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2nd Round Action Research: Accelerating the Learning Part 2

At the beginning of my 2nd round of Reading Recovery I wrote a post about participating in a LitCon session, The Quest for Accelerated Gains in Writing, presented by Mary Fried, reflecting on my own practices during the writing part of my Reading Recovery lessons, and my desire to do some action research centered around …

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Lessons Learned: Reflections on a Remarkable Year

When staring into a pool of still, clear water, the reflected image is sharp, almost perfect. When the water is disturbed, the reflection is still there, but it is distorted, no longer a perfect copy. Our water has been disturbed. For some of us, in the most violent way. Our year has resembled past school …

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Cross-checking Sources of Information

Literacy Pages: The Series presents the fifth post in an 8-post series related to Reading Recovery and Teaching with Discontinuation in Mind from Early Lessons. Cross-checking is the behavior in which a student checks one or more sources of information against each other. The act of cross-checking can lead to a self-correction in which all …

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Part 3: Syntactic Structures

Literacy Pages: The Series presents the forth post in an 8-post series related to Reading Recovery and Teaching with Discontinuation in Mind from Early Lessons. Click below to check out our previous post. Self-Extending Systems: Teaching with Discontinuation and Independence in Mind Part 1: Actively Self-monitoring Part 2: Searching for Different Kinds of Information When …

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Part 1: Actively Self-monitoring

Literacy Pages: The Series presents the second post in an 8-part series related to Reading Recovery and Teaching with Discontinuation in Mind from Early Lessons. Click below to check out our previous post. Self-Extending Systems: Teaching with Discontinuation and Independence in Mind Self-monitoring is an integral ability needed by students in order for them to …

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Teachers Cannot Teach Independence

In Literacy Lessons Designed for Individuals (2016), Marie Clay writes that teachers do not need to know how to teach students independence and that we in fact cannot teach a child independence (p. 41). Instead, through less teacher talk, more observing, and careful book selections we can set students up for independently initiating their own …

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Helping Our Students Become Efficient, Capable, and Competent Writers

As Reading Recovery teachers, we work with students who have a wide range of writing abilities.  Some of our students may be using pictures or symbols to record their messages while other students are able to say words slowly and record some of the sounds they hear.  No matter where our students start, we work …

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