Reading Recovery Lesson
1. Familiar Re-readingIn every lesson every day, I get to read lots of little books. I get to pick some of my favorites that I have read before. This is easy for me. I try to read my book so it sounds like people are talking because my teacher says, "That's what good reading sounds like." This makes me feel like a reader and helps me to know my sight words really well."
2) Running RecordNow I have to read a book all by myself. My teacher watches and listens to me. She makes notes about the good things I try while I read. She will not help me at all unless it is a really hard problem. If I can't figure out a word or get mixed up, my teacher will tell me to try it again. This is a book that I read yesterday with just a little help from my teacher. Now I think I can read it pretty well all by myself.
3) Letter Identification/Word WorkSometimes I need to work on learning about letters, letter sounds and words. I work with magnetic letters on a whiteboard. I move letters around to make words and I learn how to break words into parts which will help me when I read. I love moving the letters to learn new things.
4) Story Writing
Every day I get to think up my own story (a sentence) to write in my writing book. I can write lots of little words all by myself. My teacher likes my stories and helps me figure out how to write some of the words. We uses boxes and I say the word that I want to write very slowly so I can hear the sounds, and then I write the letters in the boxes all by myself. I like to read my story when I'm done.
5) Cut Up Sentence
While I finish writing my story, my teacher writes it on a long strip of paper. My teacher cuts up my story so I can put the pieces back together, like a puzzle. I have to think real hard to get it all back together, and then I have to check myself by reading it again to see if I got it right.
6) New Book
My teacher picks out a new story just for me and tells me what it is all about. We look at the pictures and think about what the people and animals might say and do in the book. My teacher also helps me think about some new and important words in my story. Isn't it fun to hear about the story and look at the pictures before you read it? I think it helps me read the story better, too!
Now it's my turn to work again, but I like to try this and I know my lesson is almost over. When I come to a "tricky part" my teacher will ask me questions or show me what I should try to think about so I can figure out what to do. My teacher is trying to teach me to do all the things that good readers do. If I have to work real hard on this story we will probably read it again together.
Nightly HomeworkReading Recovery® students have homework every night. Parent/Guardian participation and support is necessary for students to succeed at an accelerated rate. Click on each of the following links to read about what your child is expected to practice each night.
1) Familiar Reading
Each night your child will read some books that he/she has read before. These books are familiar and easy for your child. This allows him/her to practice reading without becoming frustrated. This is also the best way for your child to practice making the book sound like people are talking. Your child should not need to use his/her finger while reading these books, unless he/she gets to a "tricky part". The goal is to help your child become a fluent reader who can read quickly and smoothly, using phrases, and with expression.
It is so important to listen to your child as he/she reads these familiar books. Your child needs for you to encourage and support his/her efforts as he/she becomes a better reader. Please refer to our "helpful hints" section for things to say when your child gets to a "tricky part".
Be sure that your child returns all of his/her familiar books to school each day, in the Reading Recovery® bag provided.
Each day during a Reading Recovery® lesson, your child writes a sentence. The teacher copies it on a strip of paper and cuts it apart. Your child then works to put it together again.
Each evening, you can help your child at home by doing the following:
1) Listen to your child read the complete sentence that the teacher has printed on the envelope. If he/she has forgotten the sentence, tell your child what it says and have your child repeat the sentence.
2) Watch your child put the cut-up pieces back into the correct order. He/She may do this with or without the envelope as a guide.
3) After the sentence is put back together ask your child to "check it" against the sentence on the envelope to make sure it is correct and have your child read it to you.
4) Your child may then glue the sentence inside his/her notebook.
*Please be careful not to use the words as flashcards or expect your child to read the words without the entire sentence being present.
*Occasionally your child's teacher may cut the sentence so as to make your child notice something that he/she has been working on in class. For example, jump/ing or th/is.3) Reading LogYour child is also responsible for asking an adult to sign his/her reading log each night. After listening to your child read his/her familiar books and checking the cut-up sentence, please sign your child's reading log. This enables you to check your child's progress and to communicate with your child's teacher about the good reading behaviors that you are noticing at home. Your child can use these books for their book projects for their regular classroom teacher as well. Just write them on his/her classroom reading log too.4) Sight Word PracticeEach night sight word flashcards will be sent home for your student to practice. He/she will start with 3 known and 3 unknown. When those are mastered with automaticity, more known and unknown will be added. Students will graph the number they know each day to see how many they are learning.