Reading Recovery
Although most children learn to read in classroom programs, a few children have great difficulty learning to read and write. Reading Recovery can help!
If your Senior Infant or First class child has been Reading Recovery lessons it means the teachers think he or she needs extra help with reading and writing. Proficient readers and writers develop early. For children whose literacy skills are just emerging, getting help as quickly as possible will make a big difference in learning. Strong writing skills are essential for success in school and later life.
A Reading Recovery teacher has special training to find out exactly what your child finds hard about reading and writing. Your child’s Reading Recovery lessons will be based on what he or she knows and will be adapted to make it easy to learn. The teacher will give your child an individual 30-minute lesson every day for approximately 20 weeks. In that time you should see your child’s reading and writing improve quickly. This new learning usually helps children feel more confident about classroom work, too.
Each year, data is collected from each school and centre, using before and after results. The overall success rate for the Republic of Ireland stands at 95% (2010/2011).
With information gained during Reading Recovery lessons, teachers and administrators can make good decisions about future support your child may need.
If your Senior Infant or First class child has been Reading Recovery lessons it means the teachers think he or she needs extra help with reading and writing. Proficient readers and writers develop early. For children whose literacy skills are just emerging, getting help as quickly as possible will make a big difference in learning. Strong writing skills are essential for success in school and later life.
A Reading Recovery teacher has special training to find out exactly what your child finds hard about reading and writing. Your child’s Reading Recovery lessons will be based on what he or she knows and will be adapted to make it easy to learn. The teacher will give your child an individual 30-minute lesson every day for approximately 20 weeks. In that time you should see your child’s reading and writing improve quickly. This new learning usually helps children feel more confident about classroom work, too.
Each year, data is collected from each school and centre, using before and after results. The overall success rate for the Republic of Ireland stands at 95% (2010/2011).
With information gained during Reading Recovery lessons, teachers and administrators can make good decisions about future support your child may need.
Resource
Some of the students have been working on their social skills such as turn-taking, sharing, using kind words and working together. Here is some of their winter art they made as a team.
Some of the students have been working on projects to improve their literacy and I.T. skills. Here are some of their finished projects:
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ENGLISH AS AN ADDITIONAL LANGUAGE - EAL
Since the foundation of Thornleigh ETNS in 2007, we have always welcomed children and their families who hail from a variety of countries around the world. It is our belief that these children bring something extra to our school and in creating a multi-cultural school environment, we are lucky to work, learn and play in a very special place.
With multiculturalism comes a multi-lingual environment. Here in Thornleigh we are lucky enough to be immersed in a rich diversity of languages, from Eastern Europe, the African continent, Asia and the Middle East.
While accepting of and welcoming of ‘home’ languages, we also pride ourselves on our inclusivity. For all children to be included and have an equal voice, we teach and encourage the use of English as the common spoken language of our school. For those children who have English as an additional language (EAL) we provide extra support in the classroom and occasional withdrawal groups.
Over the eight years since the school opened, we have found that teaching English to children with a home language is most effective when done through activities. Some of these activities have included sport, gardening, visits to local amenities and cooking and baking.
Over the last term, two of our members of staff have undertaken a cooking and baking club with a group of children from third to sixth class for whom English is an additional language. The children have learned new vocabulary, improved their spoken grammar and increased their confidence in speaking English.
Below are some pictures of some of the yummy things they have produced.
With multiculturalism comes a multi-lingual environment. Here in Thornleigh we are lucky enough to be immersed in a rich diversity of languages, from Eastern Europe, the African continent, Asia and the Middle East.
While accepting of and welcoming of ‘home’ languages, we also pride ourselves on our inclusivity. For all children to be included and have an equal voice, we teach and encourage the use of English as the common spoken language of our school. For those children who have English as an additional language (EAL) we provide extra support in the classroom and occasional withdrawal groups.
Over the eight years since the school opened, we have found that teaching English to children with a home language is most effective when done through activities. Some of these activities have included sport, gardening, visits to local amenities and cooking and baking.
Over the last term, two of our members of staff have undertaken a cooking and baking club with a group of children from third to sixth class for whom English is an additional language. The children have learned new vocabulary, improved their spoken grammar and increased their confidence in speaking English.
Below are some pictures of some of the yummy things they have produced.