Key Reading Recovery Strategies to Support Classroom Guided Reading Instruction

639 KEY READING RECOVERY STRATEGIES TO SUPPORT CLASSROOM GUIDED READING INSTRUCTION

Jamie R. Lipp n Sara R. Helfrich

Primary classroom teachers can incorporate key Reading Recovery strategies—normally used in a one-on-one setting—into their everyday small-group guided reading lessons.

t’s 9:15 a.m., and I (Jamie, first author) am ready Maybe you’ve even attempted to “Teach Like a to start guided reading, the most important hour Pirate” (Burgess, 2012): Arrr! Primary (K–3) teachers of the day, with my students. I’ve created my undoubtedly place a high priority on the importance groups, chosen appropriate books, and made of being effective teachers of literacy. Creating stu- Isure that everyone understands the expectations for dents who can read and write well is no easy task, the morning. “All right, first-grade friends, I need to and providing instruction that ensures this is crucial. see Marvin, Sadie, Kylie, and Rashid [all names are In regards to effective literacy instruction, Reading pseudonyms] back at the reading table. Grab your Recovery teachers come to the table armed with reading bags and head on over!” I tell them. I’ve got roughly 15–20 minutes with this group of students, and it’s time to make the most of these precious Jamie R. Lipp, a former Reading Recovery teacher for Worthington moments! Schools in Columbus, OH, USA, is currently a doctoral candidate in the Gladys W. & David H. Patton College of Education at Ohio University, Effective teachers are continually seeking oppor- Athens, USA, and the elementary English language arts and social studies tunities to improve their craft. Fortunately, there is curriculum specialist for Westerville City Schools, Columbus, OH, USA; no shortage of literature aimed at improving teaching e-mail [email protected]. Sara R. Helfrich is an associate professor and literacy program methods and strategies. Perhaps you have consid- coordinator in the Gladys W. & David H. Patton College of Education at ered trying to Teach Like a Champion (Lemov, 2010). Ohio University, Athens, USA; e-mail [email protected].

KEY READING RECOVERY STRATEGIES TO SUPPORT CLASSROOM GUIDED READING INSTRUCTION

able to sufficiently support the learn- Guided reading offers small-group ing of their students. During the 12–20 support and explicit teaching to help weeks of intervention with individual students take on more challenging texts students, Reading Recovery teachers (Fountas & Pinnell, 2010 ). Within these continually practice carefully observ- guided reading groups, even more dif- ing their students and reflecting on their ferentiated reading instruction can occur specific needs in order to accelerate their because of the intentional teaching of learning. Reading Recovery teachers skilled teachers. It is one thing to under- carefully create and examine running stand and implement the framework of records to determine next steps in teach- a guided reading lesson, but it is another ing and understand the importance of to use guided reading to bring read- a great understanding of theory and supporting their students in developing ers from where they are to as far as the research and training on which they rely strategic processing systems for reading teaching can take them in a given school for effective, strategic decision making. and writing. year (Fountas & Pinnell, 2012 ). Fountas With that in mind: Have you ever con- Reading Recovery continues to show and Pinnell (2012 ) state, “The teaching sidered trying to teach like a Reading positive outcomes for students. Despite decisions within guided reading become Recovery teacher? the strict screening measures involved, the next horizon” (p. 5). It is beneficial to Reading Recovery is a short-term the What Works Clearinghouse (2013 ) explore the ways in which key Reading intervention that provides one- on- one reports that Reading Recovery has Recovery strategies can be used to sup- tutoring to first-grade students who positive effects on general reading port teaching decisions in classroom are struggling in reading and writ- achievement and potentially has positive guided reading lessons. ing (What Works Clearinghouse, 2013 ). effects on alphabetics, reading fluency, Developed in New Zealand by edu- and comprehension for beginning read- Focus on Fluency cator and researcher Marie M. Clay, ers. Further, research has shown that Throughout the guided reading lesson, Reading Recovery has more than 30 75% of students who receive a complete it is important that students have mul- years of extensive, positive data to sup- Reading Recovery intervention reach tiple opportunities to read texts at port its effectiveness. Teachers trained grade-level proficiency in reading and their instructional level and read them in Reading Recovery teach four stu- writing (D’ Agostino & Harmey, 2015 ). well—and in these opportunities, slow, dents in a one-to- one setting while they These successes are due, no doubt, to staccato reading cannot be the norm. participate in a full year of graduate both the nature of the intervention and If reading is phrased and fluent and coursework, followed by ongoing train- the knowledge of the teachers using responding is fast, this likely indicates ing and professional development to be them. that the reader has grouped together How can we integrate into the the words that the author had meant to classroom setting some of the key tech- go together to support meaning (Clay, Pause and Ponder niques of these highly trained Reading 2005b ). There are multiple ways to facilitate and encourage fluent reading n What do current running records reveal Recovery teachers? Teaching read- within the lesson. Gather your students about the strengths and needs of your ing one- on- one is likely not possible at your guided reading table and let ’ s students? in general education classrooms with a large number of students; nor do all begin! n In what ways are you using information students need this intensive level of from analyzed running records and instruction. However, guided read- Allow Opportunities observations to support your teaching ing groups, developed by Fountas and for Familiar Reading decisions? Pinnell and largely based on the roots All right, boys and girls, thanks for being and theory of Clay ’ s research, are one ready for reading group so quickly. We n What prompts could you use to best area of instruction where classroom are going to take out our familiar reading books that you took home last night. Go support your guided reading group based teachers can significantly lower the ahead and pull those out of your reading on the analysis of a set of the students’ number of students they are instructing bag now and choose one to whisper read running records? at one time. to yourselves to warm up. I ’ m going to

