• Typical Reading Recovery Lesson

    Familiar Reading: During familiar reading the teacher will arrange for the child to enjoy reading at least two books that are easy and provide a sense of achievement. The child will have practice a range of complex behaviors on text that is familiar. Fluency, comprehension and speed are the desired outcomes from familiar reading.

    Read Yesterday’s Text/Running Record: During this reading of yesterday’s new book, the teacher observes and records the child’s reading behaviors on a running record for analysis after the lesson. After this successful reading, the teacher reinforces the child’s problem-solving efforts and focuses on teaching opportunities to encourage fast, efficient processing of continuous text.

    Letter Identification and Word Work: In this part of the lesson, the child and teacher work with magnetic letters to learn how words work and to become fast and fluent in recognizing letters in all of their visual detail. This short time (1-2 minutes) of word study is done in the service of reading and writing continuous texts.

    Write a story: Following genuine conversation between the teacher and child, the child composes a story (one or more sentences) of which he/she feels ownership. Independence is supported by urging the child to write anything he can independently from the very first lessons. It is a sharing of the pen-the child writes all that he can and the teacher fills in the rest. The teacher carefully selects words to work on that will be useful to the child the next time he reads and writes. The work page is used by both the teacher and the child to facilitate learning.

    Cut up story rearranged: After writing, the child practices rearranging a cut up version of his story. This task helps the child organize and understand the relationship between oral and written language. The child learns to monitor the reconstruction of his own composed sentence; he consolidates one-to-one correspondence of words spoken and words read and coordinates directional behaviors.

    New book introduced: The teacher introduces the child to a new book that she has carefully selected. By making the child familiar with the story, plot, and phrases of language, unusual words or familiar words used in a new way, the teacher orients the child so he/she can engage in independent reading and problem solving behaviors. The book must provide some challenge and at the same time be easy enough for the child to read independently (successfully) the next day.

    New book attempted: After the introduction, the child reads the new book with some support from the teacher. The teacher’s prompts and other responses during the reading have two aims: to improve the processing of information on continuous texts and to support the continued expansion of the processing system itself to cope with more features of language. This book is not sent home so that a running record can be taken the next day.