kids for RR--not cost effective--we do have an intervention reading lab that uses cell type RR
Ginny - what is cell type RR?
Maureen - Agreed, Doug.
Gigi/MO - Ginny--I was thinking the same thing for Maureen!?!
Linda/CA - Using modified RR in small groups
Ginny - Our building has 105 first graders. We don't get to all of them But we do make a difference with the lowest ones. And we determine which ones will need stronger interventions
Mary/PA - About CAP, when the child is responding about the punctuation, what do we want to hear them say?
Ginny - I usually accept any response that indicates the child knows what the punctuation is
Maureen - Seen material for warmup, or confirmation, Ginny. We always note if the book is seen or unseen for obvious reasons.
Linda/CA - Ginny--of our 187 1st graders--45% are reading at 4 or below
Mary/PA - We have 70 some first graders and two RRTs
tyylee - Linda, I teach Guided Reading in small groups as well as RR and I must say that I get much further with the children that I see in RR. You can never fully reach the child's needs in a group situation.
Maureen - As per p51 in OS book, Mary.
Ginny - oh, we don't use warm up. That's a great idea to get them perking. And confirmation to see if the testing is accurate?
pd - for CAp punctuation I want them to say both the name of the mark and what it does.
Maureen - Yes, Ginny.
Linda/CA - tyylee--few of them know how to do guided reading--though they have received training--they don't do it
Ginny - Linda, it sounds as if you need to look at your classroom instruction too
Mary/PA - Ginny, we have always had the child read a familiar book before the testing books so that we can get an idea about the fluency
Linda/CA - those that do--their students get higher scores
Maureen - Also provides info on any differences in the child's processing of seen /unseen text.
Doug - maureen- can i get specific about a child, level 12, overuses visual cues and still has not transitioned out of sound boxes yet...here's the thing...he made a substitution today that was syntactically similar but didn't make sense...i asked the classic...what sounds better.......or.......... and he still picked the bad choice...its not second language learning but he does not yet have an internal ear for what should sound right...any suggestions
Gigi/MO - pd--Then do you count it if they only say one or the other? I usually do!!
Mary/PA - We don't take a rr on it, but do listen
Ginny - It is very reasonable and logical. It wasn't something that was taught in training but it makes lots of sense.
Linda/CA - we are in the process of doing that--but they won't do it unless we stay there every day and watch them
pd - Ginny, do you give your discontinuing kids some familiar reading before the testing booklets?
Mary/PA - That's my confusion, is saying the name of the mark enough?
Ginny - PD, no, but I'm going to
Maureen - Is he making Meaning for himself, Doug?
pd - gigi, of course I give them the benefit of the doubt. I'm just thinking in an ideal world...
Ginny - I think the child needs to know what the mark is for. E.G., comma means to wait and start again. The punctuation comes in when you're teaching for phrasing and expression
Doug - mary I think the sample answers in the test book meant that there are many ways to answer the question just as LI looks at 3 ways
Gigi/MO - Ginny--I just do it to establish rapport with the child, especially if it is another RR teacher's student!?!
Ginny - I wonder if your introductions are too strong and the child needs to make some of the meaning himself. And then does he know how to look at a word sequentially?
Linda/CA - thanks for the help==bye
Doug - maureen yes...and later in the book he will discover the problem...ultimately does he go back voluntarily...yes meaning is there for him
Ginny - Yup, relaxes the child to read something he's fluent on
Mary/PA - What topic do we want to discuss next time?
Doug - maureen but to be honest he has a high number of visual cues that are recorded on the running record
Maureen - P 51 in OS has several acceptable responses. A little stop, a rest, a comma
Ginny - learning how to button your trap so the child can do some work on his own
Maureen - Can do much of the orientation for himself?
Ginny - Maureen, do you have the OS memorized or is it in your lap?
Mary/PA - So, we don't look for more at the end of the program, then?
tyylee - Doug, even though the child is too visual, when he doesn't hear the 'right' way you might want him to check it with his finger, saying the word slowly and then when he sees that it doesn't match follow up with 'What else would make sense there, now check that.
Maureen - The hardest lesson for most of us, I think, Ginny!
pd - it would be nice to talk about 2nd rounders and doing RAK with them
Ginny - Doug, have you tried crashing words with him
Ginny - especially for me, Maureen
Doug - maureen- today it was like a pebble in the pond thing...one thing just scaffolded into word by word reading, appeals and waiting for a told....10 minutes to do the running record
Mary/PA - pd, that sounds like where many of us will be next time
Maureen - Doug, could you say TTA?
Mary/PA - How many of you have to keep telling a child "Don't look at me."?
Doug - ginny-yes but it was his running record so I had only one thing to say
Gigi/MO - pd--I was thinking the same topic!!
Mary/PA - I have one who still does that. I know that the other adults in their life are giving the child far more help than is needed
Ginny - Ah, but you could address it in your teaching point later. It sounds as if he doesn't know how to look at words and think of a word that makes sense too
pd - I just avert my head when the appeals come and I know they can do it.