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be listening for reading that sounds like and it will serve as a model and talking, and I’ll jump in to help you if you reminder of what fluent reading sounds need me. like. An anchor text, while familiar, Reading Recovery teachers begin every is more specific to each student. It is lesson by having their students read a direct representation of a text that yesterday’s new book as a familiar read. each student reads as an example of the For primary classroom guided reading way fluent and phrased reading should lessons, allow students to warm up by sound. Also, an anchor text is one that reading a familiar text at the beginning the student has read repeatedly and of the lesson. This text should be at the that is more familiar than most other student’s independent or instructional texts; familiar texts are usually those level and should be one that the student read the day before or read a few times has read at least once before. This could in the past. partner. Give them opportunities to be the text to which the guided reading An anchor text may be a quick poem, choral read. group was introduced during the previ- passage, or text, and it can be kept in If a student begins to read in a ous lesson. the student’s reading bag or classroom choppy manner, quickly place your Listen closely as each student reads cubby—anywhere that is quickly and voice over his or hers to encourage quietly to him- or herself. While the easily accessible during reading group. them to match your pace. Demonstrate students are reading, ensure they are For example, allowing the student to how to briefly slow the pace to solve practicing good fluency, and if not, inter- read the specific anchor text and then an unknown word, then immediately vene to model and practice how it should reminding him or her how the read- return to the fluent, phrased reading sound. For example, ask students to reread ing sounded can be very effective. When that is expected. Model this behav- and make it sound like talking. Read the engaging in new texts, it is helpful to ior. Ensure that students are mastering text aloud and ask the students to match remind the student of the way the read- word recognition in order to free up your voice. To keep the focus on fluency, ing sounds when he or she reads the mental resources for comprehension familiar texts should be easy for the stu- anchor text and to encourage him or her and prosody. When asking students to dents, ensuring that they are not exerting to mimic this fluent reading even in the read independently, do not accept slow, too much effort on decoding issues and new text. staccato reading. Clay (2005b) suggests word solving. Clay (2005b) asserts, “Easy prompts such as these: books are easy because you do not have to Model Fluent Reading During n Put them all together so that it sounds put so much effort into solving the words the Lesson like talking. n Are you listening to yourself? and the messages” (p. 150). Rashid, you did a great job reading for n us. I love what is happening in this story! Reread. Did it sound smooth? (p. 205) Make Sure Every Student Has Let’s read the next page together. Keep up an Anchor Text with me and match my voice.… Excellent. I want you to read the next three pages Encourage Flexible Use Marvin and Sadie, why don’t you pull out quietly to yourselves. I’m going to be of Finger Pointing your anchor text from your reading bag? listening… Kylie, are you listening to Oftentimes when I work with students, I noticed your reading today sounded yourself? Keep reading… Now put them I see them using finger pointing when a little choppy. I’m going to keep read- all together so that it sounds smooth. it is unnecessary. Perhaps this is some- ing a little with the others, but I want Nice job! That sounds like talking! both of you to read a few pages of your thing their parents or previous teachers anchor text to remind you how your read- Let us hope the days of round-robin have instructed them to do with the ing should sound. Think about how your reading are quickly ending. Rather best intentions in mind. However, reading sounds when you read your anchor text, Baby Bear Goes Fishing for than having students take turns read- extended use of finger pointing can be you, Marvin, and The Red Rose for you, ing a page of a story, use these reading problematic. Sadie. Try to make your new book, The opportunities to model and prac- Emergent readers often use finger Hungry Giant, sound just like that. tice fluent reading with your students. pointing long after it is needed. Once In this case, an anchor text would be Read aloud to them. Have them whis- early behaviors such as one-to-one one that the student can read fluently, per read to themselves or read to a matching, return sweep, and locating

