Our firsties are SO SMART this year! Seriously – we tested so quickly and our kiddos know so much already it’s going to be a great year of learning.
After testing, we take one “data” day to get organized before we start our students. I make all my writing books, homework books and assemble my student binders. I keep all my masters in a binder so I can quickly pull what I need to copy. You can read more about my student binders here.
These last three get copied on card stock. I like to make sure the student record of known words in reading and writing doesn’t get too beat up since I use it everyday.
I also send home a permission form and a video release for each student. I don’t always video tape, but figure it’s best to get permission at the beginning in case I end up needing to tape a lesson later on. My permission slip is included in this product.
The last thing I put together are student action plans and Observation Survey summaries. You can read more about my action plans here.
It’s taken me some time (4 years…or so) to get to this point, but I have honestly found a love of the first two weeks of Reading Recovery. This “Roaming Around the Known” time is designed to help the teacher and student get to know each other and for the teacher to support what the student already knows. Only, here’s the catch: no teaching. WHAT?!? We only have 20 weeks and we can’t teach for the first 10 lessons? But we do get to “demonstrate” and make our students feel successful.
It might go against my love of routine and structure, but I’m enjoying planning these lessons. I start the first lesson by learning about my student’s family and things each student loves.
I use the list of things my kiddo loves to plan the next 9 lessons. This friend loves super heroes – especially The Avengers! For lesson two I printed a few of his favorites so we could write about them.
He picked Thor so we wrote a few sentences together to tell about him.
We also used the letters for “Thor” to count the letters in a word and to begin to see the difference between letters and words.
While we write, I highlight the letters he can match to sounds on the action plan so I can hold him accountable for those sounds when we write together. My notes are pretty simply, but help me keep track of what we did during the lesson and what the kiddo could do.
Then, after his lesson, I took the sentences and made them into a book that we can read together tomorrow.
I’m just getting started with Roaming this round, and I have a few things I’m really excited about (I *might* have build a big Thor hammer to use tomorrow!) so I’ll post again next week with some more ideas!
You can read more about what works for me in Roaming Around the Known here.
I’d love to hear what works for you during RATK!