I teach left to right, top to bottom, and 1 to 1 as my first
strategies (I believe they are called the early strategies and
are posted on our reading wall and referred to often) and this
is exactly what they are working on w/me at this time and is a
big focus in shared reading as well. As I said, when they read
w/me they are matching one to one (not everyone this year but
last) and last year I had kids who passed RR levels 3 and 4
(which require cross checking) easily, but when I would watch
what was going on (very slyly) when they independently read,
they were making it up...in books that were at their level and
that is what I am concerned about. It was like they just didn't
firmly understand that they had to look all the time. We
practiced and modeled and discussed this till I was exhausted.
I even remember a teacher leader once who was amazing in a
reading recovery lesson (granted this was a first grader) early
on putting her hand down on the book and saying "you must look
when you read" very firmly after many lessons and the child just
wasn't looking still. I tried that and as I said they did it in
group and on tests, just not on their own consistently. I just
want to be sure I'm not letting them out their to practice
things wrong because I know how hard it can be to undo poor
behaviors and have similar things happen this year.

On 11/07/09, Strategies? wrote:
>
> This may sound snarky -- and that's not my intent -- but are
> you teaching them 1-1? (putting dots under each word for them
> to put their fingers on as you read each word) I have found
> that it's only after 1-1 is solid then I'm able to move onto
> more strategies (like "do 2 things - look at the first letter
> and the picture & "Unknown Word Strategy") to help them move
> on. When the 1-1 is in place, making up stuff happens a lot
> less...

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