Week+One

= WEEK 1 = PRIOR to Week I
 * Use each other as resources: Email one another basic questions regarding intervention areas that we would like to know more about that the other person has more background experience with.
 * Each prepares an oral presentation for the other, answering the questions based on our knowledge and resources.
 * Each finds an article – Lisa elementary and Angela secondary– about a reading intervention at represented levels.

MEET Week 1
 * Present information
 * Share article on elementary, read, discuss

[[file:Recommended Authors.doc|List of Authors and Book Recommendations]] (link)
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Articles on Adolescent Literacy and Content Area Literacy
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[[file:796.Suggested Titles, Elem..docx|Recommended Titles for Elementary Literacy]] (link)
= = =Angela's questions for Lisa=

**1. What would a typical reading recovery lesson look like?**
==== T o answer this, I have started a PP presentation on some important names in Elementary reading which is also my Journal for this week. I feel that we will learn even more when we take 720 this fall, but here is some information on Reading Recovery to start off with: ====

==== **2. How would you ensure to include all parts that reading recovery states one should include in each lesson when a lesson is only 30 minutes?** (I looked online and it said “ Each lesson consists of reading familiar books, reading yesterday’s new book and taking a running record, working with letters and/or words using magnetic letters, writing a story, assembling a cut-up story, and reading a new book.”)====

Introduction and reading of new book 10 minutes
= = === I have not heard of this. The best ways to teach sounds and letters I was taught was to start with the child's name. Now, I know last time we talked about Reading Recovery's way of teaching sounds and letters--through their alphabet book. === = = 4. How do you review these once you have introduced? How long does it usually take a student to learn a concept? === In Reading Recovery, there is no 'formal' review--you usually hit the items within the framework of either reading or writing and then you talk about it. It depends on the student how long it takes to learn a concept. I would say longer if the student has 'mislearned' something, like confusing the letter b with the letter d === = =
 * 3. What are the best ways to teach letter / sound relationships and spelling patterns? I read somewhere that only sound and letter relationships should be taught and students should not identify the name of the letter. Is this true and if so when do you teach the names?**
 * 5. What seems to be the most difficult letter /sound relationships and spelling patterns for students?**

In my experience, the letters: b, d, m, e and then y and u
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 * 6. Besides reading recovery, what other elementary reading interventions are you familiar with?**
 * I have used Fountas and Pinnell's Benchmark Assessment System, Leveled Literacy Intervention. I have also been trained in Linda Dorn's Guided Reading Plus; Comprehension Focus Units and Lucy Calkins Reading Workshop and Writing Workshop. I should add that they are many other intervention programs out there that I haven't used. **
 * 6. If you had to work with any struggling reader, what should be included in any one-on-one lesson?**
 * ** After assessing the student I would firsthave the student read to me a favorite book of theirs. Then, we would write about it and "discuss" how to write the words they want, etc. Then, when finished with the writing, I would have the student read what they wrote out loud to me. **
 * ** Next, I would have selected a book to work on. With an elementary student, this book would be at their instructional level, and after doing a book walk--the student would then read it to me, with me providing the scaffolding that they need. **
 * ** After the new book, if we had time I would work on specific skills that my assessment showed the student still needed to master--for example, telling the difference between the letter b and the letter d, or work on some handwriting confusion they would have, etc. **
 * 7. Who are the “big names” in elementary reading and how are their ideas different? What are common ideas among each of them? (like Lucy Calkins and Fountas and Pinnell).**
 * What I have noticed is that most reading/literacy writers are strongly based on either Clay( a whole language type approach) or phonics. Dorn, Fountas & Pinnell and Calkins are all strongly influnece by Clay, as are Debbie Miller and the sisters, Boushey and Moser. Patricia Cunningham is known for phonics .**