1. 796 Independent Study Lisa C. LeRoy

2.  Marie Clay is from Australia/New Zealand and after years of study and working with young struggling readers she created an intervention called Reading Recovery  The main emphasis in Reading Recovery is to work with the lowest 20% of first grade students (in America-Australia and New Zealand are different)  The goal is to have the students’ become on grade level by the end of their specified intervention ‘round’ which is 12-20 weeks long, depending on the student

3.  The lowest incoming first grade students were identified by the first grade classroom teachers from the intake assessments done over the summer.  Of these, the lowest (reading at Level A or below-especially nonreaders) were selected for Reading Recovery’s version of assessment called the Observation Survey.

4.  The observation survey is a series of five tasks that assess the proposed Reading Recovery candidate  The tasks are: Concepts About Print, Hearing and Recording Sounds in Words, Sight Words, a Writing Assessment and a running record.  Those children who receive that lowest scores according to RRNA’s comparison data are selected for Reading Recovery intervention

5.  Once the student is selected for receiving services, they start their first round of intervention. The goal is to have the first grade student on grade level within 12 weeks.  If this is not done within the first twelve weeks, there is the option to keep the student for a second round. This student will have the maximum amount of intervention, 24 weeks.

6. ROAMING AROUND THE KNOWN  The first two weeks of intervention are spent with the student and teacher getting to know one another. They will work on the student’s alphabet book, they will write in their daily journal and make sentence strips with it. Then, this cut up strip will be sent home as homework. This is where the child and parent put the strip together. Then, they read a selected book that is also in the homework bag ACTUAL READING RECOVERY LESSONS-THIRTY MINUTES  Student will read 2 books of their own selection (familiar read)  Running Record is taken of the New Book from the previous lesson  Daily journal: student creates one sentence, then writes it in their journal  Write the journal sentence on a strip of paper and cut out and mix up. Then, the student will reconstruct the sentence.  Introduction to new book (book walk)  Read new book

7. 12 WEEKS OR 24 WEEKS  The goal is to have the student get on grade level within 12 weeks. This grade level-what the rest of the class is reading at- is obtained from the school’s policy of what is grade level for the specific period that the student reaches that 12 week mark  When the student is nearing the end of the12 week period, the Reading Recovery teacher starts conferring with the classroom teacher and observing the student in their class. Some key questions need to be answered are before the child is released: Is the child ready to do their reading work independently (when required)? How are they doing in their Guided Reading Group?  If the classroom teacher feels that the child is ready to be returned to the class they are ‘discontinued’ and the intervention is viewed as successful DISCONTINUED  When a Reading Recovery student is reading at grade level, RR then assesses the student again with the Observation Survey—but this time it is done by another Reading Recovery teacher (not the student’s Reading Recovery teacher)  The student must achieve grade level scores on the Observation Survey, as well as have the Reading Recovery teacher’s Teacher Leader approval that the student is at grade level and can work independently at grade level in their classroom  If the child is assessed at 12 weeks and all involved feel the child isn’t ready, there is the option to let the child remain in Reading Recovery for another 12 week round.  If a child is not discontinued, they are returned to the classroom with the recommendation of further intervention with other specialists (i.e., Spec Ed, etc)

8. Others who have been influenced by Marie Clay

9. Linda Dorn is a professor of reading education at the University of Arkansas at Little Rock, where she is the director of the UALR Center for Literacy. She teaches graduate classes in literacy theory, research, classroom practice, and literacy leadership. S Linda Dorn has twenty seven years of experience in education, including teaching at the elementary, intermediate, and college levels. Linda is the primary developer and lead trainer of the Partnerships in Comprehensive Literacy Model, a nationally recognized model that uses literacy coaches as agents of change. She has worked with many school districts across the United States and she has collaborated with several state departments on comprehensive literacy initiatives. She believes that school-embedded professional development is critical for supporting teachers in new learning. "The schools described in all our books use this approach for improving classroom instruction and student achievement. Our teachers use book clubs, literacy team meetings, and professional study groups."

10. Titles by Linda Dorn Dorn is a prolific writer and producer of teacher professional development books and DVD’s. In addition to her published work, Dorn also offers through the University of Arkansas several clinics and weekly workshops that are offered to other reading professionals

11. GAY SU PINNELL IS A PROFESSOR IN THE SCHOOL OF TEACHING AND LEARNING AT THE OHIO STATE UNIVERSITY. SHE HAS EXTENSIVE EXPERIENCE IN CLASSROOM TEACHING AND FIELD-BASED RESEARCH, AND HAS DEVELOPED AND IMPLEMENTED COMPREHENSIVE APPROACHES TO LITERACY EDUCATION. SHE RECEIVED THE INTERNATIONAL READING ASSOCIATION’S ALBERT J. HARRIS AWARD FOR RESEARCH IN READING, AS WELL AS THE OHIO GOVERNOR’S AWARD FOR EDUCATION. SHE ALSO RECEIVED THE CHARLES A. DANA FOUNDATION AWARD, GIVEN FOR PIONEERING CONTRIBUTIONS IN THE FIELDS OF HEALTH AND EDUCATION. SHE IS A MEMBER OF THE READING HALL OF FAME. IRENE FOUNTAS IS FORMERLY A TEACHER AND LANGUAGE ARTS SPECIALIST, DR. FOUNTAS HAS BEEN INVOLVED IN EXTENSIVE FIELD- BASED LITERACY PROJECTS ACROSS THE US AND ABROAD. A RECIPIENT OF SEVERAL AWARDS FOR HER CONTRIBUTIONS TO LITERACY, AMONG THEM THE INTERNATIONAL READING ASSOCIATION'S CELEBRATE LITERACY AWARD, SHE HAS WRITTEN MANY BOOKS AND ARTICLES RELATED TO LANGUAGE AND LITERACY TEACHING WITH CO-AUTHOR GAY SU PINNELL. SHE IS THE DIRECTOR OF LESLEY UNIVERSITY'S CENTER FOR READING RECOVERY AND LITERACY COLLABORATIVE, WHICH CONDUCTS IN-HOUSE AND IN-SCHOOL/DISTRICT PROFESSIONAL DEVELOPMENT THROUGHOUT THE YEAR. DR. FOUNTAS TEACHES WHAT EVERY SCHOOL LEADER NEEDS TO KNOW ABOUT GOOD LITERACY TEACHING AND EFFECTIVE LITERACY COACHING, A SEMINAR SERIES TO HELP SCHOOL LEADERS EXAMINE THE ROLES OF TEACHING, STUDENT ASSESSMENT, AND COACHING AND SUPERVISION IN IMPROVING STUDENT ACHIEVEMENT IN READING AND WRITING. SHE ALSO TEACHES THE EFFECTIVE LITERACY COACH, A MULTI-WEEK TRAINING TO HELP EDUCATORS EXAMINE THE ROLES OF A SCHOOL'S LITERACY COACH AND TO DEVELOP EFFECTIVE COACHING SKILLS. CENTER FOR READING RECOVERY AND LITERACY COLLABORATIVE

12.  What is Guided Reading? Guided reading enables children to practice strategies with the teacher’s support and leads to independent silent reading (Guided Reading, )  Why is Guided Reading Important? Guided reading provides a student with appropriate reading instruction at the student’s instructional level

13.  Benchmark Assessment System  Leveled Literacy Intervention  Books: Continuum of Literacy; When Readers Struggle; Word Matters; Comprehension and Fluency