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Reading Recovery Lesson Overview
Each Reading Recovery lesson is an individual, one-on-one lesson for thirty minutes and includes the
following components:
I.
Fluent Writing Practice- Your child practices writing words that will eventually become words he
can spell correctly, write quickly, and identify within text. Occasionally, you may see these words
on a practice paper that will come home. Have your child write the word, spell it aloud, and read it
each time it is written across one line. Ex. “r-e-d, red”
II.
Rereading Familiar Books- Your child reads 3-4 familiar books. This allows your child to practice
reading with fluency, phrasing, and expression. It also results in your child discovering new things
about words and print he may not have noticed before. Beginning readers sometimes read wordby-word; however, children need to make their reading sound natural like talking, or they will not
be able to understand what they read.
III.
Running Record- Your child will read a book which was introduced and read once at the end of the
previous day’s lesson. The teacher will be observing and recording the child’s reading, noting errors
and self-corrections. This is a teaching tool to help the teacher know which strategies the student is
and is not using as he reads. If your child is successful in reading this book, it will then become a
book in his “familiar book box.”
IV.
Letter Identification/Word Work- Your child will work with magnetic letters on the board to learn
how letters and words work, and to become fast and flexible with letter identification. Your child
will work to control a consistent left-to-right orientation to letters and across words.
V.
Writing a Story- The student will compose a sentence or two, often using the running record book
or taken from a simple conversation between the student and teacher. The teacher and student
work on writing together. A practice page will be used to learn new words and letters. The teacher
will encourage the child to check his work and develop independence in the different aspects of the
writing process.
VI.
Cut-Up Sentence- After the child has written a short story, the teacher will copy a sentence on to a
strip of paper and cut it up for the child to put back together. This activity helps a child pay
attention to the order of words, sequence of letters and the way language is recorded in print. The
cut-up sentence will come home in an envelope for the student to put back together for a
parent/guardian. (Please return the envelope daily.)
My
friend
My
VII.
friend
plays
plays
baseball.
baseball.
New Book- Each day a new book is introduced to your child. Together, the teacher and child look
through the book to gain meaning of the story, try out new language structures and vocabulary,
and sometimes locate a few words. The teacher encourages the child to search print and pictures,
reread, discover how words look, problem-solve, check his reading, self-correct, and enjoy the
story. This book is not sent home, but instead is saved for the next day’s lesson as the “running
record” book.