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A Newsletter of the Reading Recovery Council of North America, 1996-1999

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A Newsletter of the Reading Recovery Council of North America, 1996-1999 DOCUMENT RESUME ED 436 727 CS 013 778 TITLE Council Connections: A Newsletter of the Reading Recovery Council of North America, 1996-1999. INSTITUTION Reading Recovery Council of North America, Columbus, OH. PUBDATE 1999-00-00 NOTE 196p.; See CS 013 779 for a special issue of this newsletter on the North American Leadership Academy. AVAILABLE FROM Reading Recovery Council of North America, Inc., Suite100, 1929 Kenny Road, Columbus, OH 43210-1069. Tel: 614-292-7111. Website: <http://www.readingrecovery.org>. PUB TYPE Collected Works - Serials (022) JOURNAL CIT Council Connections; v2-4 1996-1999 EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Copyrights; *Early Intervention; Foreign Countries; High Risk Students; Inservice Teacher Education; *Instructional Effectiveness; Journal Writing; Portfolios (Background Materials); Primary Education; *Reading Difficulties; *Remedial Reading; Spelling; Teacher Education IDENTIFIERS *Reading Recovery Projects ABSTRACT This document consists of three years' worth (8 issues) of "Council Connections," the newsletter of the ReadingRecovery Council of North America. Each issue offers brief articles, updates ofReading Recovery programs in various countries, messages from the organization's president, past president, and/or the executive director, updateson the organization's committee actions, and a regular column (Classroom Connections)designed to serve Reading Recovery partners--the classroom teachers who work together with Reading Recovery teachers to teach children to readand write. The Summer 1996 issue includes "The Importance of Membership in theReading Recovery Council of North America" (Deborah R. Dillon) and "Trainersfrom around the World Meet" (Rose Mary Estice). The Fall1996 issue includes "Using an ABC Center to Help Children Learn aboutLetters, Sounds, Words, and How They Work" (Gay Su Pinnell). The Spring 1997 issue includes"Conquering the Spelling Frontier" (Vicki Fairchild Crain). TheSummer 1997 issue includes "Life Stories: An Easy Way to Promote Journal Writing"(Cheri Slinger). The Fall 1997 issue reports on the First NorthAmerican Leadership Academy held in San Diego, California, from July 30through August 2, 1997. The Spring 1998 issue includes "Portfolios: One District'sJourney" (Geraldine Haggard). The Fall 1998 issue includes "Copyright Questions--Ethical Responses: Understanding CopyrightIssues" (Mary Anne Doyle) and "Kindergarten Drama Basedon the Book 'Lilly's Purple Plastic Purse' by Bruce Henkes" (Sherlyn Porter). The Winter1999 issue presents brief accounts of implementation of ReadingRecovery in Canada, Department of Defense Schools; Queensland, Japan, New Zealand, andthe United Kingdom; and "Effective Literacy Programs (Gay Su Pinnell). The Spring1999 issue includes "Descubriendo la Lectura: An Overview" (Yvonne Rodriguez)and "Answers to Frequently Asked Questions about Interactive Writing"(Justina Henry and Barbara Joan Wiley). (RS) Reproductions supplied by EDRSare the best that can be made from the original document. COUNCIL C ONNEC TION S A Newsletter of the Reading Recovery Council of North America 1996-1999 PERMISSION TO REPRODUCE AND U.S. DEPARTMENT OF Office of Educational ResearchEDUCATION DISSEMINATE THIS MATERIAL HAS and Improvement BEEN GRANTED BY EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) This document has beenreproduced as received from the personor organization originating it. Minor changes have beenmade to improve reproduction quality. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinionsstated in this document do not necessarilyrepresent official OERI positionor policy. BEST COPYAVAILABLE 2 Summer 1996 Volume 2 0 No. 1 READING RECOVERY' COUNCIL OF NORTH AMERICA A Newsletter of the Reading Recovery Council of North America In Thls Issue... Is Reading Recovery Aligned Is Reading Recovery Aligned with a Specific Approach? Past President's Report .. 1 with a Specific Approach? President's Message ... 2 Marie Clay's response to this question. Executive Director's would want to see occurring in quality class- Message Reading Recovery aims to bring a high 3 proportion of the lowest achievers to rooms. A classroom program must be more Importance of Membership 4 average band performance in their extensive, more varied, with stimulating classrooms in both reading and writing, get- activities to meet the needs of the whole vari- We've Moved! 5 ting them off to a good start in literacy learn- ety of talent found in classrooms. 