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known words are firmly established, the recommendations in the next two it is important to ask students to read sections. with their eyes only. Encourage students to use their finger flexibly, inserting Excitement Is Contagious their finger when needed, and remov- The new book is like the dessert at the ing it again quickly when it is no longer end of the lesson. It is the treat. I often needed. This prevents the habituation of refer to the new book throughout the choppy reading, as the finger can often lesson to keep my students moving. cause students’ eyes to unnecessarily Let’s finish our writing so we can get slow down. to the new book….I am so thrilled that you are reading well enough that you are Marvin, you don’t need your finger any- ready to read this book. I have been wait- We must make students famil- more. It is slowing down your eyes. Read ing so long to share it with you. It is one iar with the story, the plot, unfamiliar this page with just your eyes, and if you of my favorites! get stuck, put your finger in quickly to phrases, unusual names, new words, help you, then get it right back out….Yes, Your students will want to read the and old words used in an unusual way just like that! I’ll write a note to mom and book you are introducing if they feel like (Clay, 2005b). For example, the phrase dad and let them know that you know it will be worth their time and energy. “Into the tub went some tomatoes” how to use your finger when you need it, and you can read with just your eyes Helping them to see how the story is (Cowley, 1993) may be structurally from now on. connected to their interests, or how it unfamiliar to readers and will need to can provide them with a story or infor- be practiced before the first reading. Provide a Supportive mation they would want to know, will Reading Recovery teachers often ask Book Introduction help them engage in the task of reading questions that allow students to think Once students are all warmed up in a less threatening way. You might say, beyond the text, making predictions and ready to go, it is time for the new for example, and creating suspense by not revealing book introduction! Reading Recovery I am so excited to read this new book up front the ending of the text. The fol- teachers are specifically trained to with you today because I know how lowing book introduction, used with a much you loved the Hungry Giant story. understand the importance between group of first graders, shows examples There is another story with the giant in of the teacher familiarizing students oral language and reading instruc- it called The Hungry Giant’s Soup. Let’s tion. The new book introduction in a see how the people take care of the mean with the text, practicing unknown Reading Recovery lesson is a conver- giant this time! words and phrases, confirming and rejecting attempts at words, identifying sation between student and teacher While this is likely to catch their atten- the problem of the story, and leaving and provides the student with much tion, it is merely a summary statement the reader in some suspense. more than a picture walk, where a and not your book introduction. basic overview of the text and a glance Boys and girls, take a look at this first through the pictures remain the focus A Picture Walk Is Not page of The Hungry Giant’s Soup. It is the (Briggs & Forbes, 2009). a Book Introduction same problem as the last time. The giant Remember, if we are truly instruct- Take the “bugs” out of the new book is hungry, and he is demanding that the people get him the things he wants. This ing at the students’ instructional levels, (Clay, 2005b). Talk about the story with time, he wants some soup. the new book should not be considered your students so they have a thor- Read what he says to the people on a test of their abilities; rather, it should ough understanding of what they page 3. That’s right: ‘I’ll hit you with my be an opportunity for teaching interac- will be reading. Oftentimes, pictures bommy-knocker!’ There’s that phrase again, ‘bommy-knocker.’ Bommy rhymes tions and feedback to advance students’ can be misleading and may not sup- with mommy, remember? reading abilities. Solid, supportive book port the actual events in the story. Be Keep going. To cook the soup, the introductions engage conversation, prepared to engage students in conver- people say they need a soup pot. Point to developing oral language and mean- sation about the text they are about to where it says that. Soup pot… Good. But ing around the text, setting the reader read. Even beginning books can and the soup won’t fit in the soup pot. What will they need to put it in? Could be a tub, up for a successful read. In order to should have a story line that needs to be could be a bathtub. Slide your finger under teach for a successful first read, consider discussed. that word and figure out which one it is.

