Reading Recovery

Hi to all the boys,
We are all missing school and looking forward to being back again.
I hope you are all keeping well and enjoyed the sunshine today.
Please find resources and ideas below. Parents, please don't feel under pressure to get through them all quickly. Its very hard to teach in the home and its a stressful time for everyone. Its nice to have choice though so hopefully the boys will enjoy the different stories. 
I hope you are all safe and well.
Kind regards,
L McGovern
Reading Recovery
The following is a link to an e-book. You can read along with the voice or mute it to give it a go. Mam or Dad can read it too. 
 Ideas for reading 
Read the title together and look at the cover illustration. Ask your child to discuss what a hideaway is and to describe Bob’s hideaway, using the picture to support their ideas.
Encourage your child to describe their own secret hiding places or favourite places to play, supporting and developing their vocabulary choices. 
Read the blurb aloud together. Ask you child to suggest why Bob’s hideaway doesn’t stay a secret for long and predict what might happen in the poem. 
 Introduce the interest words that feature in this poem. 
Focus on strategies for reading words that are built from two known words, e.g. hide-away, moon-light, and words that have familiar endings, e.g. invite-d, decide-d, peep-ed. Reading and responding • Explain that this story is written as a poem. Read pp2–3 , emphasising the rhythm and rhyme. 
Ask your child to read these pages aloud with you to practise reading with fluency and expression.
Learning objectives: read words containing  –s, –es, –ing, –ed, –er and –est endings.
High frequency words: had, but, it, for, that, only, he, would, there, night, then, all, friends, they, was, so.
 Ideas for writing:
As with our lessons in the classroom , ask your child to write a sentence or sentences. This could be a sentence from the book or one they have come up with themselves. You can write the sentence out and cut it up word by word. Your child can then put the words in order to recreate their sentence. Draw their attention to capital letters and spaces, and  the way they read-are the words read together or word  by word. This can be helped by "phrasing" the words together and reading them two or three words at a time eg: in a long sentence -put three cut out words on one line and three words on the next. 
Here is a lovely idea from Dr. Sue Bodman from Reading Recovery Europe
 An idea that you may like to use with a Reading Recovery child in listening, talking, reading and writing; hold a family tree project.  This activity could take place over several days.

Lesson 1:

1.    Read a story that features a grandparent 

https://youtu.be/BwZVEYa_DVg

 https://youtu.be/mkc5Jxaxy74 


 https://youtu.be/QbUauCsnZJk 


 https://youtu.be/RsG7Up93GIY 


 https://youtu.be/WeiG915eJ_A 


 https://youtu.be/zd6fHojeaoY )

2.    Demonstrate creating a family tree of the family in the story for the child.  This resource may be helpful http://www.fotolip.com/wp-content/uploads/2016/05/Family-Tree-14.jpeg

3.    Suggest that the child work with their mother or father or older sibling to create their own family tree in time for the next time you will contact them.

Lesson 2:

  1. Reread the story, with the child listening, sharing or rereading independently as appropriate for each child.
  2. Discuss the grandparent and what they do for the child.  Introduce the idea that even though the grandparent looks old now, they were once a child. 
  3. Using the composition procedures from a RR lesson, devise some questions orally that would help the child learn about their grandparents and their family when they were growing up.  Use the key vocabulary of questions to support: When What Who.
  4. Ask the child to phone or skype their grandparents to interview them about their family and their life when they were a child.

Lesson 3:

1.    On another day, when the interviews have taken place, use the ideas to co-author some writing about what life was like when their grandparents were children.  You could act as a scribe for the child who needs it or provide verbal prompts for a child that can write it for themselves.

2.    This then becomes a reading task both to be read to the grandparents who were interviewed but also for the child in future lessons.

This lesson sequence will not only develop empathy, link reading and writing context but also offer some contact opportunities for older people in the community.