1997 Conference 5 ing. Even critical reviewers of the program No classroom program in the first year of Marie Clay to Keynote acknowledge that such changes occur. instruction will be adequate for all children Leadership Academy 7 Children can enter Reading Recovery frombecause those who fail have problem diag- any program and return to any program. Committee UPDATES 7 noses that differ one from another. Therefore, Reading Recovery does not require classroom there are two problems for an education sys- Update of Reading programs to change. However, some things tem to solve: how to deliver good first Recovery i n Canada .. 11 make it harder for Reading Recovery children instruction in literacy, and what kind of sup- Trainers From Around to continue to improve after discontinuing, plementary opportunity to provide for chil- the World Meet 12 and these things include a weak classroom dren who are low achieving in the classroom's program or one with low achievement out- Becoming A University good instructional program. comes. Training Site 12 Reading Recovery professionals are trained The Reading Recovery program cannot be specifically to assist the lowest achievers in a Code of Regulations 13 compared with any classroom program or any program targeted only to that group. Their RRCNA Board Highlights15 teaching method. It is designed to take the first priority is to bring the Reading Recovery children who become the lowest achievers in program to full implementation. Reading Editorial Board any classroom program and were taught by Recovery personnel also have roles as con- ° Janet Bufalino, Trainer, any teaching method and provide them with tributing members of school teams aimed at Shippensburg University a series of lessons supplementary to that pro- improving classroom programs. [email protected] gram. ° Mary Ann Doyle, Chair, Reading Recovery also functions as a pre- RRCNA PublicationS Good classroom programs will not arise referral program offered prior to referral to Committee from a supplementary program like Reading special education. [email protected] Recovery. They would exclude many things I ° Carol Miller, Site Coordina- tor, Fox Chapel Area School District, Pittsburgh, PA Past President's Report [email protected] Gay Su Pinnell ° Patsy Rucker, Teacher Leader, There is an often-told story about a man "I'm building a Fox Chapel Area School . District, Pittsburgh, PA who explores a construction site. One cathedral." ° Jean Bussell, Executive by one, he approaches workers and For the last two Director, RRCNA, asks what they are doing. The first worker years we have been [email protected] stops and says, "Sawing wood." The second immersed in the con- state.edu says, "Making a door frame." The third men- struction of the RRCNA. Nothing worth:- tions sharpening tools, and so it goes. Finally, while is created without digging in and doing The Council Connections the interviewer approaches a worker who the hard work, without meeting challenges,or newsletter is published by answers the question differently. without solving problems. Our first member- Reading Recovery Council of "What are you doing?" North America. ship drive gathered continued on next page 2 Connections Summer 1996 continued from previous page worked to clarify relationships with group and confirmed, through a con- 300 members and me hoped for 2,000 by The Ohio State University so that sensus process involving teacher leaders, the next year. Instead, our membership RRCNA can be a not-for-profit cor- teachers, and site coordinators: swelled to close to 5,000; it was clear poration; Sustain the quality of RR through that people interested in Reading filed papers for incorporation and the years Recovery wanted a professional organi- nonprofit status; and Expand RR to national scale zation. The numbers overwhelmed our created 13 functioning national Broaden the vision by building skeleton staff; we wanted to focus on the committees, each of which has its partnerships in school contexts and exciting business of organizing and cre- own impressive list of accomplish- supporting the work of classroom ating for the future and we did, but we ments and goals for the future: teachers had many everyday problems to solve, Implementation, Elections, Devel- Engage in inquiry and contribute for example, membership materials and opment and Membership, Training, to teacher education. mailing. Our list of accomplishments Research, Bylaws, Book, Guidelines As we move into the future, we have since summer, 1993, reads like a "to do" and Standards, Finance, Adminis- list. For example, together, we: a viable, working organization to support trative, Descubriendo La Lectura, teachers and others who have the goal created forms, documents, applica- Nominating, and Publications. of early literacy for every child. We will tions; All those tasks represent many hours continue to work toward the goals iden- solicited memberships at every of work by many different people who tified, to redefine them, and to find new Reading Recovery conference;
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