• Reading Recovery Lesson Components

    Fluent Writing Review

    In this part of the lesson, the child practices writing quickly on a vertical whiteboard with a marker and the high frequency words he/she is working on. High frequency words need to become automatic, freeing the brain to concentrate on other aspects of the story. 

    Re-reading of Familiar Books

    The child practices reading books that have already been read. This allows him/her to practice fluency on easier books. The brain can also notice new features as the text becomes more familiar.  This also offers the teacher the opportunity to teach some more new things about the book.

    Reading of the Running Record Book

    During this part of the lesson, the child must independently read the previous day's new story.  The teacher take a running record of exactly what the child reads.  This helps the teacher analyze what next teaching steps the child needs.
     

    Letter Identification of Taking Words Apart

    In early lessons, the teacher will focus on the child learning his letters very quickly and automatically.  This is done with maganetic letters at a vertical whiteboard.  The child may sort letters according to features and perhaps learn how to form difficult letters.
    In later lessons, the emphasis switches from learning letters to learning whole words.  After a core of high frequency words is well known, work will switch to learning how a word the child already knows can help him unlock a new word.
     

    Composing and Writing a Story

    Every day the child will compose and write a simple story, starting with a simple sentence and moving into a paragraph.  The child and the teacher are co-authors, with the child contributing as much as he/she can, but with the teacher supplying the letters and words the child is not yet ready to analyze for himself/herself.
     

    Re-assembling the Cut-up Story

    This component is done mostly in early lessons.  The same story the child has just written is copied by the teacher onto a sentence strip.  That strip is then cut into units (often individual words) and the child must re-assemble the story.  This focuses the child to pay attention to the letter sounds and sequences within words.  As the child progresses, this drops out of most lessons, unless a particular feature in the print needs some focus.
     

    Reading of the New Book 

    The child attempts to read a new book, especially selected for him/her, based on the teacher's careful observations of what the child already knows that can help him/her read this new text.  The goal is for the child to read the book as independently as possible.  The techer chooses parts to teach that fit with what each individual child needs to learn next.