What is the Selection Process?
or districts wishing to implement Reading Recovery/Literacy Lessons will submit
one copy of the Implementation Plan and Application Form(s) for
one, or preferably two, teachers selected from their schools.
materials are submitted to the Site Coordinator of the district/regional
Training Site. Selection by a screening
committee, in consultation with the Teacher Leader, may be arranged
- If the
school/district is successful in its application, the teacher(s) nominated by
the principals will be accepted for the training class.
What are the requirements for a school to participate in Reading Recovery/Litreacy Lessons Training?
As outlined in the Standards and Guidelines of Reading
Recovery in the United States, Sixth Edition (http://www.readingrecovery.org/implementation/standards/index.asp)
the requirements are:
The Principal will adhere to the Reading
Recovery guidelines for student selection.
- The Principal of the
school must be prepared to give unqualified support to the teacher(s)
enrolled in the training course and to work with the Teacher Leader and
trainee(s) to establish an Early Literacy Team in the school.
- The teacher(s) selected
should be experienced in primary (K-3) classroom teaching and/or reading
instruction -- preferably classroom instruction. (See Qualifications
for Reading Recovery Teachers).
- The teacher(s) in-training
will participate in a one-week (30-hour) workshop on the administration of
the Observation Survey and the selection of children - preferably before
the program begins in September.
- The training will require
the teacher(s) to work individually with four Reading Recovery children on
a daily basis throughout the school year.
Each child receives a 30-minute lesson every day. In the training year, as well as in
subsequent years, a minimum of 2½ hours per day is required for the
Reading Recovery teaching. (Note: Literacy Lessons trainees work with two
students individually each day requiring approximately 1¼ hours per
day.) The teacher assumes other
responsibilities during the remaining half day (see section on staffing
models). The Teacher Leader will
visit teachers in-training in their schools periodically to monitor
instruction and to provide guidance and support regarding the
implementation of Reading Recovery for the school's early literacy support
- Principals must be willing
to designate a small, quiet area within the school for the
teachers-in-training to teach individual children and provide appropriate
furniture (e.g. rectangular table, shelves, chairs, etc.).
- Teachers in-training will
attend a weekly 2 to 2 ½ hour clinical class after school, at the Reading
Recovery Training Site. Attendance
at all sessions is required. At
least three or four times during the year, teachers will teach Reading
Recovery students behind the one-way glass at the Reading Recovery site to
provide live demonstration lessons for the members of the training class.
- The Principal will
facilitate arrangements to transport children to the Training Site when it
is the teacher(s)’ turn to teach live lessons.
- Once the training has
begun, its continuance must take precedence over all other claims on the teacher’s
timetable for the duration of the school year.
- The Principal will support
and facilitate the data collection and testing required for the monitoring
and evaluation of the program.
- The District/Principal
must be prepared to allocate funds for: (1) purchase of books and
materials used in Reading Recovery training and instruction; (2) travel to
and from the training site and for interschool visits (1 or 2) to other
teachers in-training; and (3) travel, meals, lodging and registration at
the Regional or Ohio Reading Recovery Conference.
What are the READING RECOVERY/LITERACY LESSONS Teacher ASSIGNMENT/STAFFING
A trained Reading Recovery Teacher serves the children who
need Reading Recovery across the grade one classrooms in a school. A Reading
Recovery teacher works individually with four (4) Reading Recovery children
one-half of each school day and in another role (e.g. Title I instruction,
resource center teacher, classroom teaching staff development) for the other
half of each day.
Literacy Lesson Trainees work with two students individually
each day requiring approximately 1 ¼ hours per day. In subsequent years, they
must continue to work individually with one “special population” student. The
teacher assumes other responsibilities during the remaining half day.
A school can elect one of several staffing models. The following are examples of staffing
A first grade or reading teacher provides
Reading Recovery instruction for one-half of each school day; for the rest of
the day the teacher works with small groups of primary children in a literacy
A Title I teacher can be assigned to teach
Reading Recovery one-half of each school day and provides Title I (BSIP)
services for primary children the other half of the day.
Teachers teach one-half of the school day in
Reading Recovery and works the other half-day in the classroom.
In schools where there is a large population of grade one
children who need Reading Recovery, it is recommended that teachers be trained
in pairs, two per school.
Teacher participation should be voluntary.