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Now the giant is getting angry. He says something a little different here. He “Our prompting, if not balanced, can says, ‘“Hurry! Hurry!” the giant yelled. “Or you’ll all get my bommy-knocker!”’ inadvertently create readers who attend to one Say that again with me… Good, now find where he says that in the story and source of information over the others at difficulty.” read it. They are hurrying! The people are going to put some tomatoes, onions, and spices into the tub. needs and decide when you are prompt- Rashid is reading The Hungry Look at pages 10 and 11. What’s the ing for processing or when you should Giant’s Soup and stops at the word problem? Yes, the soup’s stopped cook- be supplying information that the children. ing because they need more wood for the fire. The children will find some wood. learner does not have (teaching)” (p. 94). Rashid, reread and think about who is Turn back to the beginning and we will After the new book is introduced, looking for the wood. Try a word and read to see what the children find to keep students should be given the opportu- finish the sentence. Were you right? the fire going. Pay close attention, this is nity to read the text in various formats, That’s right, they could be children or funny! they could be kids. Slide your finger as previously discussed. Listen closely under that word and check which one to your students and consider the sug- it is. Yes, children! Reread and put it all Prompting Is Important gestions in the next two sections to together. The texts you are introducing in your provide instruction and teacher feedback guided reading lessons should be at the throughout the lesson using flexible and Know What Prompts edge of students’ instructional level; not effective prompting. to Use When too easy but not too hard (Vygotsky, Reading Recovery teachers become 1978). This is the teacher’s opportunity Say What You Mean experts at pulling the appropriate to support and provide careful instruc- and Mean What You Say prompt out of their mental toolboxes tion and feedback to promote strategic Most teachers, by nature, are very verbal. at just the right times to support learn- processing systems. The ways in which Reading Recovery teachers are trained ing. As classroom teachers, knowing we prompt students become some of to know how to say enough without which prompts are best in which situa- the most important teaching decisions saying too much. Clay (2005b) encour- tions can assist your teaching in being throughout the guided reading lessons. ages, “Do not waste words. Say whatever more direct, explicit, and differenti- Clay (2005b) suggests, “Give thought- is necessary to keep the story flowing, ated to your specific group of learners. ful attention to the level of help the child but eliminate all unnecessary talk” (p. We must remain flexible with our 95). Too much teacher talk can impede prompting to ensure we are creating learning. readers who skillfully integrate mean- Interrupting a student who is reading ing, structure, and visual information must not be a lengthy process that breaks to interpret texts. Our prompting, if the flow of the story. Be explicit when not balanced, can inadvertently create teaching students so they know exactly readers who attend to one source of what will help them. Instead of saying, information over the others at diffi- “Don’t do…,” direct students’ attention to culty. Clay (2005b) provides multiple what will help them in the particular sit- examples of prompts and how to best uation. When a student is showing signs use them to support learning; based of difficulty by pausing during reading on our work with classroom teach- longer than necessary, Clay (2005b) sug- ers, we have provided examples of gests prompts such as these: which prompts may work for various situations. n Do this. The prompts to locate are especially n What did you notice? helpful in book introduction scenarios, n Why did you stop? where you want to support students n Think about what you know that might so that the first read is a successful help. (pp. 202–203) experience.

