READING RECOVERY: PREDICTIONS OF PROGRESS



READING RECOVERY: PREDICTIONS OF PROGRESS

|Child Calvin L. |School Malcolm X |RR Teacher Susan Lewis |

|Date 10/03/99 |Weeks/Lessons 3/4 | |

(Use the structure defined by bold format to record the prediction)

At the end of the teaching program, Calvin will know how to:

• Consistently control earliest strategies (1:1, L to R, locating known/unknown words) in order to free attention to attend to other things

• Self-monitor in order to detect errors

• Search for cues in words, meaning and letter sequences in order to problem-solve and negotiate meaning

• Cross-check one source of cues with another in order to confirm and/or self-correct

• Self-correct using multiple sources of information in order to independently continue to increase his control over reading and writing, (and to know when to appeal for help)

• Read fluently in phrases in order to maintain meaning and check what he reads against language (structure and visual) knowledge.

In the next few weeks, he will need to know how to:

In Reading: (* are priorities)

• * Search for structure cues (will do so when I prompt)

• * Cross check taking initiative for cue match (emerging)

• Use chunks in word analysis (will do so when I prompt and identify chunk)

• Attempt and solve new words (makes attempt, using M and trying V)

In Writing:

• * Hear and record sounds in boxes with clear match of sounds and counters

• * Articulate words slowly (particularly the ending sounds)

• * Learn and then control meaningful chunks/parts (ing, ed, sh, etc.)

• *Understand concept of generating words

• Generate words

• *Independently generate story and sentences (will generate with teacher prompts)

At the end of the teaching time 17-20 weeks, Calvin will be able to read:

Reading Recovery level 12

Extra work will be needed to help Calvin attend to:

• Understanding concept of generating words - to use what he knows to get to unknowns both in reading and writing.

• Articulating word clearly enough so that he hears the ending sounds. He'll often pronounce and hear "th" as "d"; and hear "k" in ending sounds, particularly with "g" (for instance with "pig" he'll say it slowly and I hear "pig-a" but he'll hear "pig -ka" and write "pik"). He hears and writes it clearly if I'm saying the word.

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