Doug - yes...but when will the tta carry the (you better think about it) connotation...LOL
Ginny - How about, "Do you see the words on my face?"
Maureen - Where did he go back to? Did you indicate a useful point to start again so that he could gather up M&S?
tyylee - Even with the Running Record you might say 'try something else' sometimes they understand that better than the scripted 'you try'.
Ginny - I've started using a clipboard and leaning back in my chair so I'm behind the child
Ginny - Doug, what Maureen said really works. During the new book, my little miss attitude really saw the difference when I guided back to a good starting point several times.
Doug - maureen- that the whole problem a tta is usually done at the beginning of the line not the sentence or the page
Gigi/MO - Doug--I thought we could say TTA on a RR?!?
pd - ginny and maureen, good suggestions
Mary/PA - Well folks, thanks for coming tonight, I must go now. I hope to see you all again next time.
Mary/PA - Good night.
Gigi/MO - Bye, Mary!! Thanks!!
Ginny - TTA we were taught, was supposed to be used when the child is so totally mixed up, he can't get out of the hole he's dug.
Doug - gigi- yes but I originally was talking about my teaching point for the running record
tyylee - anyone going to Ohio conference?
Maureen - OK, try pointing back to the beginning of the sentence as you say TTA. Or even back to the beg. of a short para if necessary. Do you use TTA when you are teaching too?
Ginny - no, I went to Springfield
pd - too poor to go to any conference this year!!
Gigi/MO - Doug--OK!! Thanks!!
Ginny -
Gigi/MO - I went to Dallas in Nov.!!
Doug - I will try to show Chris to go back further to get more running room.....m and s should drive him...it was a bad book choice, and too many tolds
Maureen - We all have days like that Doug
Ginny - Doug, choosing the teaching point is so difficult yet so important. But the choice should center on a confusion that you want to clear up to support the child's processing in the future.
Gigi/MO - Ginny--Springfield, ???
Doug - I'm off to Sacramento to hear marie clay herself
Ginny - if you have a bad book, and lots of tolds, it's hard to get a really powerful T.P
Ginny - Springfield, Mass.
Ginny - Northeastern RR
Gigi/MO - Doug--Have you ever heard her before??
tyylee - We had Marie in Ohio last year, I don't think she will be there this time. Ohio conf is coming up in three weeks.
Doug - one more maureen- will the friday book be a little easier because the running record has waited 2 days?
Doug - gigi- no
Gigi/MO - Ginny--We have a Springfield, MO and IL!! Just wondered!!
tyylee - Must get some sleep. Night all.
Doug - maureen- I meant you change levels when the child is ready but are Fridays usually a little harder
pd - I've really enjoyed chatting with you all tonight, but I'm tired of my classroom and I want to go home. See you next time.
Maureen - It shouldn't be Doug.
Ginny - yup, there are Springfields all over the place
Ginny - pd where are you that you're still in your classroom
Ginny - it's after 10 pm here
Doug - even if its a long weekend...it still should not matter
Doug - maureen- would you say that if it does mater then maybe they are not ready to be accelerated to begin with?
Maureen - That's right, Doug. Links to 'recency' and what the kid can hold onto and for how long. It is a behaviour that you should note, we are told.
Ginny - I've often worried about the gap between introduction and RR - especially over a vacation, it usually doesn't impact if the child has established a self extending system
Maureen - It is 4.15 pm Tuesday here Ginny ... a lovely Summer afternoon.
Ginny - unless of course the book choice was poor
Doug - maureen- not to argue but if reading is not memory then why should it matter
Ginny - Oh, Maureen, it's about -13C here - a frigid winter evening
Maureen - I don't understand, Doug.
Doug - maureen- its 7:00 here and almost raining
Ginny - why should what matter
Doug - memory does play a role but our TL's here keep telling us its the processing look at the processing
Ginny - 18 hours difference, Maureen -- I'd be in the middle of BTG on Tuesday at 4:15!
Doug - I'm sorry I have even confused myself...I'm taking antibiotics for a flu and feel a bit under the weather...i need to say good night...bye for now
Ginny - Memory for known words, memory for genre structures, memory for similar experiences -- but it's the processing that puts it all together
Gigi/MO - I'm going to go too!! It's been nice talking to all of you!!
Maureen - Yes, that's right ... but the process also involves memory
Ginny - By Gigi
Ginny - Yes, of course.
Gigi/MO - I agree with the memory comments!! Bye!!
Maureen - Oh, I wish I could touch type! I get behind ... Do you think that I have a problem with divided attention? LOL
Ginny - No more than the mother of 7 who insists on being an RR teacher too
Ginny - I spend 13 years typing court transcripts so I can touch type pretty well. Speaking into the computer would be even easier
Maureen - LOLOL,@ Ginny!