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OK, friends, now the people have a prob- action) students take reveals insight feedback, and reminding them of these lem. The soup has stopped cooking. into the ways in which they are skills often, can help to accelerate their Think about that word stopped. What do problem solving and processing infor- learning. you expect to see at the beginning? Yes, the word stop. And at the end? Yes, an -ed mation. For more information about What Do Your Students Do at ending. Now, find the word stopped and running records, see the Web links in slide your finger under to check if you the More to Explore sidebar at the end Difficulty? Do your students make have it. of this article. haphazard attempts at high-frequency words? This could indicate that more Observe and Although running records are often used to assess text difficulty for a stu- work is needed to firm up their core of Analyze Carefully dent, they can also be taken at different high-frequency words to ensure auto- Observing students is a complicated time intervals to capture progress maticity. Practice with quickly locat- task. Reading Recovery teachers have (Fried, 2013). Information revealed in ing these words in texts or writing these the luxury of only having one stu- running records should shape future words from memory could support this dent at a time on which to focus their teaching interactions. Be mindful of the learning. Do your students reread at dif- attention, allowing them to know following: ficulty, at times self-correcting? This these students and their reading indicates that they are using strategies behaviors in a very complex way. Clay How Does the Reading Sound? to support self-monitoring. Build on (2005a) offers an extensive explana- Think back to our discussions on flu- those strengths and praise this strate- tion of what it truly means to observe ency. Are your students putting words gic action! our students: and phrases together so the reading To prevent reading failure teachers must flows, indicating that they are making What Does a “Told” Tell? When ana- take time to observe what children are meaning out of what is read? Are they lyzing a running record, note when a stu- able to do….Observation involves more spending too much time on word solv- dent appeals and a told (word) is given, than hearing children read every day. then ask yourself, What did the student It involves being a teacher who inter- ing, making the reading disjointed acts with the child, who notices the and slow? Do they slow down at dif- not control that prevented them from child’s responses to the story, its lan- ficulty but speed back up immediately solving the word on their own? Although guage and meanings, and who takes the afterward? you want students to move away from time to gather evidence of how the child the teacher supplying the word at diffi- is working on print. The teacher must be What Do Students Control? Building culty, the told can reveal specific process- reflective and responsive to the negotia- tions of the child. (p. 11) off a reader’s strengths is a foundational ing actions. A told suggests the student piece of the Reading Recovery lesson. (a) noticed something that made them Classroom teachers can gain knowl- Make note of what your students con- stop and (b) could not find any strategy edge about their students through trol when they are reading and writing, to solve the word themselves. Make note guided reading instruction by observ- and use these strengths to support fur- of every told, and explicitly teach students ing specific skills and reading ther learning. Do they read for mean- the strategy that could have best sup- behaviors, then documenting them ing? Do they read in longer phrases? Do ported them in that particular situation. on a running record. Likewise, care- your students make multiple attempts Look for tolds on formal running records ful analysis of running records (formal at unknown words? Do they reread to plan for instruction and use informa- or informal) helps teachers to further to confirm their attempts? Students tion gained from tolds to make effective understand how students respond to need to feel successful; showing them teaching points after an informal running difficult text. Each action (or lack of what they do well through teacher record is taken.

Table 1 Prompts to Support Students at Difficulty

General To Locate To Look To Attend to Meaning Prompting to Check Try that again and think about What would make sense, sound What do you expect to see at Do you know a word that looks You said ——. Does that make what would sound right and the beginning? At the end? In like that? sense? Something didn’t make right, and look like that? look right. the middle? sense. Reread.

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expectations of accountability for students. Reading, to most students, can “Reading, to most appear like a puzzle in need of care- students, can appear ful solving. Helping students to understand and gain control of the skills and like a puzzle in need of strategies to do their own puzzle solving will decrease their dependence careful solving.” on you as the teacher for constant support. Ask students, “Were you right?” sure you are right. Sadie, when you read this sentence, you said, “Hurry, hurry!” (Clay, 2005b) when they are right Were you right? How do you know? and when they are wrong; then, ask Yes, you were right! Nice job checking them how they know. Show students yourself! how to use meaning, structure, and visual information simultaneously Final Thoughts While students are warming up by to confirm or reject their attempts. With the amount of ongoing profes- reading their familiar reads, I ask one For example, try showing two words sional development opportunities student to read the book introduced on a dry erase board (i.e., house and provided to Reading Recovery teachers, from the previous guided reading home) to a student and say, “One of it is no surprise that these teachers are lesson. I only need to hear about 100 these words is house, and one of these well versed in all of the areas noted in words, and I do a quick, informal run- words is home. Which one is which? this article. However, classroom teach- ning record of that reading. Glancing Were you right? How did you know?” ers can take on this learning by weaving over the running record, I can see that Model how students should slide their these suggestions into their daily guided Kylie stopped and waited for a told on finger under each word from left to reading routines. Classroom teachers the word cooked. The text said, “Soon right and say each word slowly, not must become efficient at helping stu- the soup was cooked.” So, I will revisit letter by letter, checking visual infor- dents become strategic problem solvers. this with Kylie explicitly. “Kylie, you mation with what their mouth is Remember the major goal(s) in your read, ‘Soon the soup was…’ and then saying. guided reading lessons. you stopped. What did you notice?” Make sure that you are not jumping Clay (2005a) encourages teachers Kylie responds that she thought the text in right away to rescue students each to “keep in mind that the teacher at all should say, “Soon the soup was ready,” time they pause or falter. Allow stu- times must decide the next most pow- but she knew it didn’t match. I reply, dents some time to process the text on erful strategic activity that could help Excellent, you noticed something! “Soon their own, then come in when needed this particular child to increase his pro- the soup was ready” does make sense, with specific prompts that teach rather cessing of information in text” (p. 43). but it doesn’t look right. If you notice it than tell. When words are pulled out Further, Lyons, Pinnell, and DeFord doesn’t look right, reread and try some- (1993) comment that “the hardest shift thing that would work. Let me show you: of a text for students to work on in iso- “Soon the soup was cooked” [saying the lation, it is always important to take for teachers to make is to think about word slowly and running my finger under students back to the continuous text to teaching as assisting the student’s prob- it as I do]. See, that’s a match! Next time, read the word in context: lem solving” (p. 62). Through increased try multiple attempts to help yourself. attention to fluency, supportive book This entire process, from Kylie I’m going to write two words on the dry introductions, flexible, specific prompt- erase board. One of these words is hey, ing, and careful observations, classroom reading her familiar text to my brief and one of these words is hurry. Which modeling of the appropriate strategy, one is which? How do you know? Now, teachers can provide powerful teach- should take about three minutes. which one of those is in your story right ing within guided reading lessons. So, here? Slide your finger and check. Yes, return to your classrooms and gather you are right, it is hurry. Now you know Who Is Doing the Work? Reading your students at your table for guided how to check yourself. You don’t need Recovery teachers are taught to bal- me to tell you! Do that when you make reading instruction. Waving your pirate ance strategic teaching with high an attempt at a word and you aren’t flag is optional, but ultimately, if you

