Daily Instruction—An Essential Element
for Accelerated Learning
and Effective Implementation of Reading Recovery
“It
makes a difference if you get a lesson every day and make a rapid progression
up through the book levels—the pace with which your learning accelerates is
somehow advantageous.
If
the child moves forward slowly, possibly missing lessons here and there, the
end result is not as satisfactory as speedy progress through the book levels. It
is as if the brain cells need to be involved tomorrow in what they explored
today to consolidate some permanent change in their structure.” (Clay, p.
151 LL2)
Consider
the following chart:
|
WEEK
|
# of Lessons per Week
|
||
|
|
If 3 lessons per week
|
If 4 lessons per week
|
If 5 lessons per week
|
|
1
|
3
|
4
|
5
|
|
2
|
6
|
8
|
10
|
|
3
|
9
|
12
|
15
|
|
4
|
12
|
16
|
20
|
|
5
|
15
|
20
|
25
|
|
6
|
18
|
24
|
30
|
|
7
|
21
|
28
|
35
|
|
8
|
24
|
32
|
40
|
|
9
|
27
|
36
|
45*
|
|
10
|
30
|
40
|
50
|
|
11
|
33
|
44*
|
55
|
|
12
|
36
|
48
|
60
|
|
13
|
39
|
52
|
65
|
|
14
|
42
|
56
|
70
|
|
15
|
45*
|
60
|
75
|
* a child who has had 5 lessons per week will have
received 45 lesson over the span of 9 weeks whereas a child who has received 3
lessons per week will take 6 additional
weeks in order to have completed 45 lessons
Reflect:
~ How
might you use this chart along with individual attendance registers to monitor
daily lessons?
~ How
might the school team ensure a minimum of interruptions to the daily delivery
of lessons?
~ How
might the school team promote regular attendance by children?
~ If
professional learning from the other part of your role involves a full day
session, how might the school team work to ensure that missed Reading Recovery
lessons are made up?
Please
share some of the creative ways that your school team has ensured that
intensive daily lessons occur.