Ginny - Oh, I feel like such a failure -- my kids are SO low
Ginny - Had some breakthroughs this week though and Little Miss attitude is going BTG with me
Maureen - Yes, I have friends who have mics on their PCs ... they can talk to each other just like a phone call, but cheaper.
Ginny - Let her do the orientation and all of a sudden she was looking at print closely and making is make sense and sound right
Maureen - How do you think she will do, Ginny?
Ginny - that sounds great! I could get one but I don't know if I have the software
Ginny - Actually I think she'll do well. The last two lessons were really productive for her
Maureen - I think that they use ICQ. It's a free download.
Ginny - I have some concerns because she still has some weird habits
Ginny - ed her to spell "like
Ginny - and she started to spell "the"
Maureen - That sounds good, Ginny. What weird habits?
Ginny - Sometimes I wonder if it's inattention.
Ginny - She's still not got LtoR within words down pat.
Maureen - Sounds like she runs her own agenda
Ginny - Oh, YES
Maureen - In sound boxes yet?
Ginny - She'll be on stage tomorrow.
Ginny - No, I put her into letter boxes to get her to really look at how words are sequenced
Ginny - and I'm doing lots of visual crashing of words on my table top white board
Ginny - she confused at and it -- I think she's just looking at the "t"
Ginny - but she also confuses "I" and "A"
Maureen - Did you check the criteria for moving into letter boxes ... I've got tripped up there before
Ginny - the words
Ginny - My TL suggested it
Maureen - The move?
Ginny - She felt Melissa didn't know how to look at words
Ginny - and it would be helpful to focus her on the sounds in sequence
Maureen - Have you done much with analogies in ML?
Ginny - yes, the move to letter boxes
Ginny - Yes, I'm doing them every day - it's hard to find a word that she really knows
Ginny - word knowledge changes from day to day
Ginny - put cat up and she says can or vice versa - again I don;'t think she's looking at the whole word
Ginny - I'm typing quickly - don't mind the typos
Maureen - Did you try TTA on ML and push the letters up into boxes?
Ginny - Oh, yes - I slow her down and make her stretch the word so she can hear the sounds and then push
Maureen - Known words in writing?
Ginny - she can do it when she slows down
Ginny - only 22
Maureen - Do you use those for ML ... when she miscues have her write it and then C/chk with ML?
Ginny - ML -- magnetic letters? I've been having her make and remake words again -- had eased up on it but have started again
Ginny - also have her write the word in jell-0 powder, with water pen, chalk,
Maureen - Fast recognition of words is tricky then, and R to L scan? Your pile/my pile?
Ginny - She does that at home with her mom and concentration
Ginny - I may start doing my pile/yours with her again
Ginny - It really bugs me when she just writes "the" when asked to write look or like
Maureen - How about going way back and see what she does with early and intermediate steps under Locating Responses.
Ginny - you mean locating a known word?
Ginny - She's pretty good at predicting a word from the first letter
Ginny - But she has a hard time recognizing words like come or here -- confuses here, he, her -- and words she should know she struggles with
Ginny - I don't have my guidebook home
Maureen - No, Recovery Procedures p 21/22 in the GB. How about trying the Three piece puzzle in BL? I'll just look up the page ...
Ginny - hi marve
Maureen - And "which name is yours" pp276-278 I found it quite revealing when I tried it with Courtney.
Ginny - I'll check both tomorrow when I get to school
Ginny - It's really troubling. She is a difficult child but I really wonder why she has a hard time remembering words. Maybe I should read the section on when it's hard to remember again
Ginny - well, I think I'm going to close my baby browns, 6 a.m. comes pretty early
Maureen - OK ...hope it helps. 22 words is getting up there, but can she look at words when the are embedded in text could be something to think about.
Ginny - She seems to do better at that because she has M going.
Ginny - my 17 year old wanted to know how we're communicating. Wants to know if you speak New Zealand?
Maureen - Yes, but is she LOOKING!
Ginny - her you hadn't thrown any G'days or Mites at me
Ginny - Yes, she is looking -- it's just when I ask her for item knowledge --
Maureen - Hmmmmmmm ........ G'day Ginny's 17 yr old! Howareya goin'?
Ginny - She has less trouble with the common known words when she has meaning going -- and that has improved since I've relinquished control of the orientation to her.
Maureen - I think that will really help, Ginny.
Ginny - Elizabeth smiled her sweet smile -- Elizabeth is such a sweet girl -- my baby -- and she wants the computer.
Ginny - I think it will help too. Melissa is a very strong willed child. I think she was trying to remember what I had said during the orientation -- so this has given her what she wants -- CONTROL
Maureen - If you get a chance to hear the tape of Robert Scwartz form Ohio Conf 2000 ... good ideas on fostering self regulation
Ginny - GOOD TALKING TO YOU Maureen -- and some of it was even off topic
Ginny - ? I heard him in 96 and wasn't impressed -- but I always have an open mind
Ginny - ee if my TL has copies
Maureen - OK ... will let you go. Catch you another time I hope
Ginny - I'll see if the TL has copies
Ginny - Nite
