Here is a new youtube video of a Reading Recovery lesson. It is interesting to hear the prompts that the teacher uses to scaffold (help) her student to check and solve words as he is reading and writing.
The lesson is made up of-
Familiar reading (well known books). Usually that there is less help needed during familiar reading, and the reading should sound smooth (not word by word).
Running record. The student read independently.The teacher was recording what he was doing well and what needed attention. After the reading she made some decisions about which teaching points would be the most valuable at this time, and which errors she wanted him to work on again.
Making And Breaking. He made the word play with magnetic letters. He was asked to make a similar word– day. The word pay was harder for him to read showing that he didn’t quite understand that ay had a constant sound in the different words.
Writing. The student composed a sentence based on one of his books. The teacher and the student shared the pen. (We have a marker each. We would do the cut up sentence next. This was left out of this lesson.) The teacher and the student worked on various ways to solve words: clapping the parts, sound boxes, and stretching out the word.
New book. There was some discussion to familiarise the student with the overall story and some of the words and phrases in the book. She left out the ending for the student to discover during the 1st reading of the whole book. He read this book with the most amount of expression in his reading voice.
This teacher has been very generous in allowing this video to be posted. It demonstrates that a student does not always easily follow our prompts and we need to constantly adjust what will help him or her. We need to know what is not working for this student at this particular time. We need to know what to keep working on and what to leave for another day. Our students are certainly unpredictable.