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books into your reading bag, and you can children in Reading Recovery. New York, TAKE ACTION! head on back to your literacy station. All NY: Teachers College Press. right, friends, I love the way you are all Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes 1. Select a focus guided reading group working quietly. I need John, Arianna, (M. Cole, V. John-Steiner, S. Scribner, & E. with which you will begin working. Trevor, and Cruz to head on back to my Souberman, Eds. & Trans.). Cambridge, MA: reading table. Harvard University Press. 2. Carefully analyze these students’ most recent What Works Clearinghouse. (2013). Beginning Here we go again! reading intervention report: Reading Recovery. running records to plan for instruction. Washington, DC: Institute of Education 3. Begin your lessons with familiar reading REFERENCES Sciences, U.S. Department of Education. Briggs, C., & Forbes, R. (2009). Orientation to while focusing on fluency throughout. a new book: More than a picture walk. The Reading Teacher, 62(8), 706–709. LITERATURE CITED 4. Plan for supportive book introductions that Burgess, D. (2012). Teach like a pirate: Cowley, J. (1993). The hungry giant’s soup. New York, NY: Wright Group/McGraw-Hill. help to ensure a successful first reading. Think Increase student engagement, boost your creativity, and transform your life as an about the group and the support needed in educator. San Diego, CA: Dave Burgess terms of meaning, language structure, and new Consulting. Clay, M.M. (2005a). Literacy lessons designed for MORE TO EXPLORE or difficult words to support students’ reading individuals, part one: Why? When? and How? Portsmouth, NH: Heinemann. n Briggs, C., & Forbes, S. (2002). Phrasing in fluent of the new book at an instructional level. Clay, M.M. (2005b). Literacy lessons designed for reading: Process and product. The Journal of 5. Make note of the ways in which you are prompt- individuals, part two: Teaching procedures. Reading Recovery, 1(2), 1–9. Portsmouth, NH: Heinemann. n ing students. Use these notes to help you decide D’Agostino, J.V., & Harmey, S. (2015). IDEC Cox, B.E., & Hopkins, C.J. (2006). Building on the- evaluation report 2013–2014: Annual results oretical principles gleaned from Reading Recovery how your prompting can be more effective. show strongest outcomes experienced to to inform classroom practice. Reading Research Quarterly, 41(2), 254–267. doi:10.1598/RRQ.41.2.5 6. Observe carefully throughout the lesson and date. The Journal of Reading Recovery, 14(2), 47–53. n Fountas, I.C., & Pinnell, G.S. (2006). Teaching for be mindful of strategic teaching decisions Fountas, I.C., & Pinnell, G.S. (2010). The con- comprehending and fluency: Thinking, talking, tinuum of literacy learning, grades preK–8: A and writing about reading, K–8. Portsmouth, NH: and feedback that accelerate learning. guide to teaching (2nd ed.). Portsmouth, NH: Heinemann. Heinemann. n 7. Ask yourself at the end of the lesson, Fountas, I.C., & Pinnell, G.S. (2012). Guided McGee, L.M., Kim, H., Nelson, K.S., & Fried, M.D. What did students learn today that will reading: The romance and the reality. The (2015). Change over time in first graders’ strate- Reading Teacher, 66(4), 268–284. gic use of information at point of difficulty in read- help them be better readers tomorrow? Fried, M.D. (2013). Activating teaching: Using ing. Reading Research Quarterly, 50(3), 263–291. running records to inform teaching deci- doi:10.1002/rrq.98 sions. The Journal of Reading Recovery, 13(1), n “How to Take Running Records”: scholastic.ca/educa- 5–16. teach like a Reading Recovery teacher, a tion/movingupwithliteracyplace/pdfs/grade4/runnin- Lemov, D. (2010). Teach like a champion: 49 tech- grecords.pdf champion of literacy you will be! niques that put students on the path to college. Hoboken, NJ: Wiley. n “Running Records and You”: www.learnnc.org/lp/ Oh, my goodness! Everyone did so much Lyons, C.A., Pinnell, G.S., & DeFord, D.E. editions/readassess/977 hard work today. Gather your familiar (1993). Partners in learning: Teachers and

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