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Roaming Around the Known

RR Final Presentation

Jennifer Michael

on 5 December 2012

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Transcript of Roaming Around the Known

Reading Recovery A Journey Through Roaming Around the Known -First two weeks of your lesson series
-No teaching
-Reading and writing in the context of
what the child already has demonstrated
they know
-Lessons are 30 minutes What is Roaming Around the Known? "Confidence, ease, flexibility and , with luck, discovery, are the keynotes of this period which I have called "Roaming around the known." Marie Clay
LLDI#1 pg. 32 Why Roaming Around the Known? Give the teacher and the child a chance to get to know each other
Allows teacher to learn more about the child
Gives the child an opportunity to make discoveries
Allows teacher to observe with writing everything down- teacher can learn more about how child responds to reading and writing
Builds child's confidence and allows them to feel safe and comfortable with what they can read and write
Allows teacher to model several important behaviors "However, the most important reason for 'Roaming around the known' is that it requires the teacher to stop teaching from her preconceived ideas. She has to work in ways that will suit the child, working with what he is able to do." Marie Clay LLDI#1 pg. 33 The teacher needs to be patient and allow the child to take ownership of the tasks. A Roaming the Known Lesson Looks Like... Build fluency on the very little he knows... Your goal is to build the child's confidence and flexibility
Teacher should design engaging activities that can be shared with child
The child needs to feel in control so that they may feel achievement
Encourage the child to be fluent in his responses and to use what is known in different ways
Both the child and teacher will want to go further, but teacher must refrain from teaching during this time
Child may learn through teacher's modeling of activities during shared reading or writing
Teacher will be surprised and excited by connections the child makes on her own
Teacher should try to make repeated opportunities for newest things to occur during different parts of the session- it helps the child gain ownership of the task Reading Use readable texts
a very easy story book
a very simple story you have read to child including easy trade books (Spot)
a simple book about an experience the child has had
a simple story the teachers writes for the child
a simple story the child has dictated
cannot rely on published books for sequence- the teacher is the expert who chooses the books and sequence
GOAL---the child feels in control Writing Conversation leads to ideas to write about and allows the teacher to learn about the child
make up stories with him that he is interested in
teacher scribes and allows child to jump in and write anything they know
encourage him as he writes and put an emphasis on fluency (write quickly)
use different media to write with and write on
reread these stories to him- THIS will help him begin to understand RECIPROCITY
you may be able to add information to the OS that he wasn't given an opportunity to show them What is the teacher doing during RATK? think about the child's responses
plan repeated tasks and an equal amount of reading and writing
keep an open mind and be open to allowing the child to discover things
keep a diary of sorts
that diary is more than a record of the lesson- it should be a snapshot of as many of the child's behaviors observed
watch for new evidence
ask what she did well and listen to the child's use of language
engage in conversation and create opportunities for the child to talk
provide examples of language
watch as new behavior appear Examples from my RATK journey earlier this year LLDI#1 pg. 33-34 Ideas from...
Our fearless leader
Shared resouces Use Stickers to write stories that interest the child Play Tic-Tac-Toe with words they know...this will build fluency! Write words repeatedly with different media and on different media...increases speed and fluency! Different media and repitition Tic-Tac-Toe with letters BINGO dabber for search and locate known letters Shared writing and simple stories Let the child write words they know! Child constructed stories... What does the child already know?? What words do they know? Add words as discovered. A record of your lesson... CAUTION
This form is the Sharon Ritchey way...not RR official! Keep notes of everything you notice!!!!!! A letter game to distinguish same and different letter pairs...compliments of Beth Peterson:) Another...
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