Review

Each lesson begins with a quick review of letters or words a student worked on the previous day. A student writes a word on the white board, runs his/her finger under it and reads the word. Help is given as needed.

Re-reads

Next a student rereads two books he/she has read before and is familiar with. This part of the lesson helps build student confidence (“I can read this book with few mistakes because I have read it before and know what it is about.”) and reading fluency (“Because I’ve seen this book before, I can read in longer phrases and make it sound better.”)

Running Record

The student independently reads aloud the “New Book” that was introduced in the previous lesson. The teacher does a running record while the student reads. The teacher notes any omissions, insertions, word confusions and self-corrections as the student reads, as well as information on how the student sounds. Following the book reading, the teacher selects several teaching points to work on with the student based on what the teacher observed during the reading. This book is sent home for the student to read to his/her parents that night.

Word Work

Word work may take place following the Running Record or it may take place as part of the other lesson components, where appropriate. A student may work on reading and writing a word in one or more media: on the white board with both marker and magnetic letters, on the chalk board, on a gel board or even tracing in sand! Students practice reading and writing left to write, good letter formation, and practicing high frequency words that will help them in their reading and writing.

Writing

During Roaming (the first 10 lessons), a student writes and illustrates a sentence story in a writing journal. The teacher provides help for sounding out/spelling words and letter formation. After roaming, students write a sentence story in a writing journal. Sound boxes are used to help students hear and write the sounds in words. High frequency sight words are also practiced to facilitate reading and writing. When the sentence is completed, the teacher writes the sentence on a sentence strip, cuts it up, reassembles it, checks it, and reads it aloud. This cut-up sentence is sent home for the student to reassemble and read to his/her parents that night.

New Book

At the end of the lesson, the teacher introduces the new book. The student does a picture walk and talks about what the story might be about. The student then reads the book with teacher help as needed. This book will be the book used for the Running Record in the next lesson.

A Typical Reading Recovery Lesson

A Typical Reading Recovery Lesson

Beth

2012-09-02

Toshiba