Reading Recovery Newsletter Fall 2013

 NEWSLETTER Fall 2013 Canadian Institute of Reading Recovery®
Institut canadien d’intervention préventive en lecture-­‐écriture® Exceptional Teachers: Exceptional Training ‘As a ‘new’ Reading Recovery teacher, I now look at my students in terms of what they know and where they are instead of what they don’t know and where they should be. I’ve become more optimistic about what all kids can do.’ Read All About It ‘I have become so much more knowledgeable about the theory of the reading process. This knowledge has given me the confidence to speak on behalf of our little ones who need the most support to learn the intricate and challenging journey of learning to read.’ The quotes on this page come from recently trained York Region District School Board Reading Recovery teachers. During the year-­‐long, on the job training, and in addition to ½ time classroom assignments, teachers work with 4 Reading Recovery students daily, participate in rigorous assessment training and attend in-­‐service classes every other week throughout the school year. They keep meticulous records, read and discuss numerous professional books and articles, meet with a teacher leader regularly and arrange to teach their students behind a one way glass – so that colleagues can observe and learn. Hard work, but worth the effort! Going the Distance for Reading Recovery in Yukon Yukon’s airline publishes a magazine titled, “North of Ordinary”. The th
title is an apt description of Reading Recovery in Yukon. Now in its 17 year, the most demanding challenge to the delivery of Reading Recovery ‘up north’ was, is, and continues to be: geography. About a third of Yukon’s 26 Reading Recovery teachers work in communities Reading Recovery north of that range from Old Crow (inside the Arctic Circle, 830 kms from the Arctic Circle? Of course! Whitehorse, accessible only by air) to Watson Lake, some 455 kms to the south. Two training sites, in Whitehorse and in Carmacks (187 kms north), have made it easier to transport children to “behind the glass” sessions, although families from distant communities like Dawson City, Faro and Watson Lake often find it difficult to make the long trip, especially in sub-­‐zero weather. Many parents do not have transportation and must rely on relatives or friends to get their children to a lesson. Their perseverance demonstrates a deep commitment to both their children and the important role that Reading Recovery plays in their children’s literacy development. Challenges in geography make for challenges in funding, but with Department of Education support, professionally committed and hardy teachers, we have sustained the Yukon implementation. And we’ve been able to maintain or better the national average of students who make exceptional progress. Reading Recovery in the Yukon is definitely “north of ordinary”. It definitely made me a better teacher! Newly trained York Region District School Board Reading Recovery teachers reflect on their journey of learning Reading Recovery thrives in Yukon – Way Beyond Ordinary! From north of the Arctic Circle, to B.C.’s border, Yukon’s intrepid Reading Recovery teachers are improving literacy outcomes – one child at a time CIRR National Conference Literate Beginnings, Literate Lives Online registration is now open for this excellent professional development opportunity BRAND NEW! Have a look at our PARENTS’ PAGE Ideas, information and inspiration for parents and caregivers of young readers and writers February 13-­‐14, 2014 www.readingrecoverycanada.ca ‘Reading Recovery has shown me that each child is different – with different strengths and different needs – and that I, as their teacher, need to accept, enhance, and adapt to them each day.’ York Region District School Board Reading Recovery Teacher Class of 2013 Dr Stuart Shanker Itah Sadu Mary Rosser Literate Beginnings, Literate Lives Don’t miss it! The CIRR National Conference offers outstanding professional development for teachers, principals and senior administrators interested in expanding common understandings and effective practices to maximize student learning. FEBRUARY 13 & 14, 2014 Sheraton Parkway Hotel, Richmond Hill Fall 2013 Canadian Institute of Reading Recovery Newsletter 
Waiting games that expand vocabulary Waiting has become a part of our everyday lives. The next time you hear, “How much longer?” try one of these ideas to grow your child’s vocabulary with word games. This handy booklet, developed by the Toronto Public Library, is available at all TPL branches. Many of the tips and activities are also accessible to everyone online at: www.torontopubliclibrary.ca/ready-­‐for-­‐reading/ Children learn many of the skills they need for reading long before they begin school. You help build these early literacy skills when you read, talk, sing and play with your child. In this fun and friendly book, you'll find tips, tricks and resources to help you get your child "ready for reading" with easy, everyday family activities including: finger plays, songs & rhymes, recommended reading booklists, stories & poems, music & videos and literacy games & activities. This guide has been published with the support of the Toronto Public Library Foundation and was developed by the Toronto Public Library. 1.
Start with a category such as insect words, long “A” words, food words, or sports words. Take turns naming items in the category; when the category is exhausted, begin a new one. example: ladybug, ant, spider 2.
Try an alphabet search. One person names an object that begins with the letter “a.” The next person names something beginning with “b,” and so on. 3.
Start with a simple word like “up,” and take turns thinking of opposites. example: down, left/right 4.
Play the rhyming game. One person says a word such as “hot,” and the next person comes up with a word that rhymes with it such at “spot.” When there are no more rhyming words, start a new word. 5.
Say a word and see if your child can tell you (or clap) the number of syllables in the word. example: watermelon -­‐ 4 or baseball -­‐ 2. Or you can ask your child to name a 2-­‐
syllable word, 3-­‐syllable word, etc. 6.
Say a word such as “tub.” Your child then has a say a word that begins with the last sound in your word (b: book). Now you have to say a word that begins with the last sound in your child's word (k: kite), for example. Please send your comments & suggestions for future issues to: CIRR@rrcanada.ca Watch wonderful finger plays & songs in several languages. Do you have a Reading Recovery story to share? We’d love to hear from you! www.youtube.com/playlist?list=PLDAC88063AB7062B9 Your support makes a difference DONATE ONLINE at CANADA HELPS www.canadahelps.org Search: Canadian Institute of Reading Recovery OR SEND A CHEQUE TO: Canadian Institute of Reading Recovery 
660 Eglinton Ave E, 119-­‐402, Toronto, ON M4G 2K2 cirr@rrcanada.org www.readingrecoverycanada.ca Charitable Organization Registration # 139744